? PublicEducation
Bullying Leads to Suicide of Young Girl

Parents, please read this!
Warning To Parents: Talk to your kids!
Amanda Todd committed suicide because of pornography, predator, bullying

I wouldn't usually send you an email on Saturday, but I just heard about this story and feel that this is URGENT. If you have children, please sit down with them this weekend and talk about the dangers of our Internet age - pornography, sexting, sexual predators, bullying, etc.

This young girl was coerced into showing her breasts on a webcam - it ruined her life. Here is the tragic story in her words, posted on September 7th. With a heavy heart, we share that she committed suicide on Wednesday.

Please don't think that this cannot happen to your child. Statistics show that even the "good kids" are doing this. ADDRESS THIS ISSUE NOW AND OFTEN WITH YOUR CHILDREN. Use this tragic story to start the conversation. Let us know how the conversation goes. Email us grassroots@pornharms.com.

There are many resources to help you. We have compiled a list here. The tools are here. USE THEM.

Dawn Hawkins

[These tragedies wouldn't happen if parents took their kids back from pubic schools (intentionally misspelled) and taught them morality and religion, and not to base their self-worth upon peer-approval!

Students: if you find yourself in this type of situation, please talk with your parents about homeschooling. www.hslda.org has some excellent information, and there is are different A beka programs, with student and teacher's guides, (and even a DVD-based course) that make it easy to homeschool: http://www.abeka.com   
Also, learn full-contact Krav Maga / boxing / self defense (as opposed to breaking boards and pulling punches in most martial arts classes) in order to build your self esteem, and be able to defend  yourself. Work on getting your feeling of self-worth from inside yourself, not from peers: their opinions do not accurately reflect your self-worth, but only how well you conform to what they think you should be like (which is usually like they are). They do not like anyone different, and will attack them (herd-mentality). Also, try to look on the bright side, rather than the dark side of everything. Investigate Christianity (which is not Catholicism, a corrupted form of Christianity) as a source of peace and self-worth. Over the years, the elites, along with the liberals in schools, government and media have intentionally indoctrinated each generation into rejecting morals, values and religion, and have done all they could to weaken the family and convince the youth to look to the government for everything (including validation of self-worth). Reject this and learn to accept yourself.]

Enough Is Enough's "Internet Safety 101"
We feel this is among the BEST tools out there to help parents understand the dangers facing their children and how to address these. If you are a parent, please visit their website and consider getting this program. Click here: http://www.internetsafety101.org/

Help continue these efforts!
Tel: (202) 393-7245
Email: grassroots@pornharms.com

Morality In Media, Inc.
1100 G Street NW
Suite 1030
Washington, District of Columbia 20005




The Queer Connection: Freemasonry & "Gay Rights"
"A normal boy won't have any protection against horny homosexuals whether they be students or teachers, and that's no joke... Under the current law, It's not bullying when a homosexual stalks a straight boy for sex. "

Freemasonry's Hidden Homosexual Agenda

"Bullying" is Another Illuminati Psy-op

Being straight no longer normal, students taught

*** Important ***
Savage: Is a college degree still worth it?

"Is a college degree still worth it?" Savage wondered.

    I'm going back through my journals and looking back at all my years of seeking higher education.

    In my world, no one just settled for a bachelor's degree.

    Then I met people throughout my life who were very successful and didn't even go to college.

    In my day, the idea behind getting a liberal arts education was that you'd broaden your mind and become a well-rounded person.

    Today it's just the opposite.

    Is going to college worth it? Not unless you're going to something like medical school -- although I wouldn't recommend that either, because of Obamacare.

    Today, most of the universities have a bias towards women.

    Most scholarships and grants are given to women, minorities, illegal aliens and so forth.

    If your goal is to make a good living, you may as well bypass college.

    It's worthless.
[Especially when you consider that virtually all universities are run by liberals who will not allow diversity of opinion, and that college means paying your hard earned money for four more years of liberal / homosexual / Marxist / Alinsky indoctrination in the liberal agenda (in addition to the 13 years of public school indoctrination that you've already had, and putting yourself deeply into debt for many years afterwards for the "privilege" of allowing the liberals to brainwash you further.]

*** Important ***
How University Betrays Students
August 29, 2009


(This article first appeared exactly five years ago.)

I'd only send my son to university if he had no talent.

He is going anyway, for the social life and the certificate. I warn him that after studying the Humanities and Social Sciences, he won't be able to think independently or absorb information that doesn't fit his programming.

The modern university is not devoted to truth, quite the opposite. Repressive fe-manism is rampant on campus but that is just a symptom of a more profound problem.

Modern Western "culture" is based on the fraudulent assumptions of the "Enlightenment," an intellectual movement dating from the Eighteenth Century. This in turn was the product of the Illuminist program to create a new(secular) world order by denying the existence of God and immutable natural and spiritual laws.

In practice this means Arts students study a bunch of atheists who are presented as if they were Gods. Their professors act as high priests.

Like deaf men tuning a piano, they try to explain the human condition without any reference to the Creator, Design or man's Divine Spirit.

They portray mankind as a forlorn animal in an amoral world, characterized by a merciless struggle for survival.

They celebrate human "freedom" by which they mean the freedom to reject God's Order, indulge animal appetites, and create an alienated and dysfunctional personal reality.

Illuminism is the Luciferian doctrine of Freemasonry. (Communism is another product of Illuminism. All leading Communists were Freemasons.) The mortar board that university graduates wear is a symbol of Freemasonry. Black gowns symbolize the occult. Arts students are unwittingly and gradually being inducted into a Luciferian/Communist cult.

God represents moral and spiritual absolutes like love, truth, goodness, harmony and justice. Belief in their reality is essential for our healthy development. While our culture pays lip service to them (this is how fraud works), it is frankly devoted to their demise.


Modern education and culture is designed to make us dysfunctional. The Protocols of the Elders of Zion confirms this. The Protocols is not an anti-Semitic diatribe. (They say it is because they don't want you to read it.) It is the blueprint of the New World Order, which is now in place.

Someone like Baron James Meyer Rothschild or Adolphe Cremieux wrote and revised it between 1855-1895 for a Masonic Secret Society, the Illuminati. The Illuminati represents a continuation of the feudal alliance of Jewish bankers and European aristocrats. The Illuminati created and financed Communism.

The Illuminati is bound by a devotion to Lucifer, the rebellious angel who defied God and said man will define reality. He is called "the bringer of light." Now do you understand the "Enlightenment"? The super rich want to be God and reshape reality to fit their interests. To do this, they need to sever our links with Reality, i.e. God (absolute truth, love and justice.)

Their means are unlimited, so are their ambitions. Here are some relevant statements from Protocol 16.

"In order to effect the destruction of all collective forces except ours we shall emasculate the first stage of collectivism, the universities, by re-educating them in a new direction."

"We must introduce into their education all those principles which have so brilliantly broken up their order."

"Do not suppose for a moment that these statements are empty words: think carefully of the successes we arranged for Darwinism, Marxism, Nietzsche-ism.... it should be plain to see what a disintegrating importance these directives have had upon the minds of the goyim. " (Protocol 2)

"We shall erase from the memory of men all facts of previous centuries which are undesirable to us..."

We shall turn them into "unthinking submissive brutes waiting for things to be presented before their eyes in order to form an idea of them..."

Let me remind you of a passage from a 1930's Communist manual on brainwashing. "In the United States we have been able to alter the works of William James, and others, ...and to place the tenets of Karl Marx, Pavlov, Lamarck, and the data of Dialectic Materialism into the textbooks of psychology, to such a degree that anyone thoroughly studying psychology becomes at once a candidate to accept the reasonableness of Communism."

"As every chair of psychology in the United States is occupied by persons in our connection, the consistent employment of such texts is guaranteed... Educating broadly the educated strata of the populace into the tenets of Communism is thus rendered relatively easy." (II, Ch. 11)


Students encounter "The Cult of Great Men" the pantheon of modern pretenders who have usurped God's place.

Their every utterance is treated as Holy Writ. Scholarly articles are devoted to words that later turn out to be typos. In a graduate seminar, I witnessed a student read a list of filthy obscenities that had been censored from William Faulkner's novel "Sanctuary." After each expletive, the other students gasped with horror as though a religious artefact had been desecrated.

Professors are the overpaid priests of this secular cult. They have a vested interest in maintaining its shibboleths. They initiate students into a lifelong habit of mental servility. All knowledge comes from Great Men. Students can only aspire to analyse their meaning. A professor once told me I had failed because "only great men can say things like that."

The students' state-of-mind becomes passive and disoriented. He struggles to reconcile contradictory world-views.

One day I had an awakening. Don't these "great men" live in the same world?

Isn't it the one I live in?

Dare I think for myself?

Dislocation takes place in time as well as space. By continually studying the past, the student thinks nothing remains to be done. No manifestos remain to be written, no Bastille needs to be stormed.

While the world cries out for leadership, the new generation is buried in musty manuscripts writing footnotes to dead men.


As you've gathered by now, a Humanities education is not intended to uplift or empower. The world is owned and run by a secretive banking cabal and their inbred allies. Its goal, in the words of Cecil Rhodes, is to "gradually absorb the wealth of the world." Naturally it must obscure this plan. They want to make students their tools. Professors who don't play the game are fired.

If you haven't noticed, universities are not places of invigorating inquiry and debate. They are stagnant backwaters that reek of moral compromise and disillusionment.

Mankind is groping in the dark. "All we know is the wind that blows," Thoreau wrote. Our false confidence is based on material progress and technology, which Thoreau calls "improved means to unimproved ends."

"We have turned the brainless head of the goyim with progress," says the Protocols(XIII). With the exception of "material inventions" progress "like a fallacious idea, implies a departure from truth in all cases."

In other words, the Illuminists have infected mankind with the illusion that they are building a humanist utopia based on reason, when in fact they are constructing a neo feudal tyranny. This is the essence of "globalism" and the principle behind world events.

In conclusion, God is a Spirit or state of consciousness where ideals of justice goodness truth and love are self-evident. The Illuminists' first priority is to destroy Christianity and belief in God. They have to sever humanity from its metaphysical moorings in order to substitute a false reality conducive to their rule.

Humanities education today is a placebo, a substitute for a true education. It is a pretext for indoctrination, acceptance of which qualifies you for employment.

*** Important ***
The world will not be saved by acts of God but acts of men representing God. Our duty is to take these ideals seriously in our personal lives and bring them into the world. The cost of rejecting God is to become slaves of very bad men.

Comments for "How University Betrays Students"

TS said (August 29, 2009):

Those who are equally familiar with this term 'free' in combination with the term 'School' certainly shouldn't have any trouble following your current line of reasoning. Those who are not clear about this term, (or the realities behind 'Dumbing us Down,') really need to read the Underground History of Education, which is freely available at John Taylor Gatto's site: http://www.johntaylorgatto.com/underground/

If you only have limited reading time-*because to the idiots in your school's administrative suite*- you might just read chapters 1-5, and jump to the conclusion on 17 &18. The book ends on a decidedly upbeat note, as few writers besides JTG could do, (having previously undermined everything you held near and dear for over a hundred pages or so.)

Google 'Free School,' and you might also conclude that, today, there is no such thing as a freakin' 'free school' in the USA. John Taylor Gatto was clearly among the first and possibly the last of these education titans. However, there is one remaining Free-School in Syracuse, NY. Although their founders and longest running staff members have retired, it would be well worth your time to visit them if you are remotely concerned about the welfare of the future inhabitants of this planet.

L. said (August 29, 2009):

Dear Henry,

Being a recent graduate from a prestigious North American University, I have become more than acquanted at how Satan's agenda is being propagated in the name of "science" and "education". Whats worse, you pay an exaggerated amount for the indoctrination. My advice to University goers: Apply strictly in profession related courses (technical) and stay away from the Arts. Here is what I have to say regarding the major subjects and electives:

Economics: This is more like a spunned belief supplemented by graphs and statistics rather than a science. It relies mostly on the work of Adam Smith (The Wealth of Nations) which was released in 1776 (Year the Illuminati was formed and America became a Republic). Around that same year, Economics came into fashion as a "discipline". Since most students obviously hate the exercise of conscribing prosperity, inflation etc. to some graphs and statistics which can be used to justify almost anything (No Rothschilds are mentioned).

What is taught is of almost negligible practical value whatsoever; and instead establishes Adam Smith's worldview of human beings struggling like critters devoted to nothing but profit.This critter worldview is then polished by graphs and theories, which make it appear to have the blessings of the almighty demigod of science. Unfortunately, many students become influenced. I remember during one class, the professor deliberately mentioned how quotas for "minorities" decrease the total "potential" (everything is potential by the way) pie for everyone. This debate had white students whining and colored students cringing. Current Economics textbooks are painting the public sector and government owned corporations as evil in order to pave the way for complete corporate Enron style oligarchy.

Psychology: Everything from perversion to homosexuality can get its readymade justification in the "science" of psychology which relies on the works of the oversexed wet-dreamer Sigmund Freud who not only saw phalluses in cigars but imposed this belief on all. Then there is Carl Jung, who advance Nazi-Illuminati agenda.

Sociology: Just because some dwellers of some island not in contact with the rest of the world have no institution of marriage and practice polyandry, we are to take them as role models free from the "negative cultural barriers" developed by us. The works of Maud characterise this insight. And by the way, anything including sexual attitudes are "social issues".

Biology: Thought Med students would be safe from indoctrination? Apart from Darwin's dogmatic personal philosophy masquerading as science, New Biology textbooks even feature a a page on Gaia pagan earth worship, an alternate belief being vigorously pedalled by the Illuminati.

Women studies: pure bottled feminism

History: In history, you may be tempted for some research and puzzle solving, but remember that no is listening in University. In fact your views may get you redflagged for your entire career as in the case of a girl I know. I would suggest writing your term paper as you like but then proof read your manuscript and edit out everything that is politically incorrect before submitting.

Submit the original to Makow! Remember that it doesnt matter what facts you have to support your thesis. Just go to your University Hall and look up at the names of the various private charities paying in millions to keep their agenda flowing through. Would the University chose you or them? Currently, most University history textbooks and courses are laden with a high dose of western/ White/American supremacism in order to prepare the West as canonfodder for the Third World War.

One of the ideas being vehemently promoted is The 'New American Century' which resembles a direct offshoot of the Neocon Project for the New American Century. This phrase was initially coined by Time magazine editor Henry Luce (Lucifer?) who styarted this catch phrase in an attempt to rally Americans for fighting for Communism in the Second World War. Prior to that, he was promoting fascism, which would in intermediatory stage towards the transfer to Communism.
- See more at: http://henrymakow.com/000561.html#sthash.fDQaDG54.dpuf

Doug Casey on Why College Is a Waste of Money

Justin's note: Today, instead of our usual market commentary, we're doing something special.

I recently sat down again with Casey Research founder Doug Casey to discuss a troubling trend: the fast-rising cost of a college education.

Read our conversation below to see why Doug says relying on -- and paying for -- today's educational paradigm "makes as much sense as entering a Model T Ford in the 24 Hours of Le Mans"...

Justin: Doug, I recently had an interesting conversation with my sister.

She told me that her financial advisor suggested she start setting aside $500 to $1,000 a month to pay for her son's college education. That's because a four-year college education is apparently going to cost between $400,000 and $500,000 18 years from now.

Her advisor clearly arrived at this figure based on how fast college tuition costs have been rising, which is about 6% per year based on my research.

But you have to wonder if the cost can keep rising at this rate. It seems to me that no one will go to college if it's going to cost a half-million bucks.

What do you make of this trend?

Doug: Well, the first thing -- my advice to your sister is to get a new financial advisor. I fear that she's relying on a complete imbecile. She should fire him immediately, and for a number of reasons.

Number one is his assumption that the trend of higher college costs is going to continue to a totally unaffordable level. In fact, the cost/benefit ratio of going to college is already so out of whack that the whole system has to change radically. A college degree, even now, is of only marginal value; most everybody has one. And things that everybody has are devalued. You're quite correct that colleges and universities today are dead ducks as businesses. Unless you're going to learn a trade, like doctoring or lawyering, or you're going for science, engineering, or math, where you need the formal discipline and where you need lab courses, it's a total misallocation, even a waste of money to go to college today.

So I applaud the fact that all these colleges and universities are dead men walking, that they're all going to go bankrupt. They are totally overrun and infested with cultural Marxists and progressives, militant leftists that are propagandizing kids with absolutely the wrong kind of values. It's astonishing that parents are willing to pay even today's prices to subject their kids to four years of indoctrination. So I'm glad that they're all going bankrupt.

Justin: But don't you need a college education to get ahead in life?

Doug: It's not necessary to go to college. You're likely to be corrupted, and indebt yourself like an indentured servant for many years to come. The question is: Do you want an education, or do you just want a piece of paper that says you logged the time in a classroom? These are two different things. Getting an education is strictly a matter of motivation and self-discipline, not paying money to sit in a classroom. If you've got half a brain, you realize that you want the knowledge, not the diploma, and there's no necessary correlation between them. Nobody can "give" you an education; it's something you must gain for yourself.

Most top universities now have their courses online. You can get an education by listening to these courses. And even when you're driving your car, you should be playing CDs by The Teaching Company. They have the best professors in the world giving command performance lectures. And you can hear them an unlimited number of times. This is much better than listening to some also-ran drone on, while you may have cut the class, or be half asleep, or not taking good notes.

Technology has changed the whole landscape of education. Its cost is approaching zero, not the stratosphere, as your sister's advisor seems to think. If the kids insist on going to college and indenturing themselves, as well as cluttering their minds with irrelevancies and false data, then they should only consider, say, Harvard, or very few schools like it. At least there the prestige, and qualifications for admission, are so high that the connections they make may compensate for the many downsides.

And anyway, Ray Kurzweil's right about the Singularity, in my opinion. And he's upped the date to when it's going to occur to 2029, which is only 12 years from now, at which point the whole world will have changed in ways that will change the nature of life itself. So forget about saving to send your kids to college; and that goes double for your grandkids.

Justin: I thought the same thing, Doug.

You see, my sister's advisor suggested that she and her husband set up a 529 plan, which is basically a tax-friendly way to save money for college. I asked her what would happen to the money if her son didn't go to college. She said she could use the money to pay her for grandchildren's college education.

But, like you said, the world is going to be very different 12 years from now. Who knows what it's going to look like 40 or 50 years from now?

Doug: Over the next generation the world is going to change totally and unrecognizably from the way it is right now. Technological change is compounding at an exponential rate. It's always been exponential, quite frankly. Ever since the invention of fire. But we're now in its later stages; it's like a Saturn rocket taking off, very slowly at first, but constantly accelerating.

It's going to be fascinating and fantastic to watch what happens over the next 20 years. And relying on, and paying for, today's educational paradigm makes as much sense as entering a Model T Ford in the 24 Hours of Le Mans.

Justin: I agree 100%. We're living in very exciting times.

Anyway, thank you for taking the time to speak with me, Doug. It was a pleasure, as always.

Doug: You're welcome.

Selling a culture of ignorance to the young: key moments
By Jon Rappoport

Sam Cooke: Don't know much about anything, what a wonderful world

As my readers know, I've been documenting the downfall of education in America for a long time. My basic logic course, contained in my collection, The Matrix Revealed, is one antidote.

Aside from what happens and what doesn't happen in the classroom, the promotion of a popular culture devoted to glorifying ignorance certainly erodes children's ambition to learn.

Let's return to a "more innocent time" to pick up a clue, and a turning point.

Wonderful World, composed by Sam Cooke, Herb Alpert, and Lou Adler, broke on to the scene in 1960. It had legs. Later covers of the tune climbed the charts in 1965 and 1978, and then Cooke's original performance was resurrected as a hit in 1985 and 1986:

Don't know much about history
Don't know much biology
Don't know much about a science book,
Don't know much about the french I took
But I do know that I love you,
And I know that if you love me, too,
What a wonderful world this would be

Just another sentimental popular tune; who cares? No one; except the lyric awoke a vast underlying YES in many hearts.

I don't know nothin', but love will carry the day, and the world will be wonderful then.

The obvious message: there is a shortcut to happiness. Learning is beside the point. It's irrelevant. Just listen, the singer has found the key. He's basically ignorant, but it doesn't matter. If he can convince Her to love him, he has the answer the world has been waiting for.

He's the hero. He's the example.

Knowledge is just a con. It gets in the way. It creates adults. That's a horrible fate. Remaining a child wins the prize. Children don't have to worry. All they need is love. Let's somehow reduce EVERYTHING to THAT.

As for Sam Cooke himself, well, he began singing with a group when he was six, he later composed a number of hit tunes, he launched his own record label (SAR), he put together his own music publishing company and a talent-management outfit. I don't know what he knew and didn't know, but he knew something. He worked tirelessly for years. (At the age of 33, in 1964, he was shot and killed in a Los Angeles motel. The circumstances surrounding his death are in dispute.) Point is, the Cooke who was singing about being ignorant was far from ignorant--as is the case with many performers who convincingly launch childlike sentiments to audiences for mass consumption. But these audiences, enveloped in the "feelings," rarely bother to consider the source and the intelligence of the source.

Popular culture is a back-and-forth affair. The artist relays a quick dream, and the public buys it, because the dream arouses some latent idea that proposes a shortcut to happiness. An out.

The artist and his handlers are always looking for the fabled hook; the phrase that will pull in the crowd and galvanize their reaction.

Eventually, after years of swimming in pop culture, the tuned-up audience is conditioned to the notion that life's secret has to be one hook or another. Little else is important.

Certainly, work is not important. Striving is not important. Ambition is not important. One's own creative impulse is not important. Learning is not important. Those are all dead ends. Instead, something much simpler and easier (and vaguer) has to be the key.

In the realm of politics, there is a carryover. The answer in that arena would be simple, too. Greatest good. Love everybody right now. Kinder, gentler. I feel your pain. It takes a village. No child left behind. Hope and change. Yes we can.

Don't know much about a science book,
Don't know much about the french I took
But I do know that I love you,
And I know that if you love me, too,
What a wonderful world this would be

If you just took the last three lines of that lyric and eliminated the rest, you'd have...nothing. No hook, no impact. But add the "don't know" piece, and you're striking gold. Because the audience of mostly young people wants the "don't know." That's what they're looking for. A boil-down into the effortless item that allows them to win what they yearn for, by pleading ignorance. Perfect.

Don't know much about history
Don't know much biology
Don't know much about a science book,
Don't know much about the french I took
But I do know that I love you,
And I know that if you love me, too,
What a wonderful world this would be
Don't know much about geography,
Don't know much trigonometry
Don't know much about algebra,
Don't know what a slide rule is for
But I do know that one and one is two,
And if this one could be with you,
What a wonderful world this would be
Now, I don't claim to be an "A" student,
But I'm tryin' to be
For maybe by being an "A" student, baby,
I can win your love for me
Don't know much about history,
Don't know much biology
Don't know much about a science book,
Don't know much about the french I took
But I do know that I love you,
And I know that if you love me, too,
What a wonderful world this would be
Science book
French I took
But I do know that I love you,
And I know that if you love me, too,
What a wonderful world this would be

I can't resist tossing off a salute to the Beatles, because if you think Sam Cooke was scraping the bottom of the barrel, his lyric was Shakespearean laid alongside the 1963 Lennon/McCartney offering, I Want to Hold Your Hand. This was not the Beatles of Eleanor Rigby or even Hello, Goodbye. It was the early rocket that set off the first US explosion of Beatlemania.

Get a load of this lyric:

Oh yeah I tell you somethin'
I think you'll understand
When I say that somethin'
I want to hold your hand
I want to hold your hand
I want to hold your hand
Oh please say to me
You'll let me be your man
And please say to me
You'll let me hold your hand
Now, let me hold your hand
I want to hold your hand
And when I touch you
I feel happy inside
It's such a feelin' that my love
I can't hide
I can't hide
I can't hide
Yeah, you got that somethin'
I think you'll understand
When I say that somethin'
I want to hold your hand
I want to hold your hand
I want to hold your hand
And when I touch you
I feel happy inside
It's such a feelin' that my love
I can't hide
I can't hide
I can't hide
Yeah, you got that somethin'
I think you'll understand
When I feel that somethin'
I want to hold your hand
I want to hold your hand
I want to hold your hand
I want to hold your hand

The single of the song sold five million copies in the US. It was folded into an album, Meet the Beatles!, which soon piled on another 3.5 million sales. The 1960s were off and running.

Nothing would ever be the same.

I'm told the real hook in I Want to Hold Your Hand is the opening phrase: "Oh yeah." The kids loved it right away.

And if you want culture, you've got to go to the kids. They know what's happening. They're on the cutting edge...

Of the cliff.

It quickly became apparent to ad agencies, and corporations, and politicians, and media barons, and even the medical cartel, that targeting children was the new Thing. Don't raise them. No. Bring the adults down to the child's level.

That was the breakthrough.

The kiddies want what they want when they want it.

Convert society into a diaper-dream.

Hawk that dream from Norway to the southern tip of Argentina.

Buttress it with psychological clap-trap.

Call it, I don't know, something like...


Yes, that'll work.

As long as no one THINKS.

Oh yeah.

If you reduce the English language to the level of the two songs I've presented here, why would children in school want anything more?

They already believe they know the secret of life.

And if the "secret" doesn't deliver the goods, it's an easy step for the children to then consider themselves victims.

After that, the trip downhill happens quickly.

Jon Rappoport
You can find this article and more at NoMoreFakeNews.com

How to homeschool when it seems impossible

Dr. Dobson: Christians Need Mass Exodus from Public Schools

The Deliberate Dumbing Down of America by Charlotte Iserbyt

The Deliberate Dumbing Down of America - The Globalist Agenda by John Gatto

Only Way to Save America is at the Local Level

New World Order Exposed - The Charlotte Iserbyt Story

Marx Madness: Calculated Chaos in America by David Fiorazo
How did one of the greatest Christian societies in the world decline to the point in which Bible-believing Christians may soon be criminalized in our own country? What happened to America's Judeo-Christian foundation? Consider the concept of "cultural hegemony" and let's look at some history...

How The Cultural Marxists Of The Frankfurt School Subverted American Education
Source: Zero Hedge Via Beau Albrecht of ReturnOfKings.com

Perhaps you've wondered why so many college professors are so left-wing. In your freshman year, you might have noted with dread -- as I did -- some of your fellow students "going with the flow" and molding their beliefs to fit in. Perhaps one of them was you, before you grew up and snapped out of it! The Frankfurt School is the answer to why so many universities are Social Justice Warrior factories. [...]
They had two strategies: ensconcing themselves into academia, and the criticism of society (hence "critical theory"). Ultimately, this meant ideological subversion and basically badgering society to death. (It seems incredible that they did so much without picking up a single rifle.) They stressed moral relativism and the "question everything" atmosphere that became the 1960s counterculture zeitgeist. A few of their books, such as Eros and Civilization by Herbert Marcuse and The Authoritarian Personality by Theodor Adorno, have become classics in academia.
Many of their students graduated and became professors elsewhere, just in time for the 1960s. Young people are at the most impressionable time of their lives, so indoctrinating college students was a very effective strategy. It's little wonder that campuses became hotbeds of student activism! College draft deferments (from having to go and likely die in Vietnam) surely helped them reach more students sympathetic to their message.

Further, the ideological seeds of the Frankfurt School -- along with the Communist Party USA -- fell onto fertile ground. There were several groups that they -- cultural Marxists and garden variety Communists -- infiltrated and subverted, for instance:

There was already a feminist movement, mostly moderate and mostly simply about equal rights (a goal which was nearly complete by then). Under leftist influence, second wave feminism began, which was anything but moderate and effectively about deconstructing society.

There was already a beatnik counterculture. With a little encouragement, this became a much larger youth counterculture, the hippies. Having a significant toehold in academia put the Critical Theory folks in a very good position to influence the young Baby Boomers.

There was already a civil rights movement, which the Communists had put a lot of effort into influencing. This included figures such as W.E.B. DuBois, Paul Robeson, Stanley Levison (MLK's top advisor), and Frank Marshall Davis (called "Pops" in Obama's autobiography).

The gay movement was heavily influenced in the beginning by the Mattachine Society, founded by Harry Hay, of which most members were Communists.

Here's another gem I found. KGB defector Yuri Bezmenov noted that only 15% of the KGB's efforts were spying; the other 85% went into ideological subversion; this is what he was assigned to do in India, until he got disgusted with it and escaped. He explained, It's a great brainwashing process, which goes very slow[ly] and is divided [into] four basic stages. The first one [is] demoralization; it takes from 15-20 years to demoralize a nation. Why that many years? Because this is the minimum number of years which [is required] to educate one generation of students in the country of your enemy, exposed to the ideology of the enemy. In other words, Marxist-Leninist ideology is being pumped into the soft heads of at least three generations of American students, without being challenged, or counter-balanced by the basic values of Americanism (American patriotism).
The result? The result you can see. Most of the people who graduated in the sixties (drop-outs or half-baked intellectuals) are now occupying the positions of power in the government, civil service, business, mass media, [and the] educational system. You are stuck with them. You cannot get rid of them. They are contaminated; they are programmed to think and react to certain stimuli in a certain pattern. You cannot change their mind[s], even if you expose them to authentic information, even if you prove that white is white and black is black, you still cannot change the basic perception and the logic of behavior. In other words, these people... the process of demoralization is complete and irreversible. To [rid] society of these people, you need another twenty or fifteen years to educate a new generation of patriotically-minded and common sense people, who would be acting in favor and in the interests of United States society...

Even though the Soviet Union fell apart twenty five years ago, the memes they launched are still out there. Many of the students the Frankfurt School taught became teachers and professors, who taught another batch of teachers and professors, and they're now indoctrinating our youth. Some others became ensconced in the media or in government positions. This is what Italian Communist theoretician Antonio Gramsci called "the long march through the institutions." Only a fraction identifies with Communism, but they still practice the party line even if few are aware of where their views originated.

If you've ever wondered where all of today's Social Justice Warriors came from, now you know the story.

*** Important ***
Teacher Tells Child Her Mother is Not Her Teacher

The following story (http://toprightnews.com/?p=7362) is getting some traction. I suspect there are other stories like this about which parents never hear a thing. They don't know what their children are being taught or what they're not being taught.

"Cassidy Vines recently began noticing a change in her daughter’s behavior. The kindergartener began to 'snap' at her mother when she tried correcting the little girl’s homework.  'She told me that I was her mommy, not her teacher.'"

Cassidy asked her daughter,  "Is somebody telling you this at school?"

"She said, 'Yes, I’m only allowed to learn from my teacher,'" Vines remarked.

There you have it. It doesn't matter what you and I know and can find out on our own; it's only what government-trained, and government-paid teachers are required to teach over any knowledge parents might have.

There are many teachers who want to be good teachers but are not allowed to teach anything but what the curriculum dictates.

When one mother objected how Thanksgiving was was being taught, she called the principal "to point out that Thanksgiving was when the Pilgrims thanked God. The principal responded by saying ‘that was her opinion’—the schools could only teach what was in the books!"[1]

If you ever sat through a college history class or even a high school history class, you will most likely be taught that there was a period called the "Dark Ages," and it was all blamed on evil and ignorant Christians.

Nothing could be further from the truth, but in many cases there is no other view being taught. Art, science, architecture, music, literature, and so much more developed during the period that too many historians describe as "dark."

The Enlightenment did not burst on the scene fully formed. There was a long development of progress preceding the area of a so-called enlightenment.

Watch this short video by Providence College Professor of English, Anthony Esolen, who demonstrates why the "Dark Ages" would be better described as the "Brilliant Ages."

While you're at it, take a look at Rodney Stark's book How the West Won: The Neglected Story of the Triumph of Modernity.


The perception that there has always been a war between religion and science is of recent vintage. The myth finds its most formal statement in the nineteenth-century works of John William Draper’s History of the Conflict between Religion and Science (1874) and Andrew Dickson White's History of the Warfare of Science with Theology in Christendom (1896).

White introduces his work with the claim that he is 'letting the light of historical truth into the decaying mass of outworn thought which attaches the modern world to medieval conceptions of Christianity and which lingers among us—a most serious barrier to religion and morals, and a menace to the whole normal evolution of society." [2]

Tom Shachtman writes in his book Gentlemen Scientists and Revolutionaries: The Founding Fathers in the Age of Enlightenment (2014):

"It is also important to note that the Founding Fathers' science was in no way opposite their religion. The notion that science and religion were antithetical is a nineteen-century construct" falsely popularized by Draper and White. "To split the Founders' religious beliefs from their scientific ones creates a schism that did not exist in the Founding Fathers' time. The Founders saw and felt no space between their faith in science and their faith in a Deity."

And what did Cassidy Vines do? She took her child out of the government school and is teaching her at home. There are many educational opportunities available to parents these days that avoid the government education gatekeepers.

*** Important ***
Texas Mom Says She’ll Home School Her Child After The ‘Truly Frightening’ Thing a Teacher Told Her
by Gina Cassini | Top Right News

A Texas Mom was so “horrified” by what her child’s kindergarten teacher said that she is planning on home-schooling her daughter after Christmas break.

And it should chill other parents to the core — Common Core, that is.

Cassidy Vines recently began noticing a change in her daughter’s behavior. The kindergartener began to “snap” at her mother when she tried correcting the little girl’s homework.  “She told me that I was her mommy, not her teacher.”

Mrs. Vines, in a stunning interview on Glenn Beck’s radio program, (http://www.theblaze.com/stories/2014/11/24/the-truly-frightening-thing-a-texas-teacher-allegedly-told-one-mother/) said that a few days after her daughter first snapped at her, she started pronouncing a word incorrectly. Vines corrected her daughter “in the most gentle way possible,” but her daughter broke down crying, saying “that’s how she was taught, and I can’t tell her something different because I’m a mommy, not a teacher.”

Horrified, she asked her daughter,  “Is somebody telling you this at school?”

“She said, ‘Yes, I’m only allowed to learn from my teacher,’” Vines remarked.

As recounted on TheBlaze, (http://www.theblaze.com/stories/2014/11/24/the-truly-frightening-thing-a-texas-teacher-allegedly-told-one-mother/) Vines requested to meet with the teacher several times, but said she never got a response.

    So she went to her routine parent-teacher conference “armed with a slew of questions,” hoping her daughter had misunderstood what was being said at school.

    Vines said she explained what was happening, and kept waiting for the teacher to deny it, but it never happened.

    “[The teacher] goes on to tell me that they try to discourage parents from introducing contradictory concepts to ‘our’ children,” Vines said. “Our children. As in the school’s children? I was a little baffled. And so when I started talking about my daughter, I emphasized my daughter. So I asked her, ‘Am I not allowed to help her with her homework?’”

    Vines was shocked when the teacher responded that no, they “don’t want parents confusing the kids.”

It got worse. Much worse:

    Vines wrote on Glenn Beck’s Facebook wall about the incident, sharing how, in the same parent-teacher conference, the teacher said in front of several parents that the pilgrims were “essentially America’s first terrorists.”


“I don’t even know what to say about this,” Beck said. “I get so uptight about this stuff. This is the stuff that enrages me.”

Beck saluted Vines for making the decision to home-school her daughter, but asked how much longer parents will even have the option to home-school. Beck said this was approaching “Hitler Youth stuff.”

Islamic indoctrination. (Outraged Father Removes Son From Class That Was Teaching THIS About Islam - http://toprightnews.com/?p=6863) Spying on their parents’ medicine cabinets. (Outrage After Teacher Tells Students to Report Contents of Family Medicine Cabinets - http://toprightnews.com/?p=6805) And now excluding parents entirely from the teaching process? This is your nation’s educational system on Common Core.

In Volusia County, Florida, hundreds protested Islamic lessons in their  “World History” text, a Common Core-approved high school history textbook. With an entire chapter dedicated to the virtues of Islam, and not a single chapter for Christianity, the textbook has Floridians in a frenzy. And who is the biggest pusher of Common Cores besides leftist progressives? The Islamic Society of North America, another Muslim Brotherhood front group, along with Hamas-CAIR; and in Florida, Hamas-CAIR is on the offensive... (http://freedomoutpost.com/2013/07/islamic-revisionism-in-a-florida-public-school-textbook/)

Mother Stunned at Her Daughter’s Class Assignment on ISLAM
Top Right News reported on a Michigan school that required students to create Muslim propaganda, as part of their “Islamic Studies” curriculum:

WATCH the entire interview here:
(see http://toprightnews.com/?p=7362)

John Dewey: Bosom Serpent of American Education
How did Ultra Progressive Dewey Become America's Patron Saint of Education?

In considering modern liberal plagues, are there any worse than America's debased "free" education system? John Dewey, patron saint of American education, ruined our school curriculum while adamantly rejecting religion yet touting of secular humanism. In fact, not only did the atheistic Dewey sign the Humanist Manifesto I, but the prolific writer probably authored much of it, as well.

The American education system is built from a model designed by Dewey, one which rejected the classics, any emphasis on rhetoric and logic, or rote memorization. Instead, the pragmatist Dewey valued experience over facts, logic or debate. In fact, the deeply progressive and anti-traditional Dewey held Marxist presuppositions. In John Dewey: An Intellectual Portrait, Sidney Hook describes his impact:

In America's intellectual coming of age, no person has played a more important role than John Dewey. There is hardly a phase of American thought to which he has not made some contribution, hardly an aspect of American life which he has left uninterpreted. His influence has extended to the schools, the courts, the laboratories, the labor movement, and the politics of the nation.

But what has been the impact of Dewey's ideas? As Dewey was not so much interested in individual student learning, but instead the child's adaptation to a state-dominated society, we can well-guess the effect has been catastrophic.

I. John Dewey Bio
John Dewey is an American original:

John Dewey was born October 20, 1859, in Burlington, Vermont. He taught at universities from 1884 to 1930. An academic philosopher and proponent of educational reform, in 1894 Dewey started an experimental elementary school. In 1919 he cofounded The New School for Social Research. Dewey published over 1,000 pieces of writings during his lifetime. He died June 1, 1952, in New York, New York.

II. John Dewey: Education Guru
It was John Dewey's work as education innovator that earned him lasting fame. He claimed to have sought to free children from slavish adherence to the past. Yet Dewey's impact has been a horrific assault against the notion of an educated, independent society of free-thinkers trained to understand the arguments of others and make one's own. Instead, Dewey's model focuses upon guiding children to be more group and state oriented while sacrificing the old curriculum of the classics and rhetorical Triumvirate. Henry T. Edmondson in John Dewey and the Decline of American Education, stated:

Dewey was not most interested in the good of students but rather the successful promotion of a political program... his belief in objective truth and authoritative notions of good and evil were harmful to students and obstacles to students' intellectual and moral growth... he waged a revolt against a canon of learning, a revolt against tradition, a revolt against moral standards, a revolt against logic--even a revolt against grammar and spelling.

Dewey wrote many books and articles on an extremely wide range of topics, but he was particularly interested in education. In his book Democracy and Education, Dewey claimed education is "the process through which the needed [political] transformation may be accomplished." For this change, Dewey said human nature itself must evolve through his notion of education. Edmondson explains:

Dewey adopts Rousseau's "child-centered curriculum"--as educational reformers would later call it--and he further promotes Rousseau's classroom strategy insofar as the curriculum is only apparently centered on the child: the child's learning environment is in reality a grand manipulation on the part of his tutor or teacher.

So Dewey wanted to replace traditional, rigorous academics with the progressive agenda used everywhere in public schools today. John Dewey wrote My Pedagogic Creed, which reveals how progressive his ideas were, as he exchanges experiences for traditional education:


I believe that all education proceeds by the participation of the individual in the social consciousness of the race...

I believe that the only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself...


I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends.

I believe that education, therefore, is a process of living and not a preparation for future living.

One source describes the classrooms in Dewey's early Laboratory School (The Dewey School):

Dewey's laboratory school was not intended to implement a structured pedagogical plan. It was intended as a laboratory in two senses: firstly it was intended to facilitate research and experimentation into new principles and methods and secondly, it was designed to allow the children to take an experimental approach to their own learning.

The laboratory school was to be the testing ground for Dewey's philosophical ideas and their implementation: education is the laboratory in which philosophical distinctions become concrete and are tested... If we are willing to conceive of education as the process of forming fundamental dispositions, intellectual and emotional, toward nature and fellow men, philosophy may even be defined as the general theory of education.

III. John Dewey Philosophy

A. Overview
Understanding Dewey's teachings can be confusing given the large number of topics he wrote upon. He had various elements of his belief system, including secular humanism, Darwinism, pragmatism, and unquestionably Marxism. Dewey's writing style was also famously obtuse, described by Edmonson:

The second problem is Dewey's awful prose and ambiguous ideas. Even William James and Oliver Wendell Holmes, both admiring colleagues in the famed Metaphysical Club, recognized Dewey's writing was often vague and confusing. Although Edmondson agrees Dewey was an abysmal communicator, he argues readers can overcome Dewey's lack of clarity by recognizing he "subordinates his philosophy to his [progressive] politics." Using that approach, Edmonson is able to provide a succinct overview of Dewey's ideas without being weighed down by his writing.

B. Evolution
John Dewey was deeply affected by the works of Charles Darwin. Here is one account:

Dewey was a philosopher of change, who consistently sought to apply Darwin's evolutionary theories to all areas of philosophy. Dewey argued that all knowledge is derived from experience, and that 'ideas must be referred to their consequences'--it is important to distinguish between theories and their applications. The name of the movement with which he is identified, Pragmatism, comes from the Greek word meaning 'action'. In this practical spirit, for Dewey, philosophy's main role is to assimilate the impact of science on human life. Dewey was therefore one of the first philosophers to take Darwin seriously. Fifty years after On the Origin of Species was published, Dewey wrote an essay entitled 'The Influence of Darwin on Philosophy'. In it he pointed out that the combination of the words 'origin' and 'species' embodied a wider intellectual revolt, not just a biological advance.

There is no doubt that Dewey was deeply affected by Darwinism and his naturalism, especially the idea that there is no fixed human nature, that humans are evolving, and that education must be premised on these facts.

C. Pragmatism
John Dewey was also a pragmatist, defined as:

Pragmatism is a philosophical movement claiming an ideology or proposition is true if it works well, that the meaning of a proposition is found in the practical consequences of accepting it, and that unpractical ideas are to be rejected.

Suffice it to say that pragmatism makes the search for morality or God irrelevant, since ideas, methods or actions can only be judged by their outcome, not by their origin or intent.

D. Dewey's Politics--Were They Marxist?
William Brooks suggests in Was Dewey a Marxist, that while Dewey formally rejected certain elements of Marxism--especially the commitment to violent overthrow of society, we can only finally understand him as a follower of Marx:

The movement spawned by Dewey at the turn of the century is systematically woven around a common philosophy whose roots are deeply embedded in the intellectual life of nineteenth century Europe. In fact, John Dewey himself owes a yet-to-be-fully-acknowledged debt to Marxism that has produced a profound paradigmatic effect on educational theory and practice throughout this century.

Dewey accepts all of what one thinker, Robert Heilbroner, describes as the elements of Marxism which define the adherents, four in number, listed as follows:

1.The dialectical approach to knowledge.
2.The materialist approach to history.
3.A general view of capitalism starting from Marx's socio-analysis.
4.A commitment to socialism or a belief in the unity of theory and practice.
Intellectual Sidney Hook, who wrote John Dewey: An Intellectual Portrait, considered him to be what Marxism could have been had it developed in another, more pacifist direction:

The Utopian Marxist believes that once present class conflicts are eliminated, the future will be like heaven where everyone sings according to his capacity and is measured for a harp and halo according to his need. The realistic Marxist believes that once production is democratically socialized, future conflicts between men are more likely to be settled without the bloody struggles that are a feature of present-day culture. Dewey here is much closer to the realistic Marxist...

IV. John Dewey Pedagogy--Teaching Methods
Dewey believed children must essentially teach themselves and discover their own truths in the classroom. The teacher is a facilitator in this journey. He also developed an idea called Instrumentalism for his teaching method, which rejects the notion of "truth," but instead only measures growth caused by the method. This was an application of his theory of pragmatism for the classroom, described here.

Instrumentalism is the methodological view in Epistemology and Philosophy of Science, advanced by the American philosopher John Dewey, that concepts and theories are merely useful instruments, and their worth is measured not by whether the concepts and theories are true or false (Instrumentalism denies that theories are truth-evaluable), or whether they correctly depict reality, but by how effective they are in explaining and predicting phenomena. It maintains that the truth of an idea is determined by its success in the active solution of a problem, and that the value of an idea is determined by its function in human experience. Instrumentalism is closely related to Pragmatism...

V. John Dewey, Humanist Leader
One of the most telling records of John Dewey's radical, progressive assault on America is related to his helping to establish the Humanist Manifesto. This statement rejected God and religion, making man the center of the universe. Dewey not only signed this document, but it is likely he authored much of it as well. It's described here:

In 1933 a group of thirty-four liberal humanists in the United States defined and enunciated the philosophical and religious principles that seemed to them fundamental. They drafted Humanist Manifesto /, which for its time was a radical document. It was concerned with expressing a general religious and philosophical outlook that rejected orthodox and dogmatic positions and provided meaning and direction, unity and purpose to human life. It was committed to reason, science, and democracy.

Conclusion--Impact of Dewey-ism
It would probably be impossible to fully digest the full negative impact of John Dewey's ideas upon American life and education. But we should certainly count the failure of American education as his chief outcome. It is inevitable Dewey would fail given his radicalism. He was anti-religious and a committed foe of the Bible and the idea of revelation, as well as tradition, and inherited values. Dewey claimed these beliefs reveal unintelligent thinking and oppression by the wealthy and powerful.

Dewey claimed there was no fixed human nature, so set values and beliefs block progress. So schools should not teach traditional religious and moral values, but instead should be places where the latest whims of society are passed on in an ongoing "scientific" experiment. His idea of "scientific" teaching resulted in a nihilistic refusal of truth and worship of primitive "democracy" of students teaching themselves whatever they stumble across. All this was meant to lead not to an educated populace, but a rejection of tradition and acceptance of government as the dominant mover in human life. Most importantly, school was not to be a place where logic or facts were taught, but a tool for the training of children so they can better adapt to Dewey's brave new socialist, progressive world.

Kelly OConnell Bio

Kelly OConnell Most recent columns

Kelly O'Connell hosts American Anthem on CFP Radio Sundays at 4 pm (EST).

Kelly O'Connell is an author and attorney. He was born on the West Coast, raised in Las Vegas, and matriculated from the University of Oregon. After laboring for the Reformed Church in Galway, Ireland, he returned to America and attended law school in Virginia, where he earned a JD and a Master's degree in Government. He spent a stint working as a researcher and writer of academic articles at a Miami law school, focusing on ancient law and society. He has also been employed as a university Speech & Debate professor. He then returned West and worked as an assistant district attorney. Kelly is now is a private practitioner with a small law practice in New Mexico. Kelly is now host of a daily, Monday to Friday talk show at AM KOBE called AM Las Cruces w/Kelly O'Connell

Kelly can be reached at: hibernian1@gmail.com

ADHD in the new education
by Jon Rappoport
May 10, 2014

"I learned twenty-four new things today at school," the child said. "One right after the other. I felt so happy. My teacher told me I was learning accelerated. I wrote on my iPad. I saw pictures. I did group harmony. I added. I divided. I heard about architecture. The teacher said we were filled with wonder at the universe. We solved a problem. We're all together. I ate cheese. A factory makes cheese."  
The new education is ADHD.

It's a method of teaching that surrenders ground on each key concept, deserting it before it's firmly fixed in the mind of the student.

It hops around from idea to idea, because parents, teachers, administrators, students, departments of education, and educational publishers have given up on the traditional practice of repetition.

Repetition was old-world. For decades, even centuries, the time-honored method of instruction was: introduce an idea or concept or method, and then provide numerous examples the student had to practice, solve, and demonstrate with proficiency.

There was no getting around it. If the student balked, he failed.

There were no excuses or fairy tales floated to explain away the inability of the student to carry out the work.

Now, these days, if you want to induce ADHD, teach a course in which each new concept is given short shrift. Then pass every student on to the next grade, because it's "humane."

Think of it this way. Suppose you want to climb the sheer face of a high rock. You know nothing about climbing. You engage an instructor. He teaches you a little bit about ropes and spikes and handholds. He briefly highlights each aspect and then skips to the next.

So later...while you're falling five hundred feet to the ravine below, you can invent stories about why the experiment didn't work out.

Since the advent of organized education on the planet, there has been one way of teaching young children...until recently. Explain a new idea, produce scores of examples of that idea, and get the students to work on those examples and come up with the right answers.

Subtraction, division, decimals, spelling, reading---it all works the same basic way.

For the last hundred years or so, however, we've seen the gradual intrusion of Teacher ADHD.

School text ADHD.

Not enough examples. Not enough exercises.

Education has nothing to do with "improving the self-esteem" of the student. It has nothing to do with telling children they're valuable. And it certainly has nothing to do with trying to embed social values and team spirit in children.

No matter how many fantasies educators spin, schools can't replace parents.

If what I'm writing here seems cruel and uncaring...look at the other side of the picture. Look at what happens when a student emerges from school with a half-baked, "dumbed-down" education.

He can sort of read. He can sort of write. He sort of understands arithmetic. He tries to skate through the rest of his life. He fakes it. He adopts a front to conceal the large territory of what he doesn't know.

He certainly can't think straight. Give him three ideas in succession and he's lost. He goes on overload.

He operates on association. You say A and he goes to G right away. You go back to A and he responds with R. He's up the creek without a paddle.

That's what's cruel.

Forty years ago, I was on the verge of landing a lucrative job with a remedial education company. The owner gave me a lesson plan and told me to write a sample program.

I did. He looked at it and said, "There are too many examples and exercises here. You have to move things along faster."

I told him the students would never comprehend the program that way. They had to work on at least 20 exercises for each new concept.

He was shocked. "That's not how it's done now," he said.

"Oh," I said, "you mean now the student and teacher both fake it?"

And that was the end of that.

Several years ago, I explained much of what's in this article to a sociologist at a US university. His response: "Children are different now. They don't have patience. There are too many distractions. We have to operate from a new psychology."

I asked him what that psychology was.

"Children are consumers. They pick and choose. We have to accommodate them."

While I was laughing at his assessment, he capped his display of wisdom with this: "There is no longer a division between opinion and fact."


I know all about how the Carnegie and Rockefeller Foundations torpedoed education in America. But their major effort was cutting off teachers and students from the history of the nation and the meaning of individual freedom.

What I'm talking about here is a different perversion. The unhinging of the young mind from any semblance of accomplishment and continuity. This goes far beyond the agenda of outfitting children to be worker-drones in a controlled society.

This is the induction of confusion and despair about what used to be called thinking. This is the imprinting of "gaps" that make it very hard for a person to operate, even as a drone.

In addition, seed children with all sorts of debilitating psychiatric drugs, and you have a profound mess that only dedicated parents can undo, one child at a time.

People may wish it weren't so, but that doesn't change the facts of the matter.

The upside is, when you explain a concept to a child, and you then take him through a great many exercises designed to help him understand that concept, he'll achieve a victory.

When you see the lights go on in his mind, it's very satisfying.

Jon Rappoport

Homemakers: Deconstructing The Marxist Agenda For Families

The ideology of the Marxist agenda, is a desire to break the backs of the family by creating myths of the lack of necessity for family, and claiming that homemakers are a drain on society. Their entire feminist enshrined agenda sets forth that homemakers are not "active" or contributors to society, and that those who remain home do a disservice to womanhood and the nation at large. The anti-homeschool agenda attacks home educators with falsehoods that homeschooled children do not have adequate preparation for living in the world, and that we are ignorant to the level of involvement that "responsible" people must have. Yet, many women are compelled by the Bible to be at home, and to educate their children:

Hear, O Israel: The Lord our God, the Lord is one. Love the Lord your God with all your heart and with all your soul and with all your strength. These commandments that I give you today are to be on your hearts. Impress them on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up. Tie them as symbols on your hands and bind them on your foreheads. Write them on the doorframes of your houses and on your gates. Deuteronomy 6:4-9

From the Center for American Progress (http://www.americanprogress.org/wp-content/uploads/issues/2010/03/pdf/our_working_nation.pdf), the Agenda is clear. It is abundantly clear that the Marxists in power see women at home as worthless, and that career women, single women, homosexual "parents", etc., are idolized, while archaic homemakers are discarded:
First, women now make up half of all workers in the United States, a threshold never
reached before in the history of our nation. Second, mothers are now primary breadwinners--making as much or more than their spouse or doing it all on their own--in nearly 4 in 10 families. If you add mothers who are co-breadwinners--contributing at least a quarter of the family income--The Shriver Report found that two-thirds of mothers are breadwinners or co-breadwinners in their families. While women of color and lower-income women have always worked in substantial numbers, the last few decades have shown striking increases in women's work across all racial and income groups.These developments alone are a dramatic shift from the late 1960s, when women were one-third of the workers in the United States, and just over a quarter were breadwinners or co-breadwinners in their families. But not only has our workforce changed. Today, the very makeup of our families is dramatically different than it was in the mid-1970s when women began entering the workforce in larger numbers.

While most people in society brush off the staying home vs working mom argument as some sort of "mommy war", it is far deeper than that. The "mommy war" is a created distraction from the reality of the agenda of dismantling family.

It has nothing to do with a woman working, and more of a heart for raising home vs feminism. Rarely is the homemaker on attack, attempting to reshape America! It is the feminist and the feminist influenced society who barks out that staying home is a drain and a waste. There is no "mommy war" except the one the Marxists designed. They are the ones who hate God's design for families, and thus attack the worthlessness of women being at home, and claim society is less enlightened for each woman remaining at home and not in the work force.

Again, from The Center For American Progress "Our Working Nation", we see the true purpose for minimizing the impact of women who remain home: to redefine national policy for a Marxist agenda:

The federal government has not updated its policies to aid families to reflect these new realities in the workplace and in the home. And the laws we do have on the books--the provision of unpaid, job-protected leave offered by the Family and Medical Leave Act and the prohibition against sex discrimination under Title VII of the Civil Rights Act--don't fully meet the needs of today's workers, especially lower-income workers.

Nor to any great degree have state and local governments updated their laws to address these problems. Yet this is one of the most significant policy challenges of the 21st century. Policymakers need to re-evaluate the values and assumptions underlying our nation's work-place policies to ensure that they reflect the actual--not outdated or imagined--ways that families work and care for their loved ones today.

Decades ago, the most common family consisted of a breadwinner husband and a stay-at-home wife (see Figure 2). While even then that did not describe the majority of families--and families of color have long been more likely to have working mothers--now, this is not even the most common type of family. Instead, there is a flowering of a variety of kinds of families. The marriage rate is currently at the lowest point in its recorded history, and divorce remains a steady presence in the lives of many families.

More than one in five families with children is headed by a single parent. There are approximately 770,000 same-sex couples living in the United States, 20 percent of whom are raising children.

This poses challenges for policymakers who must craft policies that meet the needs of all these kinds of families, not only the minority of families that look like "traditional" families. (bolding mine)

Even the green and ecological movement takes it's pot-shots at homemakers. Since they hold fast to the idea that we are in the midst of an overpopulation crisis, they see nothing more irresponsible than "sitting at home, popping out children and contributing nothing to society." Since overpopulation has been well-debunked by scientists without one-world Marxist agendas, and in displayed in great films on the topic such as The Demographic Winter, there is no need to waste time to explore that myth here.

From the perspective of the enviro-cultists, the first way to make a community contribution, is to reduce, by any means possible, the amount of children society has. By the process of influence, even those who have chosen to welcome more children than the new "normal" will be chastised and portrayed as "strange". The next step would be to ensure that women are in the workforce to "contribute", no matter what the situation, just make sure you ride your bike, or take public transportation to get there. This is how we are further desensitized to God's calling for marriage, families and women! We are taught from a very young age in this nation, that if you are "responsible," you abandon what God has made you uniquely designed for, in order to champion the latest humanistic and atheistic trend, crisis and following.

These ideas assume that a mother at home with children has nothing to contribute to society. While we all know that the entitlement crowd has perfected laziness and living on the taxpayer dime, the feminist and liberal movement coddles and promotes these "women." However, it attacks the homemakers. The women of husbands who together as a life-long couple, raise children and pay taxes and act responsibly in their community are hated and labeled as "lazy" and "less educated". It assumes that those at home do so out of "no other choice"; that the only women who remain home are those who are unable to work, or who are forced by some controlling husband to do so. It assumes there is no reason any woman could choose to be home, and discounts the truth that she may contribute far more to society at home, than in a career.

It assumes she sits on her rump, is ignorant to current events, and is a drain on society, along with any little cling-on children that drain the world of anything productive. Yet still, these ideas come so far out of left field and away from logic, that they have no truth to them at all. Since left wing liberals, progressives, socialists and communists all reject the free enterprise system, and in general have a disdain for the US and everything for which it was founded, they contradict themselves in their own philosophies with their personal persuasions.

For example, the socialist model of society greatly benefits when families are broken, history is forgotten, current events in light of history are ignored, faith is abandoned, and people no longer credit their own abilities to care for themselves. They look for a great rescuer for their financial problems. The government is all-too-happy to step in and "level the playing field," which in turn, breeds a lack of motivation to do anything for ones own self and family, and begins the wheel of dependence upon government for their basic needs. An entire generation of women believe they cannot stay home to raise a family, God-given roles are usurped, feminism enters in, and a family breaks down under the stress of trying to make it all fit.

Today we see this attitude in our "me-generation" of children, children of broken homes, living together outside marriage, and angry feminist career women. Disregarding history, and the impact of feminism on our society, they seek to undermine the "archaic" career of homemaking. Families now blame the government for their situations of poverty; demanding more hand-outs to make things more "fair" and want more "resources" to make being a career woman easier. However, they buy into the feminist failing myth of "you can have it all"..while showing they cannot successfully have it all without restructuring the nation. They also trust the government to save them from their own created nightmares.

In many mega-churches around this nation, people tithe in the millions per year, to sit in pews where social justice, community organizing, Marxism, environmental worship and hate against the true Gospel and ultimate Truth and Justice is preached. They back legislation that is against the Lord, and promote making speaking the truth in God's Word "hate speech".

While disregarding Christ, society laughs at the idea that Sharia law will reign over the feminists, the homosexuals and the family, if we sit ignorantly by. Families still place their misguided faith in liberal colleges. They believe they must fund their children's education at these Marxist training camps, as if they are a guarantee to a high-dollar career. They send their daughters, vulnerable and unaware out to colleges across the country where Planned Parenthood and the feminist liberal agenda welcome them with open arms. When they graduate they are all-too-often more educated in alcohol, drugs, promiscuity and Planned Parenthood than they are their major. They are taught that our only way to contribute to a society is through getting an advanced education in one of the schools that teach the very same progressive lies that have broken our nation and families, meaning that a life of non-career is a bitter waste of woman.

Women are taught we are the blessed daughters of Margaret Sanger, Emma Goldman, Karl Marx and the entire socialist and feminist movement. We have "opportunities we never had..opportunities to matter, to contribute...to be a part of something more important than simply wasting our lives away at home with God, husband, home and children"..peddling more narrow minded garbage that will hold back the next generation from being the "best community activists yet." I mean, after all, look at Michelle! Oprah! Clinton! Dohrn! and Kagel!

How many young ladies will be left for the young men who seek a wife who desires to be home? Will he be labeled a misogynist for desiring one at all? How many young ladies deny their desire to "just be a homemaker" to fulfill societal demands that she must be "educated, in debt and working" in order to be worthy of being called "feminist woman?"

To these indoctrinated socialist liberals, I'd like to offer the greatest solution to the contribution of society-Jesus Christ and the adherence to the teaching of the Holy Bible as the only infallible guide for life. Within this practical application, that is as old as time, never passing away, we see what is being prayerfully knit together in some American homes. The best strategy to counteract Marxist deconstruction of families is:
Husbands and wives staying married forever, built on the solid rock of Christ.
Women who wish to be home, staying there, and being happy and joy filled in doing so! Not allowing feminists to shame them for "only desiring to be a wife and mother," for it is an honor for the Lord!
An understanding and application that through this committed, Christ-centered family, children will be brought up to understand they belong to something greater than their own little demi-god futures the world teaches is paramount..the Kingdom of God, and with that, comes great responsibility. This is the same reason feminists fight tooth and nail to argue they shouldn't have to sacrifice self. It's God they hate.
Prayerfully welcoming children into our families. With the elderly population now greatly outweighing the newborn population, we are lacking bodies to even contribute to society in any way. What was generally several children, most Christians limit their family size today to one or two. (http://freedomoutpost.com/2013/01/how-a-society-of-personal-debt-is-preventing-the-blessing-of-children/) Most disconcerting is that the group producing the most children who are committed to their cause are the Muslim's, with their radical, violent and anti-American agenda.
Standing up for Homemakers who are committed to raising God-fearing, responsible, loving and moral children, as it is the ultimate follow through of beliefs. From birth until their own adulthood, homemakers see to it on a daily basis that their children are educated, responsible, and selfless. Unacceptable speech, behavior, and selfish treatment is not ignored, or passed onto a non-family member to deal with on their own level of discretion. Homeschoolers are turning out children into adults, that are finely sharpened arrows. They are responsible, intelligent, and contributing to society by being the driving force for the living evangelism Gospel of Jesus Christ, in a world that either rejects it-all or in part.
Living out the example of mothers who richly love, train, teach, discipline and care for their children, which contribute in a greater way to community, than any other professional in the world. They are responsible for a child who will then be accountable for their actions with a foundation unlike a child raised by others.
Don't disregard that Christians who stay home to raise families and homeschool typically are more aware of history, politics and current events, than those who are busy leading a lifestyle more like the world. This creates a life of informed decisions, and teaching of children that goes beyond textbooks.
Follow the ripple effect of families in history. Taking children to church, the library, fellowship with other like-minded believers, educating on the Constitution and involving them with nature and all of God's creation, is an immense societal contribution. They will carry this forward to the next generation.
Humble ourselves as women. Supporting a husband and making a rich, happy and loving home provides the foundation for multiple generations to succeed in their endeavors.
Remember, being active in the community takes discernment. A Christian is called to be active for the Lord first! Family and church next. If this is what takes our time and commitment, then perhaps involvement in socialist activities will have no time on the agenda. This is what angers socialists.

Raising children in a solid, two parent home, for the purpose of bringing God the Glory, is the greatest societal contribution that can be made. Those ripples in the pond that are made when dropping in the stone of living out Christianity in your own family and community, go much further than a progressive agenda of removing Christ from that pond altogether.

Read more: http://freedomoutpost.com/2013/02/homemakers-deconstructing-the-marxist-agenda-for-families/

About Andrea
 I'm a Christian who is married and madly in love with the husband God gave me, who works as a CPA while I stay home to homeschool and mother our seven children. An "anti-feminist", I enjoy making our home a sanctuary; a place to truly enjoy being..not just a landing spot. My hobbies are the art of homemaking, natural medicine, old movies and gardening. I Live in Northern Idaho where Bibles, homeschooling, large families and guns are welcome.
 View all posts by Andrea ?

How A Society of Personal Debt is Preventing the Blessing of Children

How Progressive Education and Bad Philosophy Corrupted The People & Undermined The Constitution of The United States [syn: moral relativism]

Throughout human history, the prevailing belief system changes from time to time & place to place; most people unthinkingly absorb whatever happens to be the prevailing dogma of their time & place. Here, I will show the radical differences between the philosophy of our Founding Era and the philosophy of today. And when I have done so, you will understand why our Country is declining and what you can do about it. In a nutshell, the Enlightenment philosophy of our Founding Era, which was based on Reason and the recognition of the existence of Fixed Principles, was taken away from us; and replaced with the subjective philosophies of Pragmatism & Existentialism, both of which reject Reason and deny the existence of Objective Truth & Fixed Principles. These are now the prevailing dogma of our Time; and unless we promptly repudiate them, we will fall.

Alexander Hamilton, James Madison, & John Jay (authors of The Federalist Papers), and others at the Federal Convention of 1787, embodied the best aspects of The Age of Enlightenment. They were well educated, exquisitely knowledgeable in statecraft & political philosophy, embraced the concepts of Objective Reality & Fixed Principles, knew Logic, and could think. George Washington, a man renowned for his Moral Character, which was based on Judeo-Christian ideals, presided over the Convention.

The Fruit of the Philosophy, Religion, & well-trained Minds of our Framers was a Constitution which ordained and established a Federation of States which united only for THE LIMITED PURPOSES enumerated in the Constitution: national defense, international commerce & relations; and domestically, the creation of an uniform commercial system: Weights & measures, patents & copyrights, a monetary system based on gold & silver, bankruptcy laws, and mail delivery. 1

Progressive "Education" & the Conditioning of the American People

But during the 19th Century, Progressives took control of public schools & teachers' colleges. They then conditioned teachers and children to abandon our Founders' Enlightenment philosophy of Reason, Fixed Principles, & Judeo-Christian ideals; and to accept a new ideology which replaced Reason with "feelings" and denied the existence of an Objective Reality & Fixed Principles. They thus primed the objects of their conditioning to accept whatever attitudes the Progressives chose to instill in them. And the objects of this conditioning did not -- do not -- know what was done to them!

Samuel L. Blumenfeld (http://www.amazon.com/Public-Education-Necessary-Samuel-Blumenfeld/product-reviews/0941995046/ref=dp_top_cm_er_acr_txt?ie=UTF8&showViewpoints=1&tag=vglnk-c312-20) explains the two opposing philosophies of education:

the "progressives"...viewed public education primarily as a tool for social and cultural reform to be achieved through the remaking of human nature; and the traditionalists ...viewed education, public or private, primarily as a development of an individual's intellectual skills in combination with moral instruction based on Judeo-Christian ideals. ["Is Public Education Necessary?", Ch. 12]

Thanks to the traditional education they received, our Framers knew history, political philosophy & statecraft, Logic, Judeo-Christian moral ideals, and could think!

Thanks to progressive "education", Americans have been so dumbed-down that they can't read, 2 know nothing, and can't think. After the Progressives ripped moral instruction based on Judeo-Christian ideals out of the public schools, and replaced it with the view that morality is a matter of subjective personal opinion or group consensus, 3 we became an amoral people who kill babies, reject altogether the concept of personal responsibility, insist on a claimed "right" to live at other peoples' expense, and believe that the only guide for our conduct is our own likes, dislikes, & "feelings": "I like it" or "I don't like it"; "I feel like it" or "I don't feel like it". We became so shallow and morally blind that we elect fools & tyrants to high office. Thanks to "self-esteem" classes, we believe that our views & "feelings" on subjects of which we have no knowledge whatsoever are as important as anybody else's.

With our untrained & empty minds and instilled amorality, we were rendered incapable of resisting the conditioning of the Progressives. And this, Folks, has been the purpose of public "education" ever since the Progressives took it over.

2000 years of Western Philosophy on Metaphysics & Epistemology 4 in One Paragraph

So! In Western Civilization, we had the Age of Faith (There is an Objective Reality & Truth 5 and they are revealed in the Bible & Works of Creation); the Enlightenment (There is an objective Reality & Truth and we discover it by use of Reason); the Age of Romanticism ("Truth" is found in your emotions & feelings); and now, Pragmatism & Existentialism (There is no Objective Reality; "Truth" is a concept which has no meaning; there are no fixed principles, there is only "opinion" and one man's "opinion" is as good as another's).

Pragmatism & Existentialism

During the late 19th century, the philosophy of Pragmatism (William James, Charles Saunders Peirce, John Dewey) arose. (http://aynrandlexicon.com/lexicon/pragmatism.html) It rejected the concept of an Objective Reality with its Timeless Truths. Instead of concerning oneself with the question of whether something is "True", the pragmatist asks, "What difference will it make in my life whether I believe it or don't believe it?" So one looks to the "utility" of believing it or not believing it. If it has a good result for me, it is "true". If it has a bad result for me, it is not "true". What is "true" for me may not be "true" for you, so an idea can be "true" for some and not "true" for others. Furthermore, what is "true" for me today may not be "true" for me tomorrow, so "truth" evolves.

Do you see? They tossed the concept of Objective Truth -- Objective Reality -- Fixed Principles & Standards -- out the window.

Pragmatism morphed into Existentialism (Jean-Paul Sartre). (http://www.anselm.edu/homepage/dbanach/sartreol.htm) Existentialism rejects an objective basis for life in favor of a subjective basis: 6 Humans are merely biological organisms living meaningless lives, making "choices" on the basis of no criteria whatsoever other than their own likes or dislikes. Since there is no basis for any external Principles or Standards to which we must conform, people are free to do whatever they want.

Again, it was the Colleges of Education and the public schools which were the vehicles for dumbing-down the American People and conditioning them to reject the Philosophy of our Founders, and to accept the pragmatist & existentialist mind-set.

A friend recalls an incident which happened around 1960 in English class in an American public high school. The students read a story. The teacher asked each student to say what the story meant to him. Whatever a student said was praised by the teacher. But my friend said, "It doesn't matter what it means to me. What matters is what the author says." The teacher was most displeased with that remark.

Do you see? Under the pretext of teaching literature, the teacher indoctrinated her students into rejecting the concept of Objective Reality & Fixed Principles, and accepting a subjective world-view devoid of objective meaning. The teacher most likely had no idea what she was doing -- she was just following her teacher's manual. She was thus one of the millions of useful idiots who graduate from our Colleges of Education and set about assisting in the destruction of the minds & morals of the American People. 7

Do you not remember hearing over & over in your public schools, "There is no black or white, there is only gray." "What's true for me may not be true for you". "If it works, it's right." "What does it mean to you?" And when one is facing a moral decision, one is asked, "How do you feel about it?" One's "feelings" are set up as the criterion for making moral decisions! There is no appeal to objective standards of Right & Wrong. That was ripped out of the public schools by the Progressives. And we are mystified by the high crime rates among our children? 8

Most Americans are now existentialists, even though they never heard of John Paul Sartre. We see our own "likes", "dislikes", & "feelings" as the only standard. We just want to "feel good". That our personal likes & dislikes are irrelevant when they conflict with objective Standards of Good & Bad, Right & Wrong, is unthinkable. I'll illustrate: It is painful, but we have no time left to pussy-foot:

Standards of Conduct: What's Right By Objective Standards? Or, What do I like?

Talk to an obese person about what he eats: He will most likely say something like, "I'll eat what I like." He thus follows a subjective standard: his likes & his dislikes. Because he is an existentialist (though doesn't know it), he rejects the idea that there is an objective standard by which one can decide what to eat and what to avoid: That of health -- Is the food healthy? Or unhealthy? And if you tell him of this objective standard, he'll say, "I don't care -- I'll eat what I like." The essence of the existentialist mind-set is that the existentialist sees no reason why he should set anything above his own "feelings", likes, or dislikes.

There was a stay-at-home Mom. When her young children were hungry, she tossed them a box of crackers or cookies, or took them to a fast food joint.. Why? Because she didn't like to cook. That she had a DUTY to provide her children with healthy food, never entered her mind. She didn't "like" cooking, she "felt like" going to the mall instead, and that was the end of the matter.

Couch potatoes don't exercise because they "hate" exercise. They reject the objective fact of Reality that exercise is necessary to be healthy.

Pragmatism, Existentialism & Federal Judges

So! With the rise of Pragmatism & its conception of evolving and subjective "truth", American lawyers abandoned the concept of Law as a body of fixed principles (set forth in The Declaration, The Constitution, Blackstone's Commentaries, Natural Law &/or the Bible), and embraced the concept of an "evolving" law and an "evolving" Constitution which means whatever they -- the judges -- say it means! Remember! To the pragmatist, "truth" evolves. 9

So THIS is the philosophical basis for judges on the supreme Court tossing out The Federalist Papers as the objective standard of the meaning of The Constitution; and substituting their own opinions. When they were in school, they were conditioned to reject the concept of Objective & Fixed Standards, and to accept Pragmatism & Existentialism; and I bet you few (if any) of them ever thought it through. They did not resist the conditioning -- they just accepted what their Manipulators instilled in them.

We teeter on the brink of disaster. YOU must rise to the occasion. Our Country & our Posterity depend on YOUR repudiating the destructive philosophies your conditioners foisted on you; and reclaiming the rational Enlightenment philosophy & Judeo-Christian morality of our Framers. We can not save our children unless we close the public schools. 10 Education must be privatized, and we better do it now. PH

Postscript added July 22, 2011: Melanie Phillips shows how the abandonment of the concept of Objective Principles & Standards and the embracing of moral relativism & multiculturalism is leading to the islamization of England: Watch it!

My friend, Nancy Coppock, understands also how relativism (moral relativity) is destroying Our Country.


1 Our Constitution follows the Biblical model: a civil government with defined powers which is subject to -- under -- the Law. Civil government is not the source of Law! The law comes from a higher authority: God is the source of Law in the Bible; The Declaration of Independence & The Constitution are the Source of Law in our Country. Acts of the three branches of the federal government are lawful or unlawful depending on whether they are consistent with the Declaration & authorized by The Constitution. These are the standard of what is "lawful" -- NOT the fiat of the brain-washed judges who sit on our courts.

Lex, Rex (http://www.constitution.org/sr/lexrex.htm) by Rev. Samuel Rutherford (1644), is a masterwork of which modern American pastors are ignorant. Rev. Rutherford proves that civil authorities have legitimacy ONLY to the extent they obey The Law. We see all around us the results of our pastors' ignorance of these Biblical teachings.

2 Two/thirds of Wisconsin 8th graders can't read proficiently! Yet their teachers are screaming for more benefits to be paid for by the taxpayers, while lying about being sick. With the public schools, we have financed our own destruction. And most Americans who can read, are unable to read The Federalist Papers. Yet The Federalist is essential for a correct understanding of the objective (genuine) meaning of our Constitution & they were published in Newspapers in 1787-88!

3 "Values clarification" (http://www.socialjusticespeaks.org/id52.html) is the version of "moral guidance" foisted in the public schools on our children since the 1960's. Public school teachers are telling children that they are "... free to choose ethical and moral behavior that resonates with them." They thus "liberate" children from "authoritarian" teachings on morality.

4 "Metaphysics" deals with the nature of Reality; "Epistemology", with theories of Knowledge. The Ayn Rand Institute has an excellent lexicon for philosophical terms. (http://aynrandlexicon.com/book/conceptual.html) Rand was a non-theist; PH is a Christian theist. Hence, there are some differences. But both see "Natural Law" (Physics, Mathematics, Logic, Morality, Politics, etc.) as woven into the Fabric of Reality. Both see the Universe as governed by LAW; and that the duty of man is to learn & to obey these Laws.

Thus, the Great Divide is between those who accept the concept of Divine or "Natural Law"; and those, such as Progressives, Libertarians, Pragmatists, & Existentialists, who reject it. They deny the existence of any standard other than their own "feelings", likes & dislikes.

5 "objective reality" (http://aynrandlexicon.com/lexicon/objectivism.html) means this: "Reality exists as an objective absolute--facts are facts, independent of man's feelings, wishes, hopes or fears." In other words, things are the way they are regardless of what you like, don't like, agree with or don't agree with.

6 "subjectivism" (http://aynrandlexicon.com/lexicon/subjectivism.html) is "...the belief that reality is not a firm absolute, but a fluid, plastic, indeterminate realm which can be altered, in whole or in part, by the consciousness of the perceiver--i.e., by his feelings, wishes or whims. It is the doctrine which holds that man--an entity of a specific nature, dealing with a universe of a specific nature--can, somehow, live, act and achieve his goals apart from and/or in contradiction to the facts of reality, i.e., apart from and/or in contradiction to his own nature and the nature of the universe..."

7 In "The Abolition of Man", C.S. Lewis illustrates how the concept of "objective value" was ripped out of the hearts of British school children by their teachers. He also discusses the "Natural Law" and how it has been universally recognized. His book is only 113 pages, double-spaced, & one of the most important books ever written. Read it. Outline it. Tell all in your spheres of influence.

8 But at least we can take comfort in the knowledge that our children are not being taught in public schools such things as, "thou shalt not kill", "thou shalt not steal", "thou shalt not bear false witness", "thou shalt not covet", and other such "authoritarian" & offensive rubbish.

9 In "The Second American Revolution", attorney John W. Whitehead (Rutherford Institute) writes of this. This is a valuable book which shows how bad philosophy corrupted our judges.

10 Glen Beck (http://www.amazon.com/Second-American-Revolution-John-Whitehead/product-reviews/0891073671/ref=dp_top_cm_cr_acr_txt?ie=UTF8&showViewpoints=1&tag=vglnk-c312-20) and others are showing that under the pretext of teaching reading, progressive "educators" are now telling our children the Lie that our Constitution institutes socialism!

Read more: http://freedomoutpost.com/2013/02/how-progressive-education-and-bad-philosophy-corrupted-the-people-undermined-the-constitution-of-the-united-states/
Unless they go back to giving kids a real education like they used to, (link) rather than just job training, and get rid of all of the liberal agendas that they are currently focusing and wasting so much time upon, instead of giving the kids a real education, then it is better to find a way to homeschool your children and not send them to this liberal indoctrination which has been intentionally planned and slowly ("progressively") implemented for hundreds of years. Even many private schools have been co-opted and have incorporated this liberal indoctrination in order to receive government money. One school that refuses all government money so that they don't have to compromise their values and be controlled by the government so that they would have to teach their students this liberal propaganda is Hillsdale College. The elites who mold and shape society into what they want (rather than what the people want) even state that real education, whereby they teach kids to think about why things are done the way that they are done and question things, is only for the so-called "elites" (the rich).

In government (and also most private) schools, there is entirely too much emphasis on "socializing" and being indoctrinated with liberal agendas instead of on getting a real education (reading, writing, English and other languages, geography, history (real history that has not been rewritten -- falsified -- by liberals to suit their agendas), humanities, and most important of all: how to think (vs what to think / job training), and how to justify your beliefs (how to present arguments supporting your position in debates, for example).

By not teaching kids cursive writing, they can no longer read the founding fathers original (unaltered) documents about why this country was formed and understand their God-given rights and freedoms. This is by design.

There are numerous ways that homeschoolers can socialize in a healthy way -- and with people of all age groups, not just peers of the same age, as in public schools, where they are taught that the most important thing is conformity, "dating" (trying to have sex, usually without even liking or getting to know a person and being friends with them, and without the commitment of marriage, vs courtship in which you've known the other person for a sufficiently long time, share beliefs and values with, genuinely like and get along with -- see books on Christian courtship on Amazon, such as these: https://www.amazon.com/Christian-Courtship-Oversexed-World-Revised/dp/0988922207 https://www.amazon.com/Courtship-Kelly-Boggus/dp/B018399E1U https://www.amazon.com/Boy-Meets-Girl-Hello-Courtship/dp/1590521676) and "peer-approval" -- including religious, sports, homeschool, martial arts, ham radio, astronomy, etc. (and many other) clubs and groups. Because they don't spend all of their schooling years isolated with just kids of the same age groups (and seeking their approval), homeschoolers can relate to and converse with people of all ages better than public school graduates.

9 Lessons From The Hardy Boys

Lessons From Fahrenheit 451 for the Modern Day
Facts Are Useless Without Context
"Cram them full of non-combustible data, chock them so damned full of 'facts' they feel stuffed, but absolutely 'brilliant' with information. Then they'll feel they're thinking, they'll get a sense of motion without moving. And they'll be happy, because facts of that sort don't change. Don't give them any slippery stuff like philosophy or sociology to tie things up with. That way lies melancholy."
Our modern society has an obsession with acquiring information, most of it in the form of social media and internet articles. We think that reading about the news (in reality, often just the headlines of the news) and keeping up with what's happening with our Facebook friends, makes us smart, informed citizens...

Why the King Complex Makes the Internet So Hard to Put Down

Why Do We Follow the News? Is There Any Reason to Keep Up with the News?


Can cell phone radiation REALLY cause female infertility?

You're in a public place -- say a restaurant or a doctor's waiting room -- and it's taking longer to get your food or have your name called than you expected. Your toddler is starting to get restless. And cranky. Real cranky. She's whining and teetering on the edge of a crying fit, and the other folks around you are glancing over with irritated, disapproving looks.
You don't have any toys or books on you, making it extremely tempting to just shove your smartphone into your tyke's pudgy little hands to instantly shut off the waterworks.
But, the idea that you should turn to your phone whenever you feel unhappy or bored is not exactly the kind of lesson you want to teach her; you want her to grow up to be able to entertain herself, absent a technological device. So you think about busting out some pen and paper games like hangman or tic-tac-toe, but she's preliterate and only understands strategy in terms of figuring out how to poop so no one sees her...






The Secret to a Happy and Successful Marriage

How to Strengthen Your Friendship With Your Spouse

Here are some books about courtship that will more likely lead to quality marriages (vs "dating") in which you've known the other person for a sufficiently long time, share beliefs and values with, genuinely like and get along with:

Lots of great articles:

Benjamin Franklin built his character around 13 virtues -- and following his weekly plan could change your life
The Simple Dollar

Trent Hamm, The Simple Dollar
Jan. 13, 2018, 10:20 AM 33,647

Benjamin Franklin 1767 Benjamin Franklin's original 13 virtues hold up today. Wikimedia Commons

* Founding father Benjamin Franklin sought to live his life based on 13 virtues.

* He even kept a chart to record which virtues he was actually living by on a weekly basis.

* Tracking and reflecting on these traits could help you lead a more virtuous life.

Benjamin Franklin was born in 1706 into a family of very modest means. Today, they'd probably be called lower middle class at best. His parents had just enough money to send him to school for a couple of years in hope that he could eventually join the clergy, but by the age of 10, he was done with school. He was a print shop apprentice by the age of 12, climbing around on printing presses, sorting letters, mixing ink, and all of the other tasks needed to keep a printing press running.

From that humble background, Franklin became a highly successful printer, a well known writer, a scientist, a politician, and a diplomat, among the many other hats he wore. During those efforts, he accumulated enough wealth to effectively retire independently wealthy in his forties, and he largely devoted the rest of his life to public service (and his individual interests). He was such a towering figure in the American Revolution that he was deservedly called the "first American," and his light shines brightly even today.

Even to this day, Franklin's "Autobiography" is a splendid read. You can get a nice pocket edition of it for just a few dollars, [https://www.amazon.com/Autobiography-Benjamin-Franklin-Thrift-Editions/dp/0486290735?tag=thesimpledo0c-20] check it out at your library for free, or download it and read it electronically for free. [http://www.gutenberg.org/files/148/148-h/148-h.htm] No matter how you read it, I highly recommend you do so, as it's an insightful book about an amazing person.

One of the things that has really stood out to me each time I've read his autobiography is the fact that he attributed most of his success (beyond that of luck) to practicing 13 core life virtues, to the best of his ability. He believed that by living those virtues, he had done everything he could to put himself in a position to be on the good side of the unexpected events of life.

He actually had an incredible system for working on those virtues, which I want to talk about today.
Ben Franklin's 'virtue cards'

For a large portion of Franklin's life, he carried around a card in his pocket that depicted a simple table with seven columns and 13 rows on it.

Each column on this card represented a day of the week -- Monday through Sunday. Each row on this card represented one of 13 virtues that he wanted to work on.

During the day, he might glance at these virtues a time or two to keep them fresh in his mind. At the end of each day, however, he'd pull out a pen and go through those virtues, asking himself if he'd actually practiced them during the day and marking the box if he had done so. His goal was to fill in as many boxes as possible, and each week, he would start anew with a fresh blank chart.

That wasn't all. Not all of the charts were identical. In fact, he had 13 variations of the charts, which he cycled through every 13 weeks. On the top of each variation of the card was listed one virtue, which was the main one he wanted to practice that week, along with a brief description of that virtue.

For example, one week, he might really focus on frugality, while the next week might particularly focus on temperance. He'd reflect on and record his success with all 13 virtues each day, but he would intentionally focus on just one virtue each week.

You can download a generic duplicate of his virtue card (without the specific focus for the week) here.

A final key part of his practice is that he'd review the cards as a whole at the end of each week, evaluating which virtues were successful that week, which ones were not, and which areas really needed focus and improvement in his life. He'd also review them as a set, and thus with 13 cards to review, that roughly covers three months of living. A larger review like this -- a "quarterly review" if you will -- can point you to some larger patterns along your path to becoming a better person.

Over time, these virtues became more and more ingrained in his character. He found himself naturally practicing them more than he once did, which made him into a more well-rounded and successful person and a better participant in society, which he attributed to being a healthy part of the success that he found in almost every attribute of life.

So what were these 13 virtues?
Benjamin Franklin's 13 virtues

Here are the virtues that Franklin tracked and reflected upon each day. His goal was to improve himself with regard to each virtue so that over time he was a better person in that regard, and by being a better overall person, he was more open to life's opportunities.

Eat not to dullness; drink not to elevation.

This one's pretty simple. Eat until you're not hungry any more rather than stuffing yourself, don't eat just for entertainment's sake or for boredom's sake, and stop drinking when it begins to impair your judgment and sensibilities. It's about self-regulating what you put into your body and making the conscious choice to put in only enough for good living.

Speak not but what may benefit others or yourself; avoid trifling conversation.

If you don't have anything of value to add to a conversation, don't do so. Instead, just listen to what's being said -- and actually listen. Try to seek out meaningful conversations and avoid meaningless chatter. This doesn't mean that you avoid getting to know other people and small talk, but that you recognize that there is a distinct purpose to such conversations and you keep a focus on that purpose. Idle chatter for no purpose is the problem, as is speaking just to fill space in the conversation.

Let all your things have their places; let each part of your business have its time.

Keep your physical possessions organized so that you can always find what you need. Do the same with your time, so that you always have time for the things that are important to you; if that's a struggle, adopt some form of time management or a smarter approach to one's possessions. If you have too many things that it becomes very difficult to keep them all straight, then this is a call to start downsizing the less important things.

Resolve to perform what you ought; perform without fail what you resolve.

If you decide to do something, carry through with it. Don't commit to things that you can't follow through on or aren't actually intending to follow through on. Say "no" if you're asked to do something that you can't actually follow through on. In fact, if you're unsure, say "no" just so you're not left with someone else holding the bag due to your failure of resolution. If you say "yes," follow through on that yes.

Make no expense but to do good to others or yourself; i.e., waste nothing.

My favorite virtue, perhaps. Don't be wasteful with your money. Whenever you spend a dollar or use something, have it be genuinely purposeful. You want to get maximum value for the dollars that you have when you choose to spend them. If you're not choosing to spend them, put them to work for you in some aspect of your life, either by paying down debt or building an emergency fund or saving for a big goal like retirement.

Lose no time; be always employ'd in something useful; cut off all unnecessary actions.

Don't spend your time idling. Try to spend your time doing something productive, and if you lack the energy or focus to do the task at hand, find something else that fits where you're at. If you don't have anything on hand to do, spend that time improving yourself. If you're too tired to do anything, sleep, and if that tiredness is consistent, engage in purposeful leisure or talk to a doctor.

Use no hurtful deceit; think innocently and justly, and, if you speak, speak accordingly.

Be honest in your words, but also kind in terms of the impact that they can have on others. Don't be hurtful with what you say, but strive to lift up the other person. Don't lie and don't mislead, but don't be cruel with your words, either. If you must criticize, find ways to criticize without being "brutally honest," which is insincere in its intention.

Wrong none by doing injuries, or omitting the benefits that are your duty.

Don't bring harm to others for your own benefit. Try to find ways so that everyone involved in your interactions finds some genuine benefit. Seek out solutions so that everyone wins. If you agreed to an arrangement, stick by that arrangement, or renegotiate it if it's now untenable.

Avoid extremes; forbear resenting injuries so much as you think they deserve.

Choosing extreme positions or acting toward others in extreme ways often ends up with negative consequences for you without any real benefit. Avoid taking positions or behaving in ways that bring harm towards others unless you intentionally are bringing harm, in which case be careful in the amount of harm you bring.

Tolerate no uncleanliness in body, cloaths, or habitation.

Practice hygiene. Keep your clothes clean. Keep your home clean. Keep your office clean. Keep your teeth clean. This is not only for your own health, but also for how you present yourself to the world.

Be not disturbed at trifles, or at accidents common or unavoidable.

Don't be upset by the unexpected events that life throws at you. They're going to happen -- being upset does not help resolve them. If you recognize your emotions swelling, consciously keep them in check. Learn how to recognize your own emotions inside and understand them without reacting to them or acting upon them. Use them as information instead in order to make better decisions.

Rarely use venery but for health or offspring, never to dullness, weakness, or the injury of your own or another's peace or reputation.

Don't let physical passions become a distraction or a main focus in your life. Don't allow it to cause you to betray or harm others. Again, if you find yourself in a position where things are untenable, seek outside help and don't simply toss the virtue to the side.

Imitate Jesus and Socrates.

Undersell and overdeliver in everything that you do. Don't talk about how great you are; instead, be great and give abundant credit to others.

A person who is a true master of these 13 virtues would be a great person, indeed, and would likely find that great success nearly falls on their lap.
Make your own virtues

While I believe that these are all worthwhile virtues to practice, one might want to choose other virtues -- or even personal skills -- that they want to improve and substitute them into Franklin's plan. One could easily remove some virtues and substitute other ones, or even start from scratch with one's own virtues.

For example, let's say that someone wanted to use this practice to strictly improve their finances. They would likely retain frugality and temperance, but they might want to add other virtues and skills to the mix, such as mastering food preparation, using deliberate practice in one's career path, building social skills, and so on.

Let's say that you wanted to master becoming a calmer person. You might include things like meditation, stoicism, and prayer in your list of virtues.

It all depends on what you want to achieve. However, I will say that Franklin's list of 13 virtues really will go a long way toward improving your overall character and life situation no matter where you're at in life.

The goal with all of this is to come up with a set of very specific virtues or skills that you can apply every single day to become a better person, the person you want to be, and then review your progress with those virtues and skills each day. Over time, those skills and virtues would become natural to you, shaping you into the person you desire to become.
Make it a practice

The key to this, of course, is to make it a daily practice.

Once you've defined a set of virtues or specific skills that you want to work on in your life and integrate into your normal behaviors, take it a step further and copy Franklin's entire system, using your desired virtues and skills as the basis for your practice.

You can start by making a set of cards for the virtues you want to practice. It's pretty simple to design a small table, with rows for each thing you want to improve and columns for each day of the week, in your preferred word processing program. Just design a size that prints easily on a blank 4? by 6? index card and print them yourself. If you prefer, you can also design them by hand using a ruler and a pen.

On each card, simply write the days of the week at the top of each column and an abbreviation of the skill or virtue you want to practice to the left of each row.

Consider designing a set of these cards, one with each virtue or skill you want to practice at the top with a brief description, so that you have a particular virtue or skill to focus on that week. Print off (or make) the entire set at once, cycle through all of them, and then make a new set and start from scratch.

You can also implement this practice electronically. Just use a note program on your smartphone that contains a list of the virtues that you can use to review each morning and each night. A simple program like Evernote can handle the job quite well.

At the end of the week, review your overall progress. Which virtues are you particularly weak on right now? What can you do to strengthen those virtues going forward? Use the data you recorded -- both the marked virtues and skills you succeeded with and the ones you missed -- as a source of insight on how to continue to improve.

The key thing to always remember with a process like this is that it takes time. People always want immediate results that appear like magic. Improving yourself takes time, and then it takes even more time for the effects of that improvement to propagate out into your life. The key thing with this is to remember that you are getting better, little by little. If you strive to be a little better than the day before, you're always heading in the right direction, and given enough time, that change will ripple out into the world.

This really is a simple yet brilliant system for genuine self-improvement. It can help you change your character as a whole or help you bring about true lasting improvement in specific areas of your life. The key is to trust the process -- keep doing this over a long period of time and you'll find yourself in a better place.

Good luck.

Read the original article [https://www.thesimpledollar.com/ben-franklins-thirteen-virtues-using-one-week-to-change-your-life/] on The Simple Dollar. [http://www.thesimpledollar.com/] Copyright 2018. Follow The Simple Dollar on Twitter. [http://twitter.com/thesimpledollar]

America Or Globalism? You Can't Have Both
Apr 28, 2017 Read More Articles by Karen Schoen (https://newswithviews.com/author/karen/)

I have been traveling for the last week. Where ever I go, the message from the people is the same. POTUS is doing a great job but he is working with one hand tied behind his back. Why is Congress hindering, not helping?

Party lines do not matter any more. America now has Globalists in both parties making our fight today not Republicans vs Democrat, but Americans vs. Globalists. Who are these Globalists and what do they want? Think of a pyramid. Block off the top inch. That is about 1000 people who run both the Democratic and Republican party AKA Globalist aka Elite aka Moderates. The ideology of these Globalists is rooted in Communism. Globalists are communists. Communism is anti-American. Why is no one reporting this? Americans have learned in school through diversity training to be silent. Americans are told; if you speak out, you will be labeled a racist. End of conversation.

Why kids? How does that work? Recently we discovered that Obama gave taxpayer dollars to Soros' Open Society. Open Society used the money to influence the election in Macedonia by giving out Sol Alinski's, "Rules for Radicals" to students before having them riot. Kids without purpose are followers. Americans are silent.

Does that sound familiar? What was POTUS Trump accused of? Notice how Globalists accuse their opposition for things they have done... By starting to train the young, and using WorldWide Common Core (a UNESCO and GATES partnership agreement signed in 1994) Globalists can use the same programming for kids throughout the world. Focusing on the training with techniques created by Bell, Skinner, Pavlov, like Mastery Learning aka Outcome Based Education assures Globalists the proper response when key trigger words are used. The student is trained in a way that the outcome of their actions is now predictable. Once that happens students lose their ability to choose and can easily be controlled (manipulated) by their choices. Their choices are now controlled by the group. Any deviation from the group is racist. Today the youth of the world can be called upon to riot for any reason in any city. And Americans are silent.

When God is erased from school, from the government, immorality becomes the norm and lies are accepted as real. Right is wrong and the success of wrong is celebrated. America is lost. And Americans are silent. Why?

History must be erased.

The lowest common denominator in America is???

What is the one thing every American in one way or another must do whether public, private or at home??? If you said education, you would be correct. So I ask, if you were trying to take over someone's belief system and alter it to match what you want, where would you start your messaging?

If I were in charge of evil, I'd start in school, elementary school, after all that worked best for Stalin, Mao, Castro, Hitler to name a few. I'd change normal into my ideology by changing texts and history. Once Michelle Obama let the cat out of the bag, it became more evident that this is exactly what is being done. Why do this to our kids? Well they do grow and become the future Globalists. We now find Globalists in all American bureaucracies and government. Globalists are intolerant of any opposing point of view. Is there any surprise that we see the same failed programs in every state: Regionalism managed by un-elected bureaucrats, crony corporatism in Enterprise Zones, money designated and approved by the people are diverted into globalist programs without oversight. Like: money for roads go into roundabouts, bike paths under the guise of saving the planet. Democratic globalists say they favor big government, Republican Globalists focus on business. Once government manages and controls business, business controls government there is no difference.

All programs start in the same place. Where? School. Today all school programs tout sustainability and man made climate change. What is the real reason of this training? To REDISTRIBUTE WEALTH; to teach kids to rent not own. What do Globalists want? Everything we own. How do I know? Because Globalists tell us constantly.

"This is the first time in the history of mankind that we are setting ourselves the task of intentionally, within a defined period of time, to change the economic development model that has been reigning for the, at least, 150 years, since the industrial revolution," UN VP Climate Initiative, Christina Figueres said.

What are the purposes of these programs? To ensure that future citizens believe man is destroying the earth and they must do more for less. Spending and regulation is the only answer to save the planet. Students are taught they must rent not own for ownership creates wealth and creating wealth is unfair. The entire program is right out of Agenda 21 oops, Sustainable Development, Smart Growth. Why rent not own? Renters are controlled by their landlords. Owners control themselves. Globalists will never allow you to control yourself.

In 1989, Bush 41 was POTUS, Bill Clinton was President of the Governors Association. Shirley Mc Clune, from the McRel Educational Foundation, presented a new face for American education. Shirley told the group:

Students are HUMAN CAPITAL Education's purpose is to train students to work.
Purpose of Education was to Transform Society from individualism to collectivism
Fact Based Education is not longer the primary focus of education

Gov Jeb Bush partnered Florida with the United Nations bringing sustainability to every aspect of Florida's agencies. NCLB brought the UN and Sustainability to Florida's schools. Common Core oops, Florida Sunshine State Standards have succeeded in dumbing our kids by creating individuals incapable of choice, self esteem, respect and empathy. We watched as students who had graduated 26th in the nation are now 47th. Dumbing down is complete and today's graduates can hardly read above a 3-6 grade level. Not only will we lose our land through massive environmental programs that accomplish little or nothing to solve the problems but our kids will lose their identity as individuals. Mission Accomplished.

Goal of UNESCO: Education in 2005-2015 is the Sustainable Decade. "Integrate sustainable development into all levels of education in order to promote education as the key agent for change. Agenda 21,Chapter 36

Following the key principal teachings of Karl Marx and Vladimir Lenin: Use emotion not fact

The Economic Philosophy now puts Government at the top of the pyramid dictating to business, for the good of the collective through education.

Marx: Psychological education (brainwashing) will change a person's belief system.

Lenin: Take away a person's heritage and they will easily be persuaded.

Diversity touts Marx while open borders belongs to Lenin. But once history is erased, who knows?

For the most part, today American history hardly resembles the history of America. Education is based on truth (facts). Indoctrination is based on what others hope you will accept as truth (concepts). The indoctrination in the school curricula prompts kids to feel the FLAG causes distress so it is removed. The pledge is nationalist and will make students "feel bad" if they recite it. Even worst is the reference that America is a democracy. America is not ruled by the majority. America is a Representative Republic ruled by laws called the Constitution. The Constitution states ALL are created equal. But if citizens were taught the truth, they might learn that ALL means ALL and there is no need for labels or special groups demanding civil justice, religious justice or social justice.

Everyone is covered under the Law called the constitution. However our kids are taught the Constitution is a racist document promoting slavery. Why would anyone want to defend a racist document promoting slavery?

If Liberty and Freedom and American excellence are not taught in school, who will fight for America? The classics are read to present period pieces in history to give a clear understanding of the time frame under which events occurred. In Florida many of the classics have been removed from required reading lists and are being replaced in many cases by pornography. Why? Those that do not know the past will make the same mistakes again.

These agencies including the DOE and the FLDOE are merely a cover for a Globalist take over created to produced a core of drones aka slaves who will be trained to work for the government sanctioned corporation investing in their particular school. Education is no longer about students learning, it is about money as billions are made in charters, texts, materials and tests. Through the use of stored data, manipulated by algorithms, students will be given their "choice " of career as early as elementary school. There is little factual education attached to the programs, the focus is indoctrination forcing the student to become good global citizens at the expense of American nationalism. Any mention of nationalism is now considered racist in many Globalist circles.

What can I do?

I can't tell you how many times I heard: "I am but one what can I do?" The wonders of America is, each individual has the ability to act. Each individual has the ability to use their power to make a change, to fight back. We saw that with President Trump. He fights back, he is proven right and he wins. What a great role model!

Where is the one place you actually can make a change? School, but you have to be willing to get out of your comfort zone. It is best if you can get a group but you can work individually as well. The goal is to form a textbook review committee. You will find that most texts are written by foreign authors and published by foreign corporations. Why? How can foreigners understand America? They can't and don't. But they make lots of money. They are Globalists. Could this be why our children do not know America?

Go to your school board meetings and district office. Request copies of all books used in each particular grade. They might resist but you must be persistent. Tell them you are a stakeholder and want to see what your investment of tax dollars buys. Tell your legislators, newspapers, on line and fill out FOIA (Freedom of information Act) requests if you get no help.

Once you get the texts or know the names you will find most of the texts have already been reviewed. Just check cfns.us for the list. If you form a committee, go back to the school board meeting and expose the propaganda and errors. You can put passages on flyers, on line, in the paper, or read at community meetings. Your goal is to change the books and curricula. POTUS just signed and Executive Order putting education back into the hands of the local community. That is us. Will you act? Globalists are counting on the fact that you will remain silent and won't expose so they can continue.

First they came for the Socialists, and I did not speak out --
Because I was not a Socialist.

Then they came for the Trade Unionists, and I did not speak out --
Because I was not a Trade Unionist.

Then they came for the Jews, and I did not speak out --
Because I was not a Jew.

Then they came for me -- and there was no one left to speak for me.

Martin Niem?r

Then they came for the children, and there was no one left to speak for them.....

Can we all say, "Leave those kids alone."

Join me on blogtalkradio.com/americanstatesman every Tuesday from 8-10PM EST

2017 Karen Schoen -- All Rights Reserved

What's In Our Schools?
Nov 09, 2017 Read More Articles by Karen Schoen (https://newswithviews.com/author/karen/)
What's In Our Schools Will Shock You
Nov 16, 2017 Read More Articles by Karen Schoen (https://newswithviews.com/author/karen/)

While everyone focuses on college, let's focus on the real problem, K-12. Every coup d'etat has roots in school. The progressive/communist/globalists/socialist (POGS) agenda calls for rewriting history. The children must be indoctrinated. The children must be coerced. The children must be trained to give up individual choice. They must think the same, get the same grades and have the same future outcome. One problem... if everyone is the same, what makes individuals different? The only identifier left is visual. RACE becomes the tool of choice. Children trained in social justice (which is Anti-American) become racist adults, dividing people into groups demanding results from those groups.

Racism MUST BE LEARNED. Racism is trained in school through psychological manipulation using technology. There are 400 data points that are monitored, re-monitored, analyzed, re-analyzed, reconfigured constantly making inferences to nudge and then monitor reactions. We see this happing now as males are being coached to take classes to remove those horrid masculine traits. I can just imagine what horrible actions these men will be responsible for in the future as they lose their self esteem and have to 'prove' their existence in some manner.

[ Order: Exposing the Global Road to Ruin Through Education, DVD]

A dumb populace is mandated deliberately because POGS follow Lenin, ""Give me four years to teach the children and the seed I have sown will never be uprooted." -- Vladimir Lenin. It is no surprise why students favor socialism. THAT IS WHAT THEY ARE TAUGHT.

Why the children? Once children are indoctrinated, "Group Think" takes over and going against the crowd is intolerable. Actually anyone not a believer is evil and should not be tolerated. If I said NFL, you should understand why continuing this communist education will destroy America. America's children ARE BEING TAUGHT TO HATE AMERICA. "American social engineers have systematically gone about destroying the intellect of millions of American children for the purpose of leading the American people into a socialist world government controlled by behavioral and social scientists....." Charlotte Iserbyt, The Deliberate Dumbing Down of America. http://www.deliberatedumbingdown.com/

Deliberate Dumbing Down of America - non abridged E Book download is NOW FREE TO ALL!!!
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The deliberate dumbing down of America : a chronological paper ...

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Exposing the Global Road To Ruin through Education.

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As I review some of the texts the students use, I find the biggest error is omission. If a child is not taught the constitution, they have no idea what it means. How can they fight for something they have no clue exists? Aside from spitting in America's face, the students are fighting a cause that has no merit. Just like the Trump/Russia story is a lie, so is their education. When you use a lie to create a policy, the policy will fail. Let's correct a few misguided points...

There is no guarantee of free speech in a private work place. If you use free speech to offend, you will face consequences. Free speech refers to a public form.
Article IV Section 4: The United States shall guarantee to every State in this Union, A REPUBLICAN FORM OF GOVERNMENT. America IS NOT a democracy.
Illegals have NO CONSTITUTIONAL RIGHTS: "The Citizenship Clause is the first sentence of Section 1 in the Fourteenth Amendment to the United States Constitution, which states that "All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside.". Subject to the jurisdiction thereof is the key. An illegal is not subject to the jurisdiction of America, they are subjects of their home country. They have not pledged allegiance to America. When you start with an illegal act, everything that follows is illegal.
Common Sense: Sadly, statistics/statistical analysis show (one reason not to teach math) Blacks commit more crimes. Therefore Blacks have more interaction with the police. The problem is not with the police; it is with their life experiences i.e: broken home, morality, education. Let's tackle the problem, not the symptom.
There are no statistics to support NFL players claim. America is not ramped with racism. Yes there are isolated incidents. But if Blacks commit more crimes, then it stands to reason they interact more with the police.
When an ideology, like the one the POGS promote "individual sameness", the only way to identify/be individual with differences is visual by race. You no longer can be identified by ability. You must be identified by race. America identifies by ability. POGS identify by race.

As much as we are told that the problems we suffer today are new, the reality is these are just the same problems suffered from the past. Same policy; new name. Only now are we getting a glimpse of the truth. Russians are influencing our government. They have been influencing our government for a long time. But not just the government, they are in education and bureaucratic policies as well. I have put together some omitted facts that will help us to understand our world today.

Education Update 52% Say Textbooks More Concerned With Political Correctness

The Government is experimenting with our kid's brains. And we are letting them. The following link is to an education time line so you can connect the dots.

[Order: Exposing the Global Road to Ruin Through Education, DVD]

The timeline: Timeline for education [http://americanfreedomwatchradio.com/wp-content/uploads/2011/07/Timeline-for-education.pdf]

Here are some highlights:

1885 Democrat President Grover Cleveland condemned Islamic terrorism committed against Armenian Christians in Turkey, December 2, 1895:

"Massacres of Christians in Armenia and the development there ... of a spirit of fanatic hostility to Christian influences naturally excited apprehension ...

1916 -- Socialist and Islam join forces:

Socialist influence within the Sarekat Islam was already evident at the movement's congress in 1916, where the Prophet Muhammad was proclaimed to be "the father of Socialism and the pioneer of democracy" and "the Socialist par excellence."

He certainly excelled at wealth redistribution.

In Java and elsewhere, "Islam" provided a banner for Muslim merchants to contest economic encroachment by non-Muslims New York Times:
What killed promise Muslim Daniel Greenfield

1918 -- Rockefeller & Carnegie Foundation planned the demise of Traditional Academic Education -- Rockefeller to be in charge of US -- Carnegie International Education.

1934 Carnegie Institute releases its pamphlet Conclusions recommending changing history to social studies infusing "social justice and acceptable behavior through psychology into our schools. Read Conclusions on http://www.americandeception.com, read Charlotte Iserbyt's summary: Carnegies Communist Manifesto [http://abcsofdumbdown.blogspot.com/2015/08/carnegies-communist-manifesto-for.html] [See next article below]
THE OFFICIAL BLOG OF CHARLOTTE ISERBYT. Also see: http://www.deliberatedumbingdown.com and http://www.americandeception.com. Iserbyt is the consummate whistleblower! She served as Sen.Policy Advisor in the OERI., U.S. Dept. of Ed., during the first Reagan Administration, where she first blew the whistle on a major technology initiative which would control curriculum in America's classrooms. Iserbyt is the author of the 1999 (2011) book the deliberate dumbing down of america. She also wrote Back to Basics Reform or OBE: Skinnerian International Curriculum (1985) and Soviets in the Classroom: America's Latest Education Fad (1989)..The abcsofdumbdown.blogspot.com blog is under new administrative/editorial management. Copyright 2014, 2015. Permission is granted to disseminate this information provided it is without alteration and with full attribution. View my complete profile
View my complete profile [https://www.blogger.com/profile/01956087775568116744]

1945 -- Creation of the United Nations and playing a very large role in that was the U.S. Chamber of Commerce along with cooperation from the Carnegie Foundation for International Peace and the Rockefeller Foundation. Large banks and trusts could see future profits for themselves if they cooperated with the Chamber. UNESCO was to implement worldwide education programs. With the population scattered, the plan was to use Climate Change to scare the public in order to push sustainability (control). Sustainable developments (once called city-states in Union of Socialist Republics aka USSR aka Russia) would become mega cities where millions could live in a government controlled environment. Elimination of the auto (less mobility) and private property (for fairness) is the indoctrinated utopia now sought by the elite. Detroit was to be the role model. Huge cities run by corrupt politicians are now filled with the uber rich and poor. Disease, garbage, feces, urine homeless, bordered buildings, crime now litter once magnificent mega cities like Detroit, NYC, Chicago, Atlanta.

1958 Eisenhower sent a delegation to the Soviet Union (USSR) for a cultural exchange. What was brought back, was studied and later implemented. This was the beginning of the school --to-work training programming used unsuccessfully in the USSR.

1950's-1970's -- MK ULTRA was the program used by the CIA. Experimenting on humans, intended to identify and develop drugs, alcohol, stick and poke tattoos, and procedures to be used in interrogations and torture, in order to weaken the individual to force confessions through mind control. Organized through the Scientific Intelligence Division of the CIA, the project coordinated with the Special Operations Division of the U.S. Army's Chemical Corps. The program began in the early 1950s, was officially sanctioned in 1953, was reduced in scope in 1964, further curtailed in 1967 and officially halted in 1973. The program engaged in many illegal activities; in particular it used unwitting U.S. and Canadian citizens as its test subjects, which led to controversy regarding its legitimacy. MKUltra used numerous methodologies to manipulate people's mental states and alter brain functions, including the surreptitious administration of drugs (especially LSD) and other chemicals, hypnosis, sensory deprivation, isolation, verbal and sexual abuse, as well as various forms of torture. Subliminal messaging was the tool of choice in a variety of films and documentaries. https://www.wanttoknow.info/050626mkultra

1960-1975... Teaching became a draft exempt job. Unsuspecting new teachers were trained in the Modern Education promoted by John Dewey focusing on psychological manipulation training for the desired outcome of the populace. The PC culture was implemented. Dewey's NEW SCHOOL FOR SOCIAL RESEARCH (which I attended) was the training ground for unsuspecting future teachers were trained to integrate the media and Hollywood into our lessons. Today you can not see a movie, series or documentary which does not carry some government message especially climate.

1976 -- The Russian book, The Scientific and Technological Revolution and the Revolution in Education, translated and imported to the U.S.A., helped lay the foundation for the philosophy behind Outcome-based Education.

1978 -- Project Global 2000: Planning for a New Century, in which Robert Muller (United Nations Assistant Secretary-General for 40 years) and Margaret Mead (American cultural anthropologist) challenged the people of the world to prepare for the year 2000 by a 'worldwide collaborative process of unparalleled thinking, education and planning for a just and sustainable human world order.'

1979 -- Jimmy Carter -- Signs into law the Federal Department of Education. American education begins to decline.

1989 -- Shirley McClune from the McRel Foundation told the Association of Governors that education was now changed:

* from individualism to collectivism,
* from fact to value,
* from education to training.

Bush 41 was President. Clinton was president of the National Governors Association. Jeb Bush, FL GOV, partnered Florida with UNESCO to promote sustainability in all subject areas. America was always in the top 10 worldwide. After implementation of these plans America is 27-40.

1996 Hillary Rodam Clinton mentored by Marxist Saul Alinsky published her book: "It Takes A Village". She prompted parents to give their child to the school (state). After all the state knows best.

Americans follow: "An educated citizenry is a vital requisite for our survival as a free people." ... Thomas Jefferson: ...

POGS: "Uneducated people require more from their govt" Uneducated people vote to get more. POGS lie and do not deliver. But POGS know A lie told often enough becomes the truth. -- Vladimir Ilyich Lenin . Uneducated people accept the lies as truth.

After the failures of School to Work, Goals 2000, Sustainable America, No Child Left Behind, UNESCO partnered with Bill Gates/Microsoft and created an experimental/education program the ultimate dumbing machine: Worldwide Common Core.

2004: Bill Gates signed a Microsoft / UNESCO (United Nations Educational Science and Cultural Organization) agreement for worldwide Common Core while we were told: "This is state led. The governors asked for it." Gates started his solicitation for H1B visas saying Americans are too stupid to work, they need to compete globally to become global citizens setting the stage for open borders.

2005 Jeb Bush delivered Florida to UNESCO in a partnership agreement pledging Florida to be the most sustainable state. Sustainability programs entered the schools under the new NCLB/Common Core.

The purpose of education: Money, Power, Control

The NEA stated that their goal is more money for the Association. Every administration unveils a new federal education program. A new name is given to the old soviet education model of training to work. New books, new programs, new supplemental materials, new assessments, new classes with a cost of billions to the taxpayer are making millions for the publishers, editors, coders, etc.

Using the technique called the Hegelian Dialectic, scaring people into submission by having scientists regulate the outcome (the ends justify the means) the man made, global warming, climate change crisis was escalated into new heights. Christina Figueres, UN Climate VP, said that the purpose of the UN climate policy is to remake the world economy, to redistribute the wealth of the WEST. Why are we teaching this in school? Because in order to buy into the very lucrative green energy, sustainability industry you need the scare of climate change. The purpose of the sustainability program is to eliminate private property: land, business, person. Private property is not fair. The government makes everything fair. You learn this in school.

The UN Johannesburg Implementation Plan page 108, calls for NGOs, Non- profits and regional Councils aka COGS -- Councils of Government to implement the climate control plan crucial for eliminating local governments. NGA and CCSSO re examples of NGO's. Regional councils were called Soviets. [http://americanfreedomwatchradio.com/wp-content/uploads/2011/08/Johannesburg-Summit-2002.pdf]

2007 -- Gates & Eli Broad Foundations pledged $60M to inject their education vision into the 2008 campaigns.

2008 -- Gates Foundation awarded the Hunt Institute for Educ. Leadership $2.2M to work with the governors and other "stakeholders" to promote the adoption of the national standards. The following month the Hunt Institute and the NGA hosted a symposium to explore education strategies

2008 -- The National Governors Association, (NGA aka a lobby group) state education commissioners and other groups begin accepting the common standards in math and English language arts for grades K-12. written by David Coleman and Linda Darling Hammond (NOT educators)

This UNESCO/UN policy needed a way to implement its program in America. The POGS created NGO's and regional councils (Non-government organizations) to help eliminate elected officials. (* There is no need for elected officials, policies are created by direct referendum. People can vote on line. Majority rules.) In the name of sustainability, learned in schools by state/UN partnerships, grown children now in government, are unknowingly implementing phases of control. *** Others just comply. By complying, we give the new "experts": Water Management Districts, Army Corp of Engineers, IRS power over us. We live with their regulation mistakes. How can people given erroneous information solve a problem? Wait, but it is what they learn in school so it must be true...Our future suffers from the mistakes. Bill Gates Mistakes. Generations decline. As a result of eliminating the life skills required like: responsibility, self esteem, self respect, respect of others, innovation, curiosity we now have lost generations of non-functioning kids.

The school is following Karl Marx: 5 things Karl Marx wanted to abolish besides private property

Money buys the Media, Hollywood, thousands of organizations and K-12, universities and corporations. With the schools pushing social programs not education, and all of these outlets indoctrinating 24/7, the populace becomes lost and can only speak in the verbiage they were told to use. The more the populace believes they are the ONLY GOOD and everyone who does not believe along with them are evil. Control is complete.

See the lists of texts used in our schools. [http://americanfreedomwatchradio.com/?page_id=137] Do you know what your students are reading? Look at the center of the page for links to textbook reviews.

IV. A. Education _ Agenda21Today

"The high office of the President has been used to foment a plot to destroy the American's freedom and before I leave office, I must inform the citizen of this plight." President John Fitzgerald Kennedy -- In a speech made to Columbia University on Nov. 12, 1963, ten days before his assassination. This speech is rarely mentioned.

For current information: http://americanfreedomwatchradio.com/?page_id=137

What can you do?

Share the Message: http://www.blogtalkradio.com/americanstatesman

Run For Office. Support people not parties.

Volunteer to lobby Tallahassee 2018 (or your state legislators).

Contact Joe Rosario for details 786- 651-6947

Transportation provided all we need is you...

Go to school board meetings. What are the kids reading?

Use quotes from our founders etc. with your family.

Textbook reviewers are needed.

New Florida Law HR989 lets residents have input in textbooks and curricula.

The CCS/Florida Sunshine State Standards advocates are furious.

Textbook reviews can go to school boards, and lobby legislators.

Join FloridaCitizensAlliance.com

New Florida law lets residents challenge school textbooks

Roy White from Texas is conducting the training for the textbook reviewers.

Please tell volunteers to email Roy to sign up for on-line classes.

tnt.textbooks@gmail.com Problem? call 214.924.9033

The Magnet for illegal immigration is WORK.. Sign the petition for Florida to require EVerify http://www.floridiansforeverifynow.org/

Unsure of anything, call me, 954-864-0530 or email kbschoen@bellsouth.net

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2017 Karen Schoen -- All Rights Reserved

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Exposing the Global Road to Ruin Through Education

Exposing the Global Road to Ruin Through Education Quantity in Basket: None
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Exposing the Global Road to Ruin Through Education

This eight-disc video/DVD set of presentations and written submissions, including ones by Charlotte Iserbyt, Samuel Blumenfeld, Dennis Cuddy, Edward Griffin, Rosa Koire, Anita Hoge, Jeannie Georges, et al, is the result of two 2-day conferences, held in Maine and Georgia, August 2012 and August 2013.

Fifteen of the nation's most respected education and political researchers, writers, and speakers, including public school teachers - some in the trenches since 1965 - were videotaped. A special roundtable discussion involving researcher/activists Karen Bracken and Kelleigh Nelson, Tennessee, and Diane Kepus, Karen Schoen, and Debbie Gunnoe, Florida, provides up-to-date information related to Common Core, tax-funded school choice and charter schools with their unelected boards.

Written submissions are included from the speakers, as well as from those who could not attend the conference. One is offered a banquet of written works, including rich history, from great patriots and recognized writers active from 1960-2000; i.e., Jacqueline and Malcolm Lawrence, Joan Masters, Elizabeth Trotto, Peggy Cuddy, and from equally talented individuals no longer with us: the late Maureen Heaton, Don Bell, Jo Hindman, Bettye Lewis, and Ruth Feld.

This impeccable research is your tool kit: ammunition to fight and win the government/corporate/tax-exempt foundation-funded war against our children and grandchildren, and against our free constitutional republic, very aptly illustrated by Joel Pett, Pultizer Prize-winning cartoonist in his 1983 Phi Delta Kappan cartoon.

8 Disk DVD set
Preview: https://www.youtube.com/watch?v=BD_Yds81n2w

How Schools Use "Character Education" to Brainwash Our Kids and Undermine American Values
Posted on November 9, 2017 by Doug Carter [http://www.dcclothesline.com/author/doug-carter/]

Across America, "character education" programs mandated by law in K-12 schools are undermining the deepest threads of American culture and transforming its values.

What is "character education?"

According to Character.org, character education is an initiative to "help young people become responsible, caring, and contributing citizens."

Many of the character traits taught in our public schools follow traditional social norms of mutual respect and character development, which allows its true agenda to go largely unnoticed.

Parents should be aware that school education programs are becoming more dependent upon curriculum standards developed in conjunction with UNESCO's Global Education First Initiative (GEFI).

GEFI has three priorities:

Priority #1: Put Every Child in School.
Priority #2: Improve the Quality of Learning.
Priority #3: Foster Global Citizenship.

Priorities #1 and #2 seem harmless enough- that is until we examine priority #3.

Perhaps by now you're familiar with the Clinton Foundation's annual "Global Citizen Award" or the Global Citizen Festival. But did you know that our schools are actively aligning themselves with this movement?

What is Global Citizenship?

Global citizenship involves the recognition that one is part of a larger, interconnected global community with certain shared values aimed at accomplishing the United Nations (UN) Sustainable Development goals both now and in the future. The UN Agenda 2030 Plan for Sustainable Development was officially signed by President Obama in 2015 and is an official part of the US Global Development Policy.

To foster these values, GEFI uses education "to create a generation that values the common good."

The problem is, who defines the common good?

"Deeply entrenched beliefs take time to change. But young people are open to new perspectives, and schools are ideally positioned to convey them." -UNESCO, Global Education First Initiative, Priority #3: Foster Global Citizenship

According to GEFI, "success will require support from a wide range of stakeholders, including the highest levels of government." Given the current state of moral affairs in our nation, is this really a good idea?

READ MORE Hollywood Pimped Shirley Temple

The Philosophy of Global Citizenship

By aligning itself with the UN's Sustainable Development goals, global citizenship is based upon a mix of philosophy which includes the ethics of utilitarianism, socialism, and humanism.

Utilitarianism is concerned with the overall well-being or happiness of the greatest number of people. In utilitarian societies, like democracies, individual rights are subordinate to the rights of the majority. This presents significant challenges to the existence of the American republic, as I argue in an earlier article, "Democracies, Republics, and Human Dignity."

Socialism advocates a "just distribution of the world's resources and fruits of labor." Citizens of western nations should be doubly alarmed that in the context of utilitarianism, global citizenship, and Agenda 2030, this means both an increased worldwide distribution of the wealth they generate and a reduction in individual production and consumption.

Humanism envisions a world without God. "Without God" includes the denial of a Creator which gave us any unalienable rights. Thus, to global citizens the Declaration of Independence would be deemed irrelevant, as would the US Constitution, which is built upon the principle of inherent rights outlined in the Declaration of Independence.

Instead of individual rights endowed by a Creator, the UN will dispense rights at its own discretion, as per Article 29, sections 2 and 3 of the Universal Declaration of Human Rights.

What happens if your values don't match the values of a world without God? What happens if you want teach your children the values for citizenship in the kingdom of God rather than the anti-godly values of proper "global citizens?"

"Teach them to your children, talking about them when you sit at home and when you walk along the road, when you lie down and when you get up." -- Deuteronomy 11:19 (NIV)

What if you advocate unsustainable values such as having multiple children per couple, or a work ethic that generates more wealth than your neighbors all over the world and allows you to have more "stuff" than most?

READ MORE: New Virus With NO CURE Spreading from unchecked illegal immigration (90% fatality rate): This Is WORSE Than The 'Black Death' [http://www.dcclothesline.com/2017/11/07/new-virus-with-no-cure-spreading-this-is-worse-than-the-black-death/]

The Danger of Global Citizenship

The danger of global citizenship is that it deeply undermines human dignity. It eviscerates individual rights, parental authority to raise children with religious values, and the entire framework of the American republic. We must stop schools from using "character education" to brainwash our kids.

Courtesy of Freedom Outpost [https://freedomoutpost.com/schools-use-character-education-brainwash-kids-undermine-american-values/]

Doug Carter has been studying the contrast between Christianity and the Mystery religions for over fifteen years. He is currently an instructor of Ethics and Old Testament in N. C. His spare time is devoted to his lifelong dream of being a graduate student in theology and philosophy and tracking anti-Christian iconoclasm in America. Follow Doug on Facebook. [https://www.facebook.com/MysteriesOfTheGreatSeal]

What's In Our Schools? Part 2
Jan 12, 2018 Read More Articles by Karen Schoen (https://newswithviews.com/author/karen/)

Hope everyone had a wonderful holiday season. 2017 was certainly one for the history books, but how will it be remembered? If you are conservative and are tired of identity politics, low wages, a lousy economy you will remember 2017 with cheers. If you are liberal, after Hillary lost, 2017 was unbearable. How can Americans have two totally opposing views?

With only one word I can tell you why. The answer is SCHOOL. Hate -- Racism is an emotion. You are not born a hater, you have to learn. Where do you learn? SCHOOL, family and clergy (morality).

In order to promote hate, you have to destroy the family unit and eliminate morality. Once belief in family and morality are destroyed, the only thing left to cling to, is the government school.

Are we there yet? When Welfare programs were initiated in America, we all though they would be great; we can take care of our people in a down time. The government can assist. How far from the truth! Welfare was designed to create single parent households granting entitlements based on the amount of children. What is wrong with this picture? What message does it send? As single parent household grew, stress on single parents grew. Less and less time was spent with their children. Parents gave control of children to school. G-d was eliminated from school. This marked the beginning of the end of the family unit and morality. The values that made America great were tossed out the window. Today there are more social programs in school than educational programs. Ask your school board and superintendent: "How much do you get from the Feds?" Answer will be in between 5-10% of budget. Then ask: "How much does it cost to implement these programs?" Answer will be between 20-30% of budget. Does that make sense? Now you should understand why basic math is no longer taught.

Why is racism still an issue at this magnitude? Answer: money and ignorance. The race baiters need the race issue for donations so the ignorant Human Capital (their words) learn to be racist in SCHOOL.

How Karen, no one teaches people to be racists?

Real easy! Students are learning by omission. By only showing the worst of America and promoting the disgrace of America -- slavery, the Globalist omits the best of America -- Guaranteed Freedom for All Americans. All means all, no group, no special class.

Ask any legislator, school board member, Superintendent, DO YOU LOOK AT THE CONTENT OF THE MATERIAL THE HUMAN CAPITAL READ? You will get an overwhelming NO. Most use the material approved by their State Dept of Ed. But who monitors the texts in the state DOEd? Do you know if there is objectionable material in those texts? [Link: http://floridacitizensalliance.com/liberty/?s=objectionable+material]

So remind me again why we are paying their salary?

Education fails basically because no one is focused on the 2 reasons kids learn:

1. Content of material: Today CCS is highly bias, confrontational and racist

2. Method of learning: Today called training. Skinner/Pavlov training to be exact. Your child will be trained like a pet. They will comply. Data mining insures that your child will answer questions with the required answers. If not they are "re-educated" until their behavior is the one desired by the state.

"Where you came from is not as important as where you go," was the subliminal message from some TV show last week. Not true. The show's message is: HISTORY is not important.

Knowing History, our past experiences, help us make decisions based on correcting our past mistakes. Not knowing history means we will repeat the same mistakes over and over creating a losing cycle.

Did you know today in school Human Capital being told not to talk to seniors? Why? Because seniors know history!

Where you come from gives you the experience, direction and the ability to make informed decisions with less mistakes. We all know the one with the fewest mistakes wins. If you know history, you can eliminate many mistakes. The Regime thrives on mistakes because mistakes lead to chaos. Have you ever noticed that there is never a discussion on unintended consequence creating chaos, once a policy is put in place? Chaos creates the public scream for more government control continuing the cycle leading to loss of Rights. So understanding the goal: "loss of rights and property," it is easy to see why History is no longer taught. CCS must eliminate history, because history is the Globalist's competition.

Look at history of intelligence in America. Remember when your grandparents said, I just went to the 8th grade. Our seniors learned more from 1-8 than is learned in 1-12 and yet we are spending more and getting dumber. Could there be a reason? Can any legislator or bureaucrat pass a test from the 1900's? Notice how all questions are open ended. Students actually had to use their cognitive skills. [Link: http://www.mindingthecampus.com/forum/2008/04/then_and_now.html]

Our founder's IQ 120-130
IQ in 1950 110-120
Today under 100
Mission accomplished.

School was not necessary after 8th grade. School was not filled with social programs that did nothing for learning. Schools taught skills enabling students to make informed decisions. Local communities were involved in education, civics and government allowing for local ideas and plans. Social problems were attended by family and charity.

America was very integrated in the 1900 but Pres Wilson returned segregation back into governmental agency positions. Wilson was a??? DEMOCRAT. A bit of unlearned history skewed in school.

In the 1980's after enough teachers were trained in the NWO divisive education, a massive "modernization" of education was instituted. Education was redefined by Shirley Mc Cune, from the Mc REL Foundation, under G Bush 41 and Bill Clinton, president of the Governors Association. Did the governors make that decision also or were they coerced?

Students are now called Human Capital and are defined by the amount of work they can do for the state. (Their words -- human capital aka sheeple). Keynesian economics now taught, focuses on debt. Students are taught, the one with the most debt is the winner. Debt is leveraged and money is loaned to the US collateralized by work done by its citizens. Like a bad pyramid scheme, Americans need new workers to feed the beast for massive government entitlement programs. You saw by the last Immigration press conference, Democrats have already tossed out the middle class, the American worker and are focusing on legal and illegal immigrants. Dems recognize that in order for any program to work they need new workers to tax (and vote).

1989 Governor Association on Education direct from Shirley:

Students are HUMAN CAPITAL Education's purpose is to train students to work. Training takes the expense of corporate training and pushes it on the tax payer enabling corporations to become hugely profitable while taxpayers pay, pay, pay.
Purpose of Education was to Transform Society from individualism to collectivism. America is individualism, slavery is collectivism.
Fact Based Education is no longer the primary focus of education Fact based education creates a strong foundation. Value driven is indoctrination into someone else's opinion.

Remember Rachel Jeantel (Zimmerman witness) She is a direct result of the Bush-Gates-Clinton-Bush Obama, NWO education still found in our schools. "I can not read sir, I can not read and write cursive." Rachel exclaimed.

People who can not read are called slaves.
People who can not read and write cursive have NO SIGNATURE or individuality. They are but a number now called HUMAN CAPITAL.
People who can not read and write cursive can not read America's founding documents and have no idea of their power.
People who can not read and write cursive often have poor eye-hand coordination. Cursive writing promotes eye hand coordination.

What will the world be like when no one has an identity? Look at your 2012 paper money. Find the Sec Treasurer signature. [http://www.bing.com/images/search?q=treasury+secretary+jack+lew+signature&qpvt=treasury+secretary+jack+lew+signature&FORM=IGRE] Don't look at the name printed, look at the signature. The Sec of the Treasury, Jack Lew can not read and write cursive. Who is signing your money? Anyone can make a scrawl like that.

Relying on one kind of program (progressive) without offering choices (individualism, exceptionalism) is a bad idea. You can not have critical thinking if you are only trained in one concept. You can not prepare for life's variables if have no idea what they could be.

Using techniques to divide people with words, content and other programs have allowed the Florida schools to determine that they only expect 75% from the black community. How racist is that?

According to the new modern education the purpose of education is:

1. To replace family with school
2 To replace God with Government
3. To replace America with the UN
4. To replace choice with sustainability=control

American history is erased.

Prior experiences are gone. Adults are demonized; they know history. Seniors are called names and discounted in school. History now starts in 1865 with little discussion on Constitution or founders or the glory and struggle to bring Freedom to all. Many Schools only study the Constitution on Sept 17. As a result, most people will have no idea why the Constitution is important or what it actually says or protects. (3rd generation of indoctrination)

Today all learning is based on sustainability, a failed formula already proven wrong by their own scientists. Why is it still in our schools? Money, Power, Control. Sustainability indoctrinates: doing more and getting less. Lenin: "An educated populace will make too many demands on the government. Best we keep the people down."

Remember: *Nothing happened randomly, *There are no coincidences, *Everything has a plan, *All plans are based on lies.

Schools Indoctrinate Global citizenship -- what is that?
Global citizenship means you give your life, liberty and personal property to the government. The government decides what you can have depending on your category (divisive and racist). You own nothing except what the government wants you to own. The UN Global Initiative called World Wide Common Core, now found in US schools wants education for Global Citizens. Do you? Bill Gates already admitted that Common Core is a mistake, yet we are continuing to promote its failure. Why? Education is a Billion dollar business.

American citizenship means your life, liberty and personal property are yours.
Which do you prefer?
By not teaching America, people have no idea what they give up.
People can not be an American citizen and a global citizen simultaneously. Yet schools promote being a Global not American citizen. Why?

Global Citizen follows social justice which divides HUMAN CAPITAL into categories -- women, gays, blacks, Hispanics, etc. Every group has a different set of rules. They are defined socially and follow the rules of that group as defined by the government. But the government changes the rules which demonizes one group and pits them against each other so they constantly can be divided. The division becomes more important than the message. Wonder why the left will give a pass to a supporter who may be charged with a different infraction example, an illegal got a pass for murder. No outrage. Why? They are more upset that we claim, he is an illegal. The illegal part and his prior felonies were not allowed as evidence. Murder of an American by an illegal was not important because he became a victim. An Illegal is a victim.

The schools teach social justice not equal justice because divided people do not communicate and that is the final objective. Eliminate communication among Americans and the Progressives win every time. Gobs of donations come into any NON-Profits touting racism while the media screams. Racism is learned in school and those that are successful enjoy a billion dollar Race Industry all to making sure Americans don't speak to each other.

Exactly what are they afraid of?

Simple: We are many, they are few. The only way for the Regime to win is to divide the people. The only way for the People to win is to expose the lies and tell the truth.

Will you help expose the textbooks in your school? Help is needed contact me. 954-864-0530, kbschoen@bellsouth.net.

I will not comply, Will you?

2018 Karen Schoen -- All Rights Reserved

E-Mail Karen Schoen: kbschoen@bellsouth.net

Agenda21 Today
IV. A. Education

For about 100 years American education has been under attack. Originally public schooling was designed to teach skills necessary for life experiences, civics and government. Our founders believed that an educated populace would control a rogue government. That premise served America well until the Globalist control American education. Now laden with lies and omissions, today American education, as seen by our world standing, has diminished into unrecognizable dribble filled with hatred and lies. We have destroyed 3 generations of Americans. Only we can stop this assault on America's youth. As a former teacher, I began to review textbooks and I am horrified at what I have learned. With the help of many educators, concerned Americans and parents, I have put together a timeline to help connect the dots with some of the key turning points. In the center of this page you will find analysis of some the textbooks the students use in K-12. If we are to solve anything in America we must focus on the schools. Join US.

Timeline for destruction of American education

This short video explains the purpose of American Education.

Deliberate Dumbing Down

The Regime must collect DATA at all costs. All data will be combined in order for total psychological manipulation. The Regime intends to use the data to control all production and distribution. This is why the focus is on STEM programs.

School teaches Nihilism -- life has no meaning. Life is expendable. Then we wonder why we have mass murderers and hate crimes.

2105 Report for final AIR Common Core Testing

All school programs are modeled after the SCHOOL TO WORK ACT of 1994. Bill Clinton was President. School To Work Act

In 2004, Bill Gates partnered Microsoft with UNESCO to create WORLDWIDE COMMON CORE. Here is the agreement. UNESCO-MS

Here is a list of some of the Players benefiting from a dumb America:

The Players

George Bush 43, brought UNESCO back to America after Reagan took the US out of America. then bro Jeb Bush, 2004 partnered Florida with UNESCO to educate in Florida schools, the UNESCO Sustainable Development Plan and Regionalism (elimination of Local Government) by utilizing a series of executive Orders like this one http://consensus.fsu.edu/emeraldcoast/about-csec/Executive_Order.pdf.

Secretary of Education Arnie Duncan feels that the children belong to the state and should attend school cradle to grave: "Hopefully, some day, we can track children from preschool to high school and from high school to college and college to career. We must track high growth children in classrooms to their great teachers and great teachers to their schools of education." (this was Marc Tucker's plan in the early 90's to nationalize education with a cradle to grave database) [https://mississippipep.wordpress.com/2011/09/03/controversial-author-marc-tucker-to-speak-at-ms-dept-of-education-statewide-forum-sept-14/]

Read Duncan's speeches: http://www.utahnsagainstcommoncore.com/arne-duncan-exposes-the-real-purpose-of-common-core/

All roads lead to a One World Government headed by the UN. Sustainable Development means no progress, no growth and high housing costs so people are forced to be renters. Renters own nothing and often become modern day slaves.

This massive conservation scheme is continuing today as more and more people practice what they learn in school: conservation means eliminate private property and loss of private land to international corporations. http://www.freerepublic.com/focus/f-news/1156347/posts


and my favorite http://www.floridaearth.org/partners

where Jeb partnered Florida with the UN. This site was scrubbed of the UN logo but it is the UN sustainability program.

All of Jeb's actions violate Article 1 Section 10 of the US Constitution.

The VP of American Institutes for Research, AIR the psychological behavioral foundation now responsible for the testing of Florida's students is on the Governing Board of UNESCO. http://www.uis.unesco.org/AboutUIS/Pages/governing-board.aspx
UN's Agenda 21 initiative will recognize the roots of the UNESCO's Common Core in their 1984 "Methodology Guide" in which the group explicitly defines their Marxist agenda, written by the grandfather of Common Core, Robert Muller, Former UN Assistant Secretary General, Chancellor of the University for Peace, who said, "...at the request of educators I wrote the World Core Curriculum, the product of the United Nations, the meta-organism of human and planetary evolution...."
"The curriculum must be strictly secular and equitable in its teaching of the nations and the world. Redistribution of the wealth is the standard because there is no private property, only collective ownership of the planet. Therefore, the common core curriculum must take a pantheistic approach and while excluding one form of extremism (e.g. radical Islam) it embraces another: extremist environmental policy. "
Read more at http://tavernkeepers.com/the-common-core-agenda-part-2a-architects-and-profiteers/


It is easier to build strong children than to repair broken men.
Frederick Douglass

"We want one class of persons to have a liberal education and we want another class of persons, a very much larger class of necessity in every society, to forgo the privilege of a liberal education and fit themselves to perform specific difficult manual tasks." Woodrow Wilson -- address to the Federation of High School Teachers

The task we set before ourselves is a very simple as well as very beautiful one...we will organize our children...and teach them to do in a perfect way the things their fathers and mothers are doing in an imperfect way." Rockefeller's General Education Board

"The conditioning of modern American society began with John Dewey, a psychologist, a Fabian Socialist (Public /Private Partnerships) and the "Father of Progressive education." Dewey used the psychology developed by Wilhelm Wundt and believed that through a stimulus-response approach (like Pavlov) students could be conditioned for a new social order." Charolette Iserbyt, The Deliberate Dumbing Down of America, Senior Policy Advisor US Department of Education during the Reagan administration.

"Plans are underway to replace the family, community and church with propaganda, mass-media and education(schooling)...people are only little plastic lumps of dough." ...."The perfect organization of the hive with the anthill. standardized testing would cause the lower classes to confront their biological inferiority, sort of like wearing a dunce cap. In time that would discourage reproduction of the ants on the anthill." H. H. Cadard, chairman for the Psychology Department at Princeton.

Wonder why no one ever discusses statistic like of global warming, economics or immigration? Could it be that traditional math has been eliminated for feel good math?

Dr Ziegler, Chairman of the Educational Committee of the Council on Foreign Relations, Drs. John Dewey and Edward Thorndike, paid members of the Communist Party of Russia and 10 others met for the sole purpose to destroy American schools. After 1hour and 45min "Modern Math" was created. The new math was filled psychological implications not reasoning. Math is supposed to be logic and reason. Dr. Ziegler said," That is what we want , a math that pupils can not apply to life situations when they get out of school." This radical change was in 1952. So if students come out of high school, not knowing any math, don't blame them. The results are supposed to be worthless." O. A. Nelson VP Wilson HS, Minneapolis,MN Today math is being called racist in order to keep the people ignorant. Can figure out your bank account, how money works? compound interest? But not to worry, there is an app for that...... http://www.nationalreview.com/article/453106/math-racist-university-illinois-professor

The mind of the average American became "trained" (conditioned) to accept the idea that education exists solely for the purpose of getting a good paying job in the global work force. Charlotte Iserbyt

"During the past 40-50 years those who are responsible for education have progressively removed from the curriculum of studies the Western culture which produced the modern democratic state; that the schools and colleges have, therefore, been sending out into the world students who not longer understand the creative principle of the society in which they must live; that deprived of their cultural tradition, the newly educated Westerners no longer possess in the form and substance of their own minds and spirits and ideas, the premise, the rationale, the logic, the method, the values of the deposited wisdom which are the genius of the development Of Western civilizations: that the prevailing education is destined, if it continues, to destroy Western civilization... and is in fact destroying it." Walter Lippman 1940

"That erroneous assumption is to the effort that the aim of public education is to fill the young of the species with knowledge and awaken their intelligence...NOTHING COULD BE FURTHER FROM THE TRUTH. the aim of public education is not to spread enlightenment to all, it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality." HL Mencken, The American Mercury, 1924

Here is the result of their efforts.

45 Goals Of Communism1963

CCSS Flow Chart

Chronology of American Education

When good schools go bad

Legislation Request

Shift in Public Schools: From Education to Job Training K-12 (1278)

Americans are now stupid, on purpose.

This form of education has created a restructured society of Americans:

20% of Americans can not find America on a map
20% of Americans are functionally illiterate and read below a 5th grace level.
50% of Adults can not read a book written at an 8th grade level
Since Common Core was mandated by the United Nations and Bill Gates supplied technology and money, textbooks were re-written to align with Common Core. History was removed. Instead, students are often praising the POGS, terrorists are now freedom fighters and eliminating any sign of nationalism MAGA. Terrorists like bomber Bill Ayers and wife Bernadine Dorn are now professors teaching radicalization and diversity. The NFL is the tip of the iceberg. [Many textbooks being used, such as Pearson, are published by muslim companies who are filling them with muslim indoctrination by Kuwait and Saudi Arabia.]

Below are some of the errors and omissions. Do not for one minute think you child is getting a well rounded education. Read the indoctrination into Islam, the praise of terrorists never mentioning the 100's of millions who were KILLED for not complying. When you review texts in your schools, look at some of the reviews already done. You will get clue what to look for. Feel free to use any of this information. If you have any questions, email me kbschoen@bellsouth.net. For an overview of our Florida Project http://floridacitizensalliance.com/liberty/?s=textbooks+review

Below you will find a variety of volunteer groups who have been reviewing textbooks for years.

Act for America found Islamic Indoctrination
ACT for America Education Textbook Report full version 7312012(1)

Citizens for National Security found more Islamic Indoctrination.
cfns. TextbookReport

Pioneer Institute found history and civics omitted
Pioneer Institute Shortchanging the Future by Sewell Pondiscio Stotsky

Terri Wonder found Islamic Apologetics in American Public Education
World History Patterns of Interaction by Terri Wonder

Dr Beverly Goldstein reviews the re-written American History
The 16-Year National Assault on Social Studies Curricula by Dr Beverly Goldstein

TN committee reviews text for accuracy
TN Textbook Tattler

TX review committee of Social Studies errors
TPPF Social Studies Textbook Review July 2002 Compilation Textbook Factual Errors

For a more current list:

Truth In Textbooks -- Ensuring Truth in Textbooks.htm

Islamic indoctrination charter schools in Florida paid by taxpayer dollars. Dont be fooled by fancy sounding names,. The guts are always the same indoctrinate Islam and communism.

CHARTER SCHOOL SCANDALS_ Gulen charter schools in Florida

National Education Association is all about Money and Power

The Dark Intentions of Public Schooling

Education in America -- Agenda 21 Chapter 25

The battle for the America's children has never been more prevalent than it is today. If, as we have uncovered, UN Agenda 21 is the total transformation of America into a communist state. How can you totally change the belief patterns of free individuals? You must start with the children. And so the deliberate dumbing down of America continued.

Our Founding Fathers had an IQ upwards from 125.
In the 1970's the average American IQ was 100-110
Today the average IQ is 90-100
Mission accomplished
America was always in the top 10 worldwide until the Federal DOE was formed and forced social programs in schools. Today America is around 30. [Update: 36 in Science and Math as of 2017]

Agenda 21 is the plan to control humans by using the very tools and idea they hold dear. The plan to control the earth and its population is not new. The one world government through a new world order is not new. The Elite, UBER rich formulated the idea in the early 1900's by secret meetings of 7 millionaire families on Jekyll Island, Ga. Everything since then in America has been based on a lie. Everything is connected and everything happens for a reason.

The writers of Agenda21 used many different names throughout the years like: Club of Rome, Bilderbergs, Trilateral Commission, Council on Foreign Relations CFR), Council on National Affairs, World Bank, IMF (International Monetary Find), the Federal Reserve, Illuminati, This evil group of criminals, change their colors in a moments notice but the goal never changed: Money, Power, Control by forcing the green-agenda.com. Once they controlled the money, (Wilson -- Federal Reserve Act, middle of the night during Christmas) They concentrated on the kids. [https://atruthsoldier.com/u-n-agenda-21/]

Control of the school was high priority. Americans were smart. They valued family, morality through love of God and fellow man. They appreciated, respected and loved themselves, their family, neighbors and God and their country. The American middle class must be destroyed. The best way was through the school. It would take time but ... dumb Americans will set the path for world wide slavery. Dumb the students, create a society of never questioning drones and Evil will prevail.

This Simply Complex Agenda also has multiple names but the original communist plan and goal are constant and can be seen in country after country:

1. Control the money -- Create the Federal Reserve and World Bank

2. Depopulate the planet -- use whatever crisis available wars, famine, natural disasters, riots, illness

3. Regionalize the planet -- Lenin: Take away a person's heritage and they will easily be persuaded. Open borders, multiculturalism, regionalism (European Union, Middle East) Regionalism is Communism [http://www.americandeception.com/]

AMERICAN DECEPTION - Archive of Documents [http://www.americandeception.com/]
Topics Bolshevism Civilization Economics Communism USSR Soviet Union Freemasonry NWO New World Order Illuminati Conspiracy Government Education Politics Jews Goals 2000 Federal Reserve
Collection opensource
Language English
Exposing the Conspiracies in American Politics, using PRIMARY DOCUMENTS.

American Deception site ebooks (Index of the 441 PDF ebooks on American Deception site):

An Expose Community Education -38pg
This is "THE" major report on Community Education written by two superb researchers from Wisconsin, the late Ruth Feld and Jil Wilson. Its significance is enormous, not only for researchers, but for everyone on this planet, since community education is the UN's birth through death communistic plan to control all of us birth through death. Regionalism, sustainable development, community policing, faith-based initiaves, school-based clinics, etc., etc. come under community education (re-education, ed). This report covers in great detail: definition of community education (C.E.) UN/UNESCO, Change Agents in C.E., Strategies in C.E., Individually Guided Education in C.E., History of C.E., International C.E., Blueprint for Community-Centered Schools, Future of Education...

Blueprints for World Government Docs | A Truth Soldier
Mantooth_Report_South_Dakota-First_State_To_Challenge_Federal_Tyranny-1979-16pgs-POL[1] ... First Ever Blueprints For World Government Revealed.

Blueprints for World Government Docs A Truth Soldier
Attention all Regional Government/Sustainable Development researchers and others who are unaware of the dangers of regionalism and how it has been used to take away many of our rights guaranteed under the U.S. Constitution. The Mantooth Report, published for decades by Don Mantooth, a brilliant researcher and writer, warned Americans of the establishment through regionalism of a totalitarian government. This 1979 issue discusses legislation passed in D.C. and in Indiana and other states related to Gun Controls, Revenue Sharing, Law Enforcement, Mental Health Clinics, and many other controversial issues...

HUGE! NWO Document Exposes Hellish Plans By Our Government To Control Your Family

The World Government "NWO"

'The World Government 'Blueprint'
World domination is the focus of this "master blueprint". While some of this information may not be new, this scope and representation is unique and truly impressive. It is an extensive and detailed outline of major global infrastructure connections controlled by the world's top Orders & Oligarchs. This blueprint is so massive that it is difficult to download/view as a .pdf file. Therefore, a video has been prepared that will allow everyone to more easily digest these intricate details and the full extent of what is implied to represent the New World Order's "World Government." Additionally, there are many, many other charts that detail various components of the infrastructure, illustrating Clubs and Secret Societies, the Financial sector, Media sector, Petroleum sector, Agriculture sector, Organized World Religions, and Security/Intelligence networks. Although this information has been publicly available for several years, directly from the graphic artists who designed these charts - their sources and their intent are not specified. What should be clear is that this undertaking was not the result of casual, individual research. Given the type and level of detail, the interrelated context of all the various charts, and other information (Laboratory Planet Journal, etc.) found to be associated with the parent website, the entire scenario gives the appearance this work may have been "commissioned." All original documents can be downloaded directly from the source at http://bureaudetudes.org/ as well as http://theglobalnewsandviews.com and others will be providing backups, should the original source be taken down. These charts are invaluable in helping researchers, activists, and patriots to possibly identify the individuals, organizations, and networks responsible for criminally collaborating to take away our global sovereignty. Should the high-level forces currently fighting against this global system succeed at the higher levels, it will still be, as it has always been, the responsibility of We The People at state and local levels to ensure these traitors, organizations, networks, and secret societies continue to be exposed and dealt with. Do your own research, learn the system, share the information, and actively earn your freedom. We will not get a second chance. PDF Sources:

Blueprint - https://bureaudetudes.org/wp-content/uploads/2010/01/wordlgov2005.pdf
2004 Ver. 1 -- http://bureaudetudes.org/wp-content/uploads/2010/01/Worldgov2004nb.pdf
2004 Ver 2 -- http://bureaudetudes.org/wp-content/uploads/2010/01/worldGov2004gris.pdf
2004 Explanation: http://bureaudetudes.org/wp-content/uploads/2010/01/worldgovernment2004txt.pdf
Secondary Source: TheGlobalNewsAndViews.com
Blueprint 2005 -- http://theglobalnewsandviews.files.wordpress.com/2014/01/wordlgov2005.pdf
Heading -- Bloodlines : 2004 Ver 1: http://theglobalnewsandviews.files.wordpress.com/2014/01/worldgov2004nb.pdf
2004 Ver 2 : http://theglobalnewsandviews.files.wordpress.com/2014/01/worldgov2004gris.pdf
Additional TXT regarding Blueprints -- 2004 txt : http://theglobalnewsandviews.files.wordpress.com/2014/01/worldgovernment2004txt.pdf

ANONYMOUS - FEMA and Martial Law [[[Guaranteed to BLOW Your Mind!!!]]]

First Ever Blueprints For World Government Revealed

CIA Deathbed Confession

The New World Order - Novus Ordo Mundi - El Nuevo Orden Mundial

4. Force people off their land to eliminate private wealth

5. Create a crisis and use regulation to restrict freedom, force rationing

6. Destroy personal value and self worth -- drugs, alcohol, over indulgence, unemployment, foreclosure, dependency on government.

7. Redistribute Wealth demonize the haves -- riots, economic disasters Cloward and Piven strategy -- overload the system and it will collapse.

8. Destroy the middle class -- communism can only have 2 classes Elite and slaves

9. Create a group to blame -- never accept responsibility, Jews, Tea Party, Blacks, white men, women doesn't matter blame someone. Divide and conquer, racism

10. Create diversions and use propaganda -- entertainment, media, Hollywood

11. Change history

12. Create a movement -- Environmental movement

13. Destroy the economy -- PPP, over regulation, Keynesian Economics is the theory taught whereby Debt is good.

14. Eliminate God, Family, Country, Property, Truth

Use Muslim Influence

15. Control education -- changes occur through indoctrinate, not education. Today the American Schools no longer educate.

16 Lie -- the ends justify the means

Socialism in American Education

America is the prize and is standing in the way of total domination by the ELITE. Once they created the United Nations, its NGO's and world reaching tentacles focusing on "saving the planet" The rest was just a matter of time. America is the one land mass containing every natural resource the Elite must control to complete the One World Government. Destruction of America was inevitable.

Corruption completed the silent revolution as business partnered with government in the grant, subsidy scheme and the dumbed down American people followed the rules in quiet obedience as they were told never to discuss politics and religion. The schools turned out dumber and dumber students as no one looked at the curriculum. Instead people were told MORE MONEY. From 2008 through 2010, the Gates Foundation and the Bill and Melinda Gates Foundation provided $35 million to a consortium of two non-government trade associations (the National Governors Association and the Council of Chief State School Officers) for purposes of developing, implementing and evaluating a new education system in the United States. They called this the Common Core State Standards Initiative (CCSSI) and published the plan in December 2008. The Governors accepted the common Core RTTT grant without the program being written. In Florida, Gov Crist sold the students of Florida to the Federal Gov't for $67 each child. LA sold theirs for $62.

The sad part is that while legislators are guided into distractions which do NOT affect learning like: class size, charter schools, tenure, longer school days, digital learning few if any pay attention to the real problem. Why students don't learn is ignored because no one is looking at the content of the material which today is mostly anti-American propaganda. Common Core teaches to the emotional part of the brain ignoring logic, reason, therefore students are incapable of choice unless it is multiple choice (provided by the government) Lessons often work to deconstruct long-standing human institutions and replace them with whatever is faddish and fashionable.

See the results of Common Core. StopCommonCore.com [http://stopcommoncore.com/]

See their Video StopCommonCore [http://stopcommoncore.com/youtube-channel-dvd/]

Every Federal agency has partnered with the United Nations. Taxes go from the people, to the government to the Fed agency, to the UN, or some foreign country or company with little landing in the USA. Bogus Programs using phony consensus science designed to fail are put in place with the sole goal of wealth redistribution. The IUCC writes all of the phony reports and the regulators regulate competition out of existence, people off their land, all the while turning America's riches over to the UN ELITE, under the mantra of saving the planet. In 1989 the plan began to surface as UN doctrines took hold and began to infiltrate texts and programs. The UN Doctrine of Human Rights focuses on Mother Earth and government as being the supreme law. Human life is inferior to Nature so every aspect of human life must be controlled in order to preserve nature. Through school programs, texts and indoctrination children believe that man must be punished for abusing the earth. Humans (especially Americas) must be taught to do without because their indulgences will harm nature. Creating a crisis focusing around climate control (Hoax) was the perfect vehicle. Maurice Strong: "...current lifestyles and consumption patterns of the affluent middle class -- involving high meat intake, use of fossil fuels, appliances, home and work air conditioning, and suburban housing are not sustainable." How do you change and remove a lifestyle, you attack the children by changing their history, eliminate words like individual freedom, indoctrinate with assessments of feelings not tests of performance. Today all books, curriculum and testing materials have one main purpose: provide a value based education by teach nothing relevant; to create dumb Americans. Remove history responsibility and self worth and subservient society of "human capital, sheeple, or useful idiots" incapable of making a choice unless provided by the government will prevail.

Yesterday we taught our children about the importance of self reliance, responsibility and American nationalism and American exceptionalism.

Declaration Principles of America

Bill of Rights, Constitution, Declaration of Independence, individual freedom, private property, family God (Morality) Man over Nature, Man over Government, Free Market.

1. National Sovereignty -- Independence

2. Natural Law -- Law of God is over the king

3. Self Evident Truth -- Facts, Knowledge, Constitution

4. All men are create equal -- Equal Opportunity

5. Creator --Given Unalienable Rights -- Life, Liberty, Property

6. Government's sole -- Secure these rights

7. Popular sovereignty -- Rule of Law (consent of the governed)

Today we train our students to be mediocre, never question because the consensus says..., individual rights and property will have to take a back seat for the good of the collective..... Our programs are right out of the old Soviet Union educational, train them to work programs.

Today's indoctrination replaces family with school, God with government, and America with the United Nations. People flee to America to avoid what we are being led into. You must talk to your friends neighbors and people in you community. Ask they if they would like to go back to their home country. After they finish telling you the horrors of living under communism, ask them to help you stop it from happening here.

UN Sustainable Development Principles

Agenda 21, Earth Charter, Dec of Human Rights, Social Justice, collectivism, Nature Over Man, Government over Man, State, Market Manipulation

1. World Citizen -- Interdependence

2. Positive Law -- King's law is supreme

3. Constructivism -- Feelings, Process, Consensus

4. Multiculturalism -- Equality of Outcome

5. Government defined Rights -- choice, license, Fairness

6. Purpose of Government -- distribute fairness

7. Absolute Power -- citizens across the community

Redefine education: The goal of the United Nations Decade of Education for the Sustainable Development (2005-2015 DESD) for which UNESCO is the lead agency, is to integrate the principles of values and practices of sustainable development into all aspects of education and learning encompassing the 40 chapters and over 4000 regulations of Agenda 21.

Everything is connected
Nothing is random
Everything is planned
Nothing is real
Everything is a LIE

If there are no facts, there is no truth, your reality is provided by your government. Instead of students learning how to read, write and do math, they learn how to do drugs, have sex, bully, be irresponsible and emotionally charged at superficial things.

"This week's sustainability summit represents the first time that the US Department of Education is taking a taking a leadership role in the work of educating the next generation of green citizens and preparing them to contribute to the workforce through green jobs. President Obama has made clean, renewable energy a priority because, as he says, it's the best way to truly transform our economy, to protect our security, and save our planet." A Duncan 9/2010

Transition complete. American education is now following the Education for a Sustainable Developments calling for training for ones the station in life provided by the government in the cradle to grave nanny public school. Lenin," Education beyond one's chosen station is a waste of resources". Texts are written by European socialists with the purpose of dumbing students: "Generally more highly educated people who have higher Incomes, consume more resources than poorly educated people who tend to have lower incomes. In this case more educations increases the threat to sustainability."

Children are mathematically illiterate on purpose. Connected Mathematics Standard 3 Mathematics is Reasoning There is no truth, not even math.

Through discussing the problems and their solutions, the students are learning to reason about the mathematics. They learn that mathematics is man-made, that it is arbitrary, and good solutions are arrived at by consensus among those who are considered expert. 2+2=5

Teacher guide.... Because the curriculum does not emphasize the arithmetic computation done by hand, some CMP students may not do as well on tests assessing computation skill. We believe such a trade off in favor of CMP is very much to students advantage in the world of work pg 84. Once the test scores are in, the Congress gives more money to fix education with a new program using the same failed programs. Money is not the answer.

Science is taught by Consensus which is why so many believe man can influence climate. Consensus reports are then accepted as truth by Congress who accept falsified reports from the Federal Agencies allowing the Agencies to control the economy. The goal is to destroy America. Phony regulations, endangered species, wildland projects are all accepted by the dumbed down Congress. The programs are designed to over regulate steal private property, destroy the middle class and fail.

The new purpose of the 2nd grade curriculum is to create global citizens in the global village. Transfer loyalty from family to the government. This education effort will encourage changes in behavior that will create a more sustainable future in terms of environments integrity, economic, viability and just a society for present and future generations. Students construct their own understanding of reality and realize that objective reality is not knowable p 10 (so why bother knowing). Truth is suppressed.- to promote the global agenda of social justice. Chapter 36 of Agenda 21's goal is global citizenship. No Free America, No Free Enterprise. The Story of Stuff demonizes the corporation and idolizes the government. Reading exercises are used for progaganda.

DR Shriley Mc Cune, Sr Director McRel, 1989 Governor Association on Education

Read Shirley's Words

Students are HUMAN CAPITAL: Education's purpose is to train students to work.
Purpose of Education was to Transform Society from individualism to collectivism
Fact Based Education is not longer the primary focus of education

Education in the National Curriculum Standards -- No longer about maintaining individual freedom and liberty as America teaches. Instead education has become about indoctrinating our children to accept citizenship in a future global village which must be sustainable (controlled)

Old Programs New Names restructured public schools from incubators of creativity to training for work. Marc Tucker "where curriculum and "job matching" will be handled by counselors "accessing the integrated computer-based program."

* Goals 2000: Content was changed by nationalizing education with promise of grants to states
School to work: Education was partnered with business. Planners see future, school programs are then designed to fit the needs. Retrofit children into Career Clusters.
* NCLB: Redesigned Career Clusters into Smaller Learning Communities (Grants)
* Workforce Investment Act : State and Federal Boards to manage training for jobs. Government decided regulation, corporation got order, schools trained, Appointed Representatives (not elected on boards)
* Race to The Top -- grants given to state for them to sign onto Common Core Standards -- Common Core was not written at that time.
* COMMON CORE STANDARDS -- One size shoe fits all education. Substandard in all areas. Nationalized Education -- National Lower Standards, National Data Base (RTTT). National standards ? national assessments ? national curriculum ? teachers' salaries tied to students' test scores ? teachers teaching to the test each and every day ? national indoctrination of our public school children ? national database of all students and educators. Creates mediocre serfs.
* International Baccalaureate (IB) and Advanced International Curriculum Education (AICE) are UNESCO/Switzerland/ UK socialist programs (truthaboutib.com) overly expensive and have no significant results, yet they are used over and over. The feel good education teaches global citizenship.
*The Blueprint for Education mirrors the communist goals by creating protected classes, training for work, eliminating God and Family and promoting the "bad" side of American history, while promoting 'sustainability" a false science.
blueprint [http://americanfreedomwatchradio.com/wp-content/uploads/2011/07/blueprint.pdf]

Andrew J.Coulson, of CATO Institute, $2 trillion spent in federal education over past 50 years had dismal results but cost three times as much.

In 2009 America spent over $151,000 per student from K to graduation. 3 times graduating class of 1970 with little or no change in results. ACT score in, little or no change in results. Today American have the equivalent of a 3-5th grade education. I

The Heritage Foundation analyzes Race to the Top...Race to Tyranny
Marc Tucker determined that children should be trained at an early age since working for the state was the most import function of a citizen. (Marxism) Today, Marc has succeeded in implementing his plan. Children will be trained that their life focuses around collectivism -- "the good of the collective", not individualism (American ideology) If you have the stomach to listen to what the Federal Government has in store for our children. http://www.heritage.org/Events/2011/07/National-Standards
Listen [http://www.heritage.org/Events/2011/07/National-Standards]

The RTTT courses are substandard and follow the international benchmarks only found in UNESCO.

Courses do not meet college level requirements. Marc feels most children have no need for college.
History courses are written by European socialists teaches America is the oppressor.
Study focuses on the environment not reading writing and math...
Content is not factual. Facts are not important if the consensus says they are not.
TX Commissioner Scott describes science as laughable by only promoting Al Gore's theory of climategate.
History has been altered as new heroes are the old failed communists/fascists/socialists.
One size shoe fits all education NEVER works so why are we spending fortunes on failed programs expecting different results?
The National Data Base will create a system of unparalleled control over the future of your children as they become adults and will be charted and recorded for the New World Order.
States with higher standards are forced to provide lower standards
Test like the FCAT are used to indoctrinate
International Baccalaureate (IB) and Advanced International Curriculum Education (AICE) are sold as college ready programs. They are written by European socialists and focusing on turning out anti-American global citizens. The programs are very expensive and offer no significant results.

Race to the Top violates Education Code... Federal Education Code, Department of Education, Public Law, 20 U.S.C. 3403 (Pub. L 96-88, Title 1, 103, Oct 1979, 93 Stat 670) United States Code. Title 20 Education Chapter 48.

Since the "useful idiots", our new name, are so dumb you won't notice as the Federal Government takes over education and transforms (changes) America into a communist country by indoctrinating (training) children to "Fight for Communism". Children learn family is secondary to govt. Mc Millan 7th grade text, New Sustainable Global Economy They learn about wants and needs. Comparing World Economies: Although the countries of the world are linked by interdependence, not all of them share equally in to worlds riches. Some countries have more. It is not fair for you to have your wants met until the entire world has its needs met and you must work to make that happen. (Wealth Redistribution)

Sustainable Development www.unesco.org (ESD" P3. Indeed in the 21 century, the literacy of sustainable development will be as essential to comprehending the world as were the traditional skills of reading and writing at the start of the 20 century. P3

New Vision of Education" p4 The effectiveness... must ultimately be measured by the degree to which (ESD) changes the attitudes and behaviors of people, both in their individual roles and in carrying out their collective responsibilities and duties as citizens.

Test of 9th graders Govt is responsible to:

take on economic concerns 84%
set prices 84.2%
providing industries with support they need to grow 66.2%.
Guaranteeing a job for anyone who wants one 65.4%
reducing differences between income and wealth among people 63.5%

Assessment items in Civic Ed were not designed to measure knowledge of a particular country's government but were developed to measure knowledge and understanding of key principles that are universal across democracies.

National Content standards in Economics Content Standards 16

Students will understand that there is "an economic role for government to play in market economy." Government often define and protect property rights. Most government policies also redistribute income. P 13.

National Revisionist History Standards: No self evident truth. One of the most common problems is the compulsion students have to find the right answer. Or worse yet they rush to closure reporting back as self-evident truths the facts or conclusion presented in the document or text. Declaration of Independence, Bill of Rights are rights are redefined or Censored. 4th grade. Houghton Mifflin. WE The People teaches: Bill of Rights are negative, P216 -- It is within the sovereign authority of the American people to revise or abolish the Bill of Rights.

UN Dec of Human Rights are positive P208 instead of preventing the Government from doing something, it requires the government to insure such things as economic security, healthcare, and a clean environment for its citizens. Declares a new god. P 249 Government becomes god. People are required to serve the new god --

Citizenship is now defined as "status of being a member of a state, one who owes allegiance to the government.

Civic Virtue: dedication of citizens to the common good, even at the cost of their individual interests. P266

"The Aim of Education is the knowledge not of facts but of values." Wayzata Central Middle School, MO

G Washington ..."whatever measures... contribute to violate or lessen the Sovereign Authority, ought to be considered as hostile to the Liberty and Independence of America and the Authors of them treated accordingly."

The earlier they get the kids the better. Erica Carle explains in her book downloadable here: Give Us The Young (1149)

Why Common Core?

Please visit these web sites for more information:

Evolution of Education (1060)

Charlotte Iserbyt -- The Dumbing Down of America
Charlotte Iserbyt served as Senior Policy Advisor in the Office of Educational Research and Improvement (OERI), U.S. Department of Education, during the first Reagan Administration, where she first blew the whistle on a major technology initiative which would control curriculum in America's classrooms.

Who Controls The Children (schools dumb down kids deliberately)

Mainely Unspoken "Dumbing Down of Schools" with Charlotte

Charlotte Iserbyt - Common Core - Save Long Island Forum

Charlotte Iserbyt The Deliberate Dumbing Down of America

The Deliberate Dumbing Down of the World 1of6 -- CHARLOTTE ISERBYT

Charlotte Iserbyt - Deliberate Dumbing Down of the World

Education 101: The Dumbing Down of America

Charlotte Iserbyt on Education, Common Core & Solutions

The Dumbing Down of Society by Scientific Design 1of3 -- JT

The Skull and Bones: A Discussion with Charlotte Iserbyt

Antony Sutton - The Order of Skull and Bones [Brotherhood of Death]

Charlotte Iserbyt: Societies Secrets

The Secret History Of Western Education - Charlotte Thomson Iserbyt

The Secret History of Western Education: The Scientific Destruction of Minds - Charlotte Iserbyt 1/5
Charlotte Thompson Iserbyt served as the head of policy at the Department of Education during the first administration of Ronald Reagan. While working there she discovered a long term strategic plan by the tax exempt foundations to transform America from a nation of rugged individualists and problem solvers to a country of servile, brainwashed minions who simply regurgitate whatever they're told. Part one of our exclusive interview with Iserbyt breaks down how conditioning/training under a corporate agenda has replaced traditional education, leading to a deliberate dumbing down of Americans. Iserbyt further explains how Reagan signed agreements merging the U.S. and Soviet systems under the United Nations banner, turning over education and many other areas of public policy to global control. This 74 minute expos?s a must see for anyone who wants to truly know why the education system is deliberately crafted to produce human drones with no critical thinking whose only skills are to be subservient, trust authority and follow orders. Visit Iserbyt's website at http://www.deliberatedumbingdown.com/

Charlotte Iserbyt Interview -- The Secret History Of Western Education (Full Length)

Charlotte Iserbyt on The Perils of Common Core

Who Controls The Children (schools dumb down kids deliberately)

Charlotte Iserbyt: The Miseducation of America

John Taylor Gatto - The Purpose Of Schooling

The Elite's Plan for Global Extermination Exposed by Dr. Webster Tarpley 1/4

The Untold Historical Truth Of American Education - Charlotte Iserby

The Dark Intentions of Public Schooling

Charlotte Iserbyt -- America's Road to Ruin

Charlotte Iserbyt -- American Deception

History... Connected: The Deliberate Dumbing Down of America w/ Charlotte Iserbyt

Jeff Rense & Charlotte Iserbyt - The Deliberate Dumbing Down Of America

The Story of Your Enslavement

The Deliberate Dumbing Down of America

The Deliberate Dumbing Down of America

Charlotte Iserbyt, "Dumbing Down of Amerika"

Deliberate Dumbing Down of The World- Charlotte Iserbyt

Charlotte Iserbyt - The Deliberate Dumbing Down of the World (Charlotte Iserbyt on Veritas Radio)

The Cult of the Willfully Ignorant & the Dumbing Down of America

Alan Watt - A Globalist Agenda For a Dumbed Down Domesticated Society

Alan Watts - Escape Societies Brainwashing

How To Avoid Being Brainwashed Alan Watts

Alan Watt [3rd Jan 2013] Television, Mightier than the Sword

Alan Watt (July 6, 2014) Mind Control Techniques

Alan Watt - The system ...all around you

Alan Watt (Sept 6, 2015) Climate Change Swindle, Population to Dwindle

Alan Watts - Society is a Hoax, Take Control of Your Life

Alan Watts - How To Avoid Being Brainwashed

Educational System Eliminates The Logic of Harmony Alan Watts

Alan Watts - Why Most People Are Ignorant.

Alan Watt About Mind Control and Brainwashing of the Population

Alan Watts - The Importance Of Disclipline

Alan Watts - That's why they want you to Focus on Problems

* YOU ARE BEING BRAIN WASHED ! conditioned and programmed by Government , Hollywood. WAKE UP USA ! (Alan Watt)

Hertitage Foundation Race to the Top Overreach

Michael Chapman Schools Produce Dumb Worker Bees

Dark Intentions of Public Schooling

Donna Garner Child Abuse by the Federal Government

KrisAnne Hall -- Is Federal Interference in Education Constitutional?

Phyllis Schlafly Eagle Forum

Frantz Kebreau Stolen History

Donna Garner Lets Get Off the National Standards Train

Charlotte Iserbyt - Deliberate Dumbing Down of America (1166)

Bill Costello Federal take over of Education

Common Core Standards Race to Marxism (1582)

Florida Residents pay for Pensacola "global" anti-American School

Truth about International Baccalaureate

Deliberate Dumbing Down of America (1101)

Truth in American education

Truth about Education

Choice is not the answer -- Taxpayers pay for Radical Islamic Schools Where is the oversight?

The infiltration of the Gulen Movement (using several different names) into our publicly-funded education system has been made possible by a perfect storm of very lax charter school regulation; the current political climate favoring expansion of charter schools. Are the radical Islamic Gulen charter schools in your state?
Good article about International Baccalaureate vs AP (be sure to watch the video......it gets the point across -- it also provides good resources for more information)
Follow the Money:
Americans pay for UNESCO indoctrination in schools.
State DOE does not monitor curriculum
The biased influence of Islam in our texts.See the indoctrination, and the correction
Citizens For National Security
Read about the errors in the texts
Georgia-schools-slavery-in math assignment

Errors in Texts
Error in school texts



Campus clips/textbook errors

Textbooks/error reporting chart
Mark Tucker -- Dear Hillary Letter used to change the face of education
No more How and Why in Education, just comply
Bad Education creates Bad Legislation
International Baccalaureate is what???
Truth about IB
Truth about Education
What parents should know about IB (4617)

Jimmy Carter brings us the Department of Education
Thank you Charlotte for preserving original documents.
Original Historical documents tying American education to the old Soviet Education. These documents and hundreds more can be found on americandeception.com
from Charlotte:
Please use all the research I am sending to you, especially with those far too many Americans who have been diverted from fact Soviet Union's education/training system being implemented right now. Read my memo re Effective Schools and Effective School article (included in above attachment) regarding use of charter schools for workforce training. Change agents are so clever. They have completely brainwashed public into believing Soviet system is dead. Bring about phony fall of Soviet Union and then field was clear for them to move into diversion mode (9/11, mideast wars,etc.) All they had to do was find a new enemy (real or not): Islam, and through hype over new enemy "Islam", totally wipe out any concerns Americans might have had about the merger with the Soviet Union which has been in the works since Eisenhower signed the first agreements with Khrushchev in 1958, followed up by Reagan signing agreement with Gorbachev in 1985.Google Edward Griffin, Reality Zone, interview with Norman Dodd in which Dodd was told by President of Ford Foundation in 1953 foundations got orders from White House to spend their tax-exempt money to change America so it could be merged with the Soviet Union. Watch this you tube: http://www.youtube.com/watch?v=C8cC21jB9EE
Effective School Research is PAVLOVIAN EDUCATION
US - USSR Ed Agreements (1244)
SOVIET EDUCATION PROGRAMS: FOUNDATIONS, CURRICULUM, TEACHER PREPARATION BY William K. Medlin (specialist in Comparative Education for Eastern Europe, Division of International
Education), Clarence B. Lindquist (chief of Natural Sciences and Mathematics, Division of Higher Education), and Marshall L. Schmitt (specialist for Industrial Arts, Division of State and Local School Systems) was published in 1960 under the auspices of U.S. Department of Health,
Education and Welfare Secretary Arthur S. Flemming and Office of Education Commissioner Lawrence G. Derthick (OE--14037, Bulletin 1960, No. 17). Americans familiar with the details of American school-to-work restructuring will see that the United States is adopting the Soviet
polytechnic system described in the following paper.
The Pavlovian conditioned reflex theory discussed is the Skinnerian mastery learning/direct instruction method required in order to implement outcome-based education and school-to-work. Excerpts from this extraordinarily important report follow:
In the school classroom and workshop, in the machine building plant, at the countryside, and wherever we went, we felt the pulse of the Soviet Government's drive to educate and train a new generation of technically skilled and scientifically literate citizens. Such is the consensus of the three specialists who are authors of this volume. The ideas and practices of Soviet education form a philosophy of education in which the
authoritarian concept predominates.... With 60 percent of the adult male population illiterate in 1900, a massive educational effort was deemed necessary to transform this situation into one where new skills and scientific inquiry could meet national needs.
The curriculum is unified and is the same for all schools throughout the U.S.S.R. with but slight variations in non-Russian nationality areas.... Principles of Darwinism, which are studied in grade 9 of U.S.S.R. schools, teach children about the origin of life together with the history of evolution in the organic world. The main theme of the course is evolution.
Major efforts of U.S.S.R. schools during the past 30 years have been to train youngsters for the Government's planned economic programs and to inculcate devotion to its political and social system.... Science and mathematics occupy 31.4 percent of the student's time in the complete U.S.S.R. 10-year school. According to school officials, all work of pupils in these subjects has to be done in pen and ink in order to inculcate habits of neatness and accuracy.
U.S.S.R. plans are to bring all secondary school children into labor education and training experiences through the regular school program. The school of general education. The Sick Sixties : c. 1960
School Choice Vehicle for Soviet Pavlovian Work Force Training:
Soviet Ed Programs in the USA (980)
The above attachments are just about all you will ever need to prove that School Choice is the Trojan Horse to bring our country down. The tragedy of the matter is that many of our own people are involved in the demise of our constitutional system of government and willing to merge with Russia (the old Soviet Union).Charter schools are ungraded, continuous progress, mastery learning, come under the Effective School Research label, are international, involved with multinationals, and use the Skinner method. All this documentation is in the attachments to this email.South Shore Charter Schools (1012)
Reagan Family Choice Vouchers (986)
Iserbyt to Schlafly - Anti School choice (991)
Failing Grades 1996 (984)
Coalition For Essentials Schools (993)
The IB attachment gives history of IB and its leftist, Marxist brainwashing about which I spoke during the interview. Google Paolo Freire for more info.The You Tube clip (below) acknowledges the great work of Americans who fought the good fight and who who are no longer with us; http://www.youtube.com/watch?v=_ANX_Lpmc-g
International Baccalaureate IB Unraveled (1000)

Please, all of you, especially ones dealing with Sustainable Development, etc., be sure to read this extraordinary book. It explains exactly what we are looking at today: the transformation of the USA into a communist society.

The Ideal Communist City The Ideal Communist City (2383)

Outcome Based Education (2405)

Why Students Fail (880)

Islamic Lessons in Public School (1609)

Key Points Against Common Core (918)

Facts to eliminate Common Core (938)

Death of Free Will

California is against Common Core

Truth About Education

Educating Florida

Deliberate Dumbing Down

Skinner School Box

Where does the Bush family fit in all of this or do they:

Jeb Bush has such an interest in promoting Common Core but I was having a tough time connecting Jeb to CCS. It was not making sense that he was doing this just to get some donations from Gates. There had to be more and there is...
I was just talking to Lynne and she said look at the Bush family tree. She thought there was another brother involved in education and sure enough Lynne provided the missing link.

When you look at the donors it will make sense as to why George 43 cleansed the military of all "bad" Muslim words. It will make sense as to why the texts are Islamic biased. Everything is connected, everything happens for a reason, everything is based on lies.

Bush 41 signed Agenda 21 calling for Education of Sustainable America
Clinton set the stage for Sustainable America while giving technology to China and outsourcing America's jobs
Bush 43 gave us NCLB and Iraq
Did Neil help with biased content from socialist Europe? -look at his donors
Jeb experimented with Florida pushing NCLB hard

We are so lucky, the Bush family the gift that keeps on giving.

GW Bush's 43, siblings are Pauline Robinson "Robin" Bush, John Ellis "Jeb" Bush, Neil Mallon Bush, Marvin Pierce Bush, and Dorothy "Doro" Bush LeBlond Koch.

Neil Mallon Bush (also involved in the S&L scandal. I bet they are involved in IB) http://en.wikipedia.org/wiki/Neil_Mallon_Bush
In 1999, Bush co-founded Ignite! Learning, an educational software corporation. Bush has said he started Austin-based Ignite! Learning because of his learning difficulties in middle school and those of his son, Pierce.[7] The software uses multiple intelligence methods to provide varying types of content to appeal to multiple learning styles.

Ignite! Learning offers middle school curricula in social studies, science, and mathematics. The company's instructional design is based on constructivism, differentiated instruction, and Howard Gardner's writing on multiple intelligences to appeal to multiple learning styles.

To fund Ignite!, Neil Bush and others raised $23 million from U.S. investors, including his parents, Barbara Bush and George H.W. Bush, as well as businessmen from Taiwan, Japan, Kuwait, the British Virgin Islands and the United Arab Emirates, according to documents filed with the Securities and Exchange Commission. As of 2006, at least $2 million had come from Taiwanese interests that had given Neil Bush a job consulting for a semiconductor manufacturer, and at least $3 million came from Saudi interests. A foundation linked to Reverend Sun Myung Moon donated $1 million for a research project by the company in Washington, D.C.-area schools.[2]

In 2002, Ignite! entered into a partnership with a Mexican company, Grupo Carso to outsource many software and product development functions. Regarding the deal, Ignite! President (then CFO) Ken Leonard stated, "That's turned out to be great." Ignite! laid off 42% of its in-house workforce (21 individuals) in preparation for the partnership. Leonard said that outsourcing production will give it the resources to develop additional course software more quickly, and that the company wants to develop an entire middle school curriculum featuring the basics of language arts, math and science.[3]

Deceased Russian billionaire expatriate Boris Berezovsky had been an investor in Bush's Ignite! program since at least 2003.[citation needed] Berezovsky's partner Badri Patarkatsishvili, Kuwaiti company head Mohammed Al Saddah, and Chinese computer executive Winston Wong.

As of October 2006, over 13 U.S. school districts (out of over 14,000 school districts nation-wide[9]) have used federal funds made available through the No Child Left Behind Act of 2001 in order to buy Ignite's products at $3,800 apiece

In December 2003, a Washington Post Style article said that Ignite! was paying Neil Bush a salary of $180,000 per year.[4]


Ignite also partners with CScope
How many tax dollars have been redistributed to the Bush family?

Common Core is Internationally Benchmarked. International Benchmarks come from UNESCO -- United Nations Educational Scientific and Cultural Organization. States now have contracts with International for profit corporations to run American Education.

CORE: Making Children Stupider Around The World
Ok... Stupider is not really supposed to be a word. But with CORE, who needs proper grammar? Slang is the new English!!!
I often tell people who want to research a company or government entity that they should seek out the audited "Annual Financial Report" for that corporation, association, etc.

Visit the agenda21.com store and purchase or download the Education CD.

"An uneducated populous can easily be governed."
Today American Education is Really Indoctrination
America is worth saving. See the speech given by 13 year old Sara Warmack at the Save Our State Tea Party Rally on March 8, 2011 in Tallahassee, Florida.
See the Speech>>> The Greening of the Department of Education: Secretary Duncan's Remarks at the Sustainability Summit September 21, 2010?Through the Race to the Top and other programs, we've unleashed an avalanche of pent-up reform activity across the states and literally thousands of districts."Historically, the Department of Education hasn't been doing enough in the sustainability movement. Today, I promise you that we will be a committed partner in the national effort to build a more environmentally literate and responsible society.UNESCO Education for Sustainable Development"Generally more highly educated people who have higher incomer consume more resources than poorly educated people who tend to have lower incomes. More education increases the threat to sustainability.""The aim of education is knowledge not of facts but of values.""Math is man made determined by a consensus who determines the solutions. Therefore 2+2=5On July 24, 2009, the U.S Department of Education (DOE) announced that the "centerpiece of the Obama administration's education reform efforts" in its "$4.35 billion Race to the Top," will include "adopting internationally benchmarked education standards." These will be national standards, said the press release, keyed to international standards and will be incentivized to the states with federal "stimulus" dollars.According to the announcement, this federal curriculum will consist of "internationally benchmarked" standards. The only extant comprehensive "internationally benchmarked" education standards are those developed by UNESCO, the UN's education arm The UNESCO website clarifies that its education standards conform to the treaties and agreements of the UN. This means that its curriculum includes, for example, the requirements of the UN's Universal Declaration of Human Rights (UDHR) which says, "Education shall . . . further the activities of the United Nations" (Art. 26:2).
American schools used to teach the fundamental values of the United States--including the inalienable, God-given rights of life, liberty and property, as guaranteed by our Declaration of Independence and Constitution. Not any more. Now our students will be indoctrinated in the UN's definition of human rights. As clarified by the UN's UDHR, our rights now may not "be exercised contrary to the purposes and principles of the United Nations" (Art 29:3). Our children will be taught that they have only those rights the UN says they have.The UNESCO standards also include the UN's Earth Charter which further defines internationally benchmarked standards. The Charter says these standards must entail what it calls "sustainability education" (Art 14:b). The Charter explains that "sustainability education" entails the "promotion of the equitable distribution of wealth within nations and among nations" (Art. 10:a), nuclear disarmament (Art. 16:d), gay marriage (Art. 12:a), legalized abortion (Art. 7:e), adoption of an "international legally binding instrument on environment" (The way Forward), and indoctrination in pantheism (Art. 14d and Art. 16:f).

Read More from Allen Quist

...you were surprised that after trillions of dollars spent, our students have dropped lower into the abyss.

Agenda 21 can not succeed unless the populace accepts their station of servitude. The only way for success is through the indoctrination of generations of children who will "learn" their lot and accept their position while they are granted choices supplied by the government. Are you ready to sell your child to the indoctrination of Race to the Top for under $100? (Your stated share of the grant)
The Problem:

American Education has become a propaganda platform who's sole purpose is to indoctrinate our youth into following an Anti-American, Anti-Family, Anit-Morality/Religion, Anti-Free Market, Anti-everything curriculum. In the new education format they learn social justice and the good of the collective. This is being accomplished by the Federal Department of Education (DOED) and the states like DOE Florida (FLDOE) offering approved programs like the International Baccalaureate Program (IB) and the Advanced International Certificate of Education (AICE) in our schools without reviewing them first.

International Baccalaureate Program (IB) -- expensive, no significant results, from UNESCO and Switzerland. Teaches student to be a good global citizen. Socialist, ANTI-AMERICAN Read More

Advanced International Certificate of Education (AICE) -- expensive, no significant results from UNESCO and Cambridge. Teaches about man made global warming, global citizenship and social justice.

Advanced Placement (AP) College level courses for accelerated learning for students bound for college. Created by American Colleges. Reasonably prices.

IB and AICE are overly expensive programs originate in the socialist walls of the United Nations through departments like UNESCO and are used throughout the world. They are carefully crafted to play on emotions while they by do nothing more than reinforce hatred, class warfare, racism and pro Islamic religious bias. You must read some of the texts. Innuendos are crafted so neatly in the materials that are found our schools. The anti-American passages in the texts are concealed deeply in stories about saving the planet, the climate, the animals, the children, the world. Many of the ideas presented start harmlessly but in the end social justice and collectivism following a communists model practiced in Europe prevail. The programs do not work in Europe. Yet stories and passages are romanticized in a utopia that is impossible to achieve.
Read More

We spend trillions on education and expect our students to leave school with an understanding of reading, writing and math, factual information, critical thinking, logic and reason, individual freedom, competition, American exceptionalism and nationalism. While we are out working hard, we expect our teachers to teach, our Fed and state departments of education and legislators to do their jobs and make sure our backs are covered and America and its people are safe.

Now we know while we have been working hard and doing our jobs, the people we have counted on are really out for that pay check, don't look or care about what is being taught in our schools. We have lost money, our homes, our freedom as we are duped, scammed, played into giving what we have to educate children. We are asked for more money, more patience. So we constantly sacrifice more and more and more while education gets worse. This does not make sense...but wait a minute if we break everything down and look at the master plan, UN Agenda 21, it does.

We trusted our educators to educate. That was our first mistake. We thought everyone wanted the same goal, brilliant children and a brilliant future. Instead we walked away and gave a ruthless group of America haters the care of our children. The goal of US education has become indoctrination and a deliberate dumbing down of America. View video

The educators lied. We were told no tenure, longer hours, smaller classes, technology, more medication, more money, more money more money will help our students learn. It doesn't. The only thing that will make a difference is the one thing we no longer have, stimulating factual information, learning basics of reading, math, choice, logic, reason and critical thinking. When not challenged, the brain is wasted. In reality we trusted our educators and legislators to bring America the best, after all we pay trillions. We have been coached, prompted, guided to change everything except the one item that actually makes a difference, the curriculum. Our kids now learn a dumbed down curriculum, void of fact, logic, reason and critical thinking. We have given carte blanche to the biggest group of anti-American educators without checks and balances and we have participated in the biggest scam created in American history. We were taught NOT TO PAY ATTENTION. Don't discuss: government, education, debt , economy, food, religion, international aid. Instead we were told the government will solve everything, the Constitution is not important so why follow it. Instead students learn environment, children, animals must be saved from the earth's greatest enemy, MAN. Our students now think American is the oppressor and the guilt card is continually played by , Anti-American Liberal/Progressive/Communists. How does that happen? Let's find out why.

Brief history: Before WWII, the followers of Marx and Dewey fled Europe for fear of extermination. They came to American and began their indoctrination in our colleges.

Fast forward to the 60's. Remember America was suffering from the loss of JFK. The Vietnam War created a group of Anti-American , Anti-Family, Anti-War Liberal/Progressive/Communists who were ripe to be lead down the new liberal path. These students entered college only to be taught by the very people they were fighting, the communists. To avoid the draft, these youth graduated college and became educators (teaching was draft exempt). They were taught to use psychology, guilt, emotion lead to youngsters believe in an unattainable utopia created by the very people set out to destroy them. Stalin (a new hero) even said, "When we hang the capitalists they will sell us the rope we use."

This group of ELITE locked onto the UN Agenda21 Sustainable Living mantra and used the environment to play on the emotions of unsuspecting Americans, slowly putting in place legislation designed to control every aspect of our lives. When the Congress and the people said, "NO." Executive Orders were used. The ELITE decided they know more and can control others since they are the ELITE. The target is the American middle class, since Communism had no room for an educated populace. Educated people, is the major obstacle to complete One World Governance. Educated people know communism doesn't work; never has never will. Destruction of the middle class became their main objective. Rather than revolution, the ELITE choose indoctrination using the schools and the UN.

UN Agenda 21 was written and the ELITE goal: Dumb down Americans and control the planet by using Schools, Hollywood, Sports heroes to carry the message was expedited using mass media. Education became indoctrination. Let's see the difference:

act of acquiring knowledge
developing the power of reasoning and judgment
generally of preparing oneself or others intellectually for mature life
requires the basic skills of reading, writing, and arithmetic
learning what you MUST KNOW in order to FIND OUT what you NEED TO KNOW
The ability to make informed choices to affect your life


instruct through a principle or ideology
not usually based on fact based on an opinion
that opinion is what is taught
twists opinions into becoming facts
an emotional commitment to what others want you to believe
The ability to choose what other want you to choose.

Education is based on truth. Indoctrination is based on what others hope you will accept as truth.

The level of freedom and liberty in a country depends upon the education of its people.

Bottom Line -- Basic Skills are not being taught in schools. Logic, reason, critical thinking, factual information, history, civics, economy, Founding Fathers, and American nationalism are being replaced. [http://www.oldthinkernews.com/2018/01/16/soros-pledges-renewed-fight-against-dominant-ideology-of-nationalism-says-eu-on-verge-of-breakdown/] English the most important language in the world is discounted in order to keep people separated and enslaved. English is the language of the business community. How can you children compete if they don't know English?

"Once you learn to read, you will be forever free." -- Frederick Douglass Translation: If you can't read you will be a slave.

Education under Agenda 21 is very controlled and will guide the individual into accepting laws made to control the populace. Stalin: "Education is a weapon whose effects depend on who holds it in his hands and at whom it is aimed."

Your Child's Without Agenda21

Individual Freedom: You choose to do what you want and provide for others in charitable giving
Private property ownership is your right should you choose
Your life, where you live, what you eat, you healthcare is totally controlled by you
Humans are the stewards of the earth and choose how they wish to preserve it
You choose your work path and career
American must exist as the leader of the free world
The American (Western) way of life, has created more human wealth and benefits to humanity in the last 200+ years than in the past 5000 years under communism
America's history, Constitution and national pride must be preserved
The basic understanding of government, history, economics plus English must be taught to all citizens.

Your Child's under UN Agenda21

Social Justice: You are forced to provide for others in a variety of wealth distribution schemes
Private property is not acceptable
Single Family housing is unacceptable
Your life, where you live, what you eat, you healthcare is totally controlled by the government.
Life Choice as described by Stalin: "One death is a tragedy; one million is a statistic."
Humans are the enemies of the planet and are subservient to nature
Your work path and career are chosen by the government
The (American) Western way of life is not sustainable. It must be regulated and controlled out of existence.
Erase and alter American history. What you don't know you have you will not fight to keep
The basic understanding of government, history, economics plus English must be eliminated from educational programs.

What is Race to the Top?
RACE TO THE TOP is the Federal take over of the schools and is in violation of Federal Education Code: Department of Education, Public Law -- 2/01/10, 20 U.S.C. 3403 (Pub. L. 96-88, Title I, 103, Oct. 17, 1979, 93 Stat. 670). United States Code. Title 20. Education. Chapter 48

RTTT is without significant funding to support the national data base requirements which will fall on the state. This was and will force schools into a national data base (at some unknown cost). Why does the federal government need a national data base of student progress? Who manages it? Where does it go?

The Common Core Standards that states are forced to adopt are substandard to the original state standards.
The National Data Base will monitor every child and teacher and is nothing more than a scheme with the rules being made uop as the players enter. Duncan waited until the state contracts were signed before he made the rest of the plan clear: States would have to adopt the Common Core Standards (national standards) in order to qualify for Race to the Top funds. Other "surprises" included national assessments, national curriculum, and an elaborate national tracking system to link student assessment scores to individual teachers. Henry W. Burke and Donna Garner

The new Florida exit exam standards are a shocking move toward what one can only equate to soviet style propaganda to create a monolithic citizenry. In the case of high school American history, a look into the specifics of the exit exam is all that is needed as proof to an agenda directed in a planned process by groups that have no problem using whatever means necessary to acquire power and promote a twisted vision of America. Florida exit exams in the social sciences need to be stopped immediately and there needs to be a serious reconsideration of the entire process before moving ahead.
Indoctrination is reinforced by testing.

It now appears that the major recipient of those dollars will go to the Bill and Melinda Gates foundation, to create and maintain the data bases.The best example of teaching a fact-less education is Bill Gates on CO2 emission. Bill Gates wants to live in a world without CO2 because CO2 is the gas that is destroying the planet. Exactly how do you live in a world without CO2. After seeing this video, I would not want this man near a school, yet he is programming RACE TO THE TOP. See Bill.

The ELITE have one goal: destroy America. We will pay them to do it, how sweet. We allow them to divide us, destroy the family and minority culture and we pay them to do it.

Fact-less education sets the stage for senseless legislation which puts constraints on growth and prosperity. Phony science allows the Government to regulated "bad" industry out of existence getting support from the sheeple they govern by using indoctrination in the schools to demonize the competitive industry like oil and coal. Even though over 30,000 scientists sued Al Gore for the global warming scam, American agencies continue to use this phony science to regulate and Legislators follow. See Al Gore

When simple facts, historic references, logic and reason have been eliminated from textbooks people will not question, sheeple will follow blindly.

Smart students = smart citizens = smart legislation
The Solution:
If the solutions are not simple, they are not worth doing. Either we are part of the problem or part of the solution. Today I am happy to say those of us who remember what America stands for still have a choice.

Remember Nancy Reagan, "Just say, NO." Smart lady, she was right. Why is an educated middle class the greatest enemy of the ELITE? Because as a group we have the money, the votes and can make a difference. Throughout the years every divide and conquer assault tactic known to man has been tried on us but through hard work and perseverance some how we managed to come out better. It is not different now. American is great because of its individual people. Like minded individuals banning together are a very powerful force. 70% of the people know something is wrong, they don't like what is happening but they don't know what to do. Now it is up to us, everyone reading this web site. You are here for a reason. You have a big job, but it will be worth the fight. America is too great to fail.

With education 70% of the people cross party lines to determine American education is bad. Unite on that alone. Use economics and factual information.

Fact: Americans spend more on education than any other country in the world. We have changed just about everything except the curriculum so let's start there. Let's do something new instead of doing the same thing expecting different results.

Learn everything you can on Race to the Top (RTTT), International Baccalaureate (IB) and Advanced International Certificate of Education (AICE).
Look at texts and underline some of the biased passages. You will be surprised at how many there are. Check for missing history, etc.
Educate your family, friends and neighbors with your discovery.
Call your school district and ask for the costs, and statistics of IB and AICE. -- They probably don't have them. You are looking for the cost of IB, AICE and AP. You will find the cost of IB and AICE are significantly higher with no significant results. Are they running in the red with all of the budget cuts?
Go to your school board meetings and do a presentation, you will find several on the site or you can make one of your own. Highlight costs with no learning difference. Then show the biased passages from the texts. Your school board will be shocked as most never read the texts. Show the UN Global Governance of IB and AICE.
Ask why they are continually using programs with higher costs without results when they could be using that money for programs they are cutting? The State Ed Statute says we must provide advance placement classes for college bound students they don't say IB or AICE. AP is just as good and costs a fraction.
Ask if they know RTTT? Do they know that the Common Core standards are sub standard? Do they know the cost to the county? Do they know the feasibility to produce a better student? Then why are they implementing it? They too can just say NO.
Meet with your state legislator and duplicate the same.
Send a letter to the Governor and tell him to get Florida out of RTTT since no one know the expenses or results and RTTT is in violation of the Fed Education Code and supports the failed expensive IB and AICE program.
Call talk shows, write articles to newspapers. BE VOCAL. Tell at least one new person a day about Agenda21 and indoctrination in the schools.
If all of this fails, GET YOUR CHILDREN OUT OF PUBLIC SCHOOL. Form a group and home school. Believe me a lot of parents choosing home school will get the Governors attention.

According to a recent survey of college students, critical thinking, analysis, spontaneity, individualism, peripheral vision, imagination and independent thinking were missing from their education making it harder for them to cope with the world after college. People who will not question are called sheeple.

The report that decided Americans should be trained to work not be educated for life was from the Carnegie institute in 1934. Report_On_The_Commission_On_Social_Studies-Krey-Counts-Kimmel-Kelley-1934-179pgs-EDU.sml

Resource Center:

Education sites





Race to the Top supports the UN not the USA

Pay attention Ohio

Gospel According to Gorbachev: UN is teaching Nature Worship

Freedom Advocates Agenda 21 Research Center for education

American Taxpayers pay for an Anti-American Education

Phyllis Schlafly Simple Solution for Education

Marc Tucker's New Socialist ideas for NCLB and RTTT

American Thinker -- The Toxic Influence of Progressive Education on K-12

SAT Mean Scores of College Bound Seniors

Islamic Biased Textbooks

Dumbing Down of America -- Marc Tucker

Donna Garner -- Lets Get Off The National Standards Train
To add insult to injury, Americans are paying for Radical Islamic Charter Schools. The founder has been named the most dangerous man in the world by the FBI. There are now eleven in Florida
Read More

The Internal Revenue Service Form 990 for Cosmos shows that the Cosmos Foundation received $41,570,721 from taxpayers.
At present, there are 85 Gulan madrassahs (Islamic schools) in the United States, and all operate with public funding.
At the Gulen schools, students are indoctrinated in Turkish culture, language, and religion so that they may be of service in making Fethullah Gulan's dream of a universal caliphate a reality. The madrassahs sponsor Turkish clubs, Turkish language societies, Turkish dance groups, and annual trips to Istanbul.
Rachel Sharon-Krespin writes: "His (Gulen's) followers target youth in the eighth through twelfth grades, mentor and indoctrinate them in the isikevi, educate them in the Fethullah schools, and prepare them for future careers in legal, political, and educational professions in order to create the ruling classes of the future Islamist, Turkish state."

American Taxpayers pay for an Islamic Radical Charter school movement

Florida Gulen Schools

Gulen School Nationwide

A Danger to American Freedom: About Gulen Charter Schools

American Taxpayers Finance Islamic Charter Schools

Gulen Teachers from Turkey are teaching in Hawaii

FBI Launches Investigation of the Most Dangerous Islamist on Earth -- Gulen -- in our Charter Schools

Gulen The Most Dangerous Islamist Lives in PA

Obama Supports Gulen

Obama meets Gulen Students

Gulen's Grand Ambition

Gulen expands and US Taxpayers pay

Bill Gates Funds Gulen

Gulen's Agenda
President Trump has removed America from UNESCO. That mean nothing unless we remove UNESCO policies from our schools.

60 Minutes on the Gulen Charters
By dianeravitch
Diane Ravitch's blog
A site to discuss better education for all

I was curious to see how Lesley Stahl and 60 Minutes would deal with the Gulen Charter schools in their program last night.

The Gulen charters are the largest charter chain in the United States, with something like 135-140 charters. Few people realize that the Gulen charter chain is far larger than the KIPP chain.

They focus mainly on math and science. Some of the Gulen charters get high test scores.

That seems to seal the deal for 60 Minutes. Stahl was very impressed with the schools' test scores and with the students' interest in math and science.

The show points out that the Gulen schools are tied, in some non-specific way, to a Turkish imam named Fethullah Gulen, who lives in seclusion in the Poconos in Pennyslvania. It notes that the Gulenists run a vast media, financial, and political empire inside Turkey, and that critics of the Gulen movement in Turkey are reluctant to appear on camera. Stahl made no reference to the page one story in the New York Times about the critics of Gulen in Turkey who are fearful and intimidated (http://www.nytimes.com/2012/04/25/world/middleeast/turkey-feels-sway-of-fethullah-gulen-a-reclusive-cleric.html?pagewanted=all).

Stahl says that the Gulenists are moderate and devoted to education (they told her so), and it sounds as though we are lucky that the Gulenists have imported large numbers of Turkish teachers (some of whom can barely speak English) to teach math, science, and even English! She never gets a good answer to the question of why the Gulen movement has opened so many publicly-financed schools in the United States, and she does not reflect on whether this is a good idea.

Maybe one day we will also have a chain of Japanese charter schools, Korean charter schools, Singaporean charter schools, Finnish charter schools, etc., and we can raise our test scores by importing teachers from other nations to run charter schools; what's odd about this is that Turkey is not, unlike Japan, Korea, Singapore, and Finland, a high-performing nation. Allowing foreign nationals to open and manage charter schools, run by boards composed of their fellow nationals, opens up a new world of possibilities, especially when they need not come from high-performing nations. We might have Iranian charters, Mexican charters, Malaysian charters, Argentinean charters, Haitian charters, Cuban charters, Portuguese charters, the possibilities are endless.

But back to 60 Minutes:

Stahl interviews the head of the Texas charter school association, who defends the Gulen schools strongly. The show quotes an ex-teacher at a Gulen school who claims that the schools get kickbacks from the Turkish teachers they import (she married one of them), but the Gulen spokesman says she is not creditable because she is a disgruntled employee. No other critic appears on camera, though there are many who wonder about the propriety of funneling taxpayer dollars to a foreign-run "public" school enterprise.

CBS News did not ask one very important question. What about the role of public schools in building our democracy? The reason that taxpayers pay for public schools is to develop citizens, people who are prepared to vote and to serve on juries and to sustain our democracy into the future. That does not mean that public schools should be jngoistic or that their teachers must be true-blue patriots, but that the schools must take seriously their responsibility to prepare young people to assume the full responsibilities of citizenship: to think critically and independently; to understand our form of government; to understand other forms of government; to have a deep knowledge of the Constitution and the Bill of Rights; to understand American culture and history; to know enough about world history to be able to form a thoughtful opinion of events and to look critically at how the mainstream media portrays ideas and events. In other words, we pay for public schools to develop our future citizens, and we want them to think for themselves. That is why we have historically taken a dim view of public money being used to subsidize any partisanship or special interests in education.

This is why schools have mock trials, conduct student elections, have a student council, and adopt a pedagogical style that involves questioning and challenge.

Are the Gulen schools preparing young people to assume their roles as citizens and to improve the practice of democracy in the United States?

Those questions were never asked.


CAIR-Chicago attacks high school curriculum, wants to rewrite history

The CAIR-Chicago post below (highlights added) falls into the category of "you've got to be kidding me!"

CAIR-Chicago is objecting to a curriculum used in the Chicago school district. CAIR-Chicago's complaint?

The worksheets in question, produced by MindSparks, a California based educational resource company, teaches students that the religion of Islam is oppressive towards women, inherently violent, and played an important role in harboring slavery.

CAIR-Chicago claims verses from the Qur'an used in this curriculum are "taken out of context." This is a typical response from Muslim Brotherhood front organizations like CAIR (Council on American-Islamic Relations). The problem is, anyone who has ever read the Qur'an knows two things:

1) There is very little "context" to its writings.

2) It does contain numerous passages that make clear women hold second-class status to men, that call for violent jihad against "infidels," and that sanction the taking of slaves in the prosecution of jihad.

Finally, we see what appears to be a factual rendering of the history of Islam. For instance, the curriculum states, accurately, that "slavery was common in Islam." Various historians and scholars estimate that between 14 and 18 million Africans were enslaved by Muslims from the 7th century to the 12th century.

CAIR-Chicago clearly wants to rewrite history because it obviously doesn't want Chicago high school students to be exposed to these "inconvenient truths."

While the high school is not mentioned in the post below, you can contact the Chicago public schools office via email and thank the school for using this curriculum. Encourage them to retain the curriculum and resist the interference of CAIR-Chicago, which is part of the national CAIR organization. Make sure you mention that CAIR was an unindicted co-conspirator in the largest terrorism financing trial in America's history and that it has been identified by the Justice Department as linked to the terrorist organization Hamas.

No school district should be paying any attention to CAIR or any of its local affiliates.

Staff Attorney Rabya Khan Meets with High School Regarding Anti-Muslim Worksheets
By Ben Small, Communications Intern
CAIR-Chicago l August 16, 2011

CAIR-Chicago Staff Attorney Rabya Khan met with officials at a Chicago-area high school on Monday, August 15th, regarding a complaint CAIR-Chicago received by a parent alleging that the high school's social studies class is distributing misleading worksheets on Islam. The worksheets in question, produced by MindSparks, a California based educational resource company, teaches students that the religion of Islam is oppressive towards women, inherently violent, and played an important role in harboring slavery.

One of the readings contains verses from the Quran which are quoted out-of-context wrongly giving the impression that women are considered inferior to men. A corresponding worksheet then asks: "The Qur'an stresses the equality of all believers. Yet many say its views about men and women definitely give men more power. How does the top passage here from the Qu'ran support this view?" The reading is accompanied by a photo of two women in burqa, a full-body covering worn by only a minority of Muslim women worldwide. The inauthentic translation, imagery, and presentation of information leads students to a biased conclusion about the status of men and women in Islam.

Another reading implies that slavery was an encouraged practice in Islam, and then the corresponding worksheet states "Slavery was common in Islam; however, it took several very different forms. [...] Prepare a brief talk to the class on what you learn about these two forms of slavery. Title your talk, "Slavery's Many Forms in the Islamic World."" Wrongly suggesting some sort of link between slavery and Islam. In reality, the Qu'ran strongly condemned slavery and offered enticing rewards to those who freed slaves. Prophet Muhammad himself freed numerous slaves and the situation for slaves greatly improved with the advent of Islam.

In the MindSparks' textbook The Rise of the Modern Middle East, lesson titles include "Islam and Islamic Radicalism". The parent who brought these reading materials to CAIR-Chicago's attention expressed concern that that over emphasis on the small number of radical Muslims in the world will reinforce stereotypes that link Islam and terrorism and that students will not receive a balanced understanding of Islam and Muslims.

Rabya Khan met with school officials to convey the importance of presenting balanced perspectives and not perpetuating stereotypes. CAIR-Chicago has requested that the school remove the worksheets, and not use them again or any similar worksheets. Rabya also provided a resource list of organizations that can conduct workshops on Islam, including CAIR-Chicago, and is compiling a list of educational resource companies with balanced materials on Islam and Muslims.

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ACT for America is an issues advocacy organization dedicated to effectively organizing and mobilizing the most powerful grassroots citizen action network in America, a grassroots network committed to informed and coordinated civic action that will lead to public policies that promote America's national security and the defense of American democratic values against the assault of radical Islam. We are only as strong as our supporters, and your volunteer and financial support is essential to our success. Thank you for helping us make America safer and more secure.

The news items, blogs, educational materials and other information in our emails and on our website are only intended to provide information, news and commentary on events and issues related to the threat of radical Islam. Much of this information is based upon media sources, such as the AP wire services, newspapers, magazines, books, online news blog and news services, and radio and television, which we deem to be reliable. However, we have undertaken no independent investigation to verify the accuracy of the information reported by these media sources. We therefore disclaim all liability for false or inaccurate information from these media sources. We also disclaim all liability for the third-party information that may be accessed through the material referenced in our emails or posted on our website.

Blueprints for World Government Docs A Truth Soldier
Attention all Regional Government/Sustainable Development researchers and others who are unaware of the dangers of regionalism and how it has been used to take away many of our rights guaranteed under the U.S. Constitution. The Mantooth Report, published for decades by Don Mantooth, a brilliant researcher and writer, warned Americans of the establishment through regionalism of a totalitarian government. This 1979 issue discusses legislation passed in D.C. and in Indiana and other states related to Gun Controls, Revenue Sharing, Law Enforcement, Mental Health Clinics, and many other controversial issues...

Tuesday, August 25, 2015

Documentation for all statements in this article is provided at the conclusion of this post.

Smoking Gun: Conclusions and Recommendations for the Social Studies, Carnegie Corporation, 1934, available at www.americandeception.com.



KILL S. 1787, the Full Service Community Schools Act Text - S.1787 - 114th Congress (2015-2016): Full-Service Community Schools Act of 2015 | Congress.gov | Library of Congress

Please take the time to read the entire bill. Take a look at just one requirement spelled out in this totalitarian, unconstitutional piece of legislation:

"(B) A needs assessment that identifies the academic, physical, social, emotional, health, mental health, and other needs of students, families, and community residents. [COMMUNITY RESIDENTS???] ABCs of DumbDown: The Greatest Christmas Present to America 2014

Call 202-224-3121 and demand that S1787 be killed before it gains traction.

In brief, in the opinion of this writer, the recommendations of Marc Tucker of the Carnegie Corporation included in this article, if carried out, in conjunction with passage of S. 1787 The Full Service Community Schools Act, will spell the end of the United States as we have known it. Here are a few words out of Tucker's mouth:

I propose to greatly strengthen the role of the state education agencies in education governance, at the expense of "local control," and of the federal government. In this plan, school funding would be the responsibility of the state, not the locality, and the distribution of state funds for schools would have nothing to do with the distribution of local property wealth. Thus the governance roles of the local districts, as well as the federal government, would be significantly decreased. Independent citizen governing boards would be eliminated. The line of political accountability would run to mayors and governors through their appointees. At the state level, the governance of the schools, higher education, early child- hood education and youth services would all be closely coordinated through the governance system. Though the role of the federal government would be curtailed, there are some very important national functions that must be served in a modern education system. I propose that a new National Governing Council on Education be established, composed of representatives of the states and of the federal government, to create the appropriate bodies to oversee these functions. [all emphasis added]

The agenda explained in this article is as lethal to our Constitutional rights as any proposal to change our Constitution which might result from a Constitutional Convention of the States aka Article V Convention, presently being called for by conservatives as well as liberals.

Why? All birth to death activities, programs, etc., included under S. 1787 (an education bill), could easily include family planning (abortion) mental health (brainwashing), leisure, land use, gun controls, etc. Once these community education services included in S1787 are transferred from the local level, through Tucker's proposal, to the state government level, to be run by and paid for by the state department of education's unelected council form of government, working with the corporations, it is curtains for America's constitutional form of government.

Tucker's Plan to abolish local control and funding at the local level and and move education to the state level, and S. 1787 (Full Services Community Schools Act) close the circle on dictatorship for the USA...a dictatorship carried out at the state level, in every one of the fifty states. Tucker's Plan is:

Russian & international education innovators, and the pinnacle of our work on mapping the future of education. Brief version of the Report is available for download at Global Education Futures Forum [http://www.edu2035.org/] and Global Education Futures Agenda by Pavel Luksha & Dmitry Peskov. [http://www.slideshare.net/PavelLuksha/globa-education-futuresagenda-en]

That is why the state departments of education must be abolished.

[Regional government (communism) calls for the above unelected council form of government. It is Tucker's plan; it is the UN Agenda 2030 agenda In September 2015, Agenda 21 Will Be Transformed Into The 2030 Agenda being put into the USA incrementally. [http://endoftheamericandream.com/archives/in-september-2015-agenda-21-will-be-transformed-into-the-2030-agenda] It is the final stage of the PPBS plan outlined by Mary Thompson in the article below. Do not fall for it!]

Republican Origins of Outcomes Based Education:

(the international system being implemented today for workforce training and brainwashing for global government (communism)

Isn't it interesting that it was under Republican Presidents that the PPBS/Skinnerian Outcomes Based education was implemented in all schools of the nation:

It was Republican President Richard Nixon who in 1974 appointed T.H. Bell as Commissioner of Education, and President Ronald Reagan who in 1981 appointed T.H. Bell as U.S. Secretary of Education. These two Republican administrations were responsible for the institutionalization of the Skinnerian/Pavlovian PPBS/MBO outcomes-based system, necessary for international workforce training and global government.

Here is some history regarding the outcomes/results/competency/performance-based Skinnerian dog-training system now in place in all state's school systems, something (the method no one is willing to talk about!)

Nationally-known education researcher, Mary Thompson, a couple of years before T.H. Bell took office under President Nixon as U.S. Commissioner of Education (1974), talked about the system since she was aware of the PPBS system and how it would affect American education by implementing a Skinnerian scientific behaviorist system necessary for the Soviet school to work system being implemented across the board in the U.S.A. It was under President Ronald Reagan that Secretary Bell funded the infamous UTAH grant which allowed the Far West Laboratory's William Spady to plan and "implement OBE in all schools of the nation", an unconstitutional act if there ever was one.

Hats off to Mary Thompson!

Be sure to read the following excerpts from Mary's speech before the Santa Clara, California Republican Women's Federation on June 11, 1972. Mary was one of the speakers at the first Exposing the Global Road to Ruin Through Education Conference, held in Dresden, Maine in August, 2012. Her presentation, one of 18 presentations, is also available at www.deliberatedumbingdown.com. You can listen directly to it by clicking on following link:

Mary Thompson-Created Classroom Chaos to Cyber Conditioning Disc 2

Here are excerpts from Mary Thompson's prophetic 1972 speech, taken from the deliberate dumbing down of america, 1999, a free download at www.deliberatedumbingdown.com:

pages 110-111

MARY THOMPSON, SECRETARY AND MEMBER OF THE SPEAKERS' BUREAU OF THE SANTA CLARA, California Republican Women's Federation, gave a very important speech regarding Planning, Programming, Budgeting Systems (PPBS) on June 11, 1972. Following are key excerpts:

When I was first asked to speak to you about PPBS (Planning, Programming, Budgeting Systems), I inquired whether it was to be addressed to PPBS as applied to education. I shall deal with it at the education level today, however you should remember that PPBS is a tool for implementing the very restructuring of government at all levels in every area of governmental institutions.

What is involved is the use of government agencies to accomplish mass behavioral change in every area....

PPBS is a plan being pushed by Federal and State governments to completely change education....

The accountability involved in PPBS means accountability to the state's predetermined education goals....

One leader of education innovation (Shelly Umans -- Management of Education) has called it "A systematic design for education revolution."...

In a systems management of the education process, the child himself is the product.

Note: the child...his feelings, his values, his behavior, as well as his intellectual development....

PPBS is the culmination of the "people planners" dreams....

Then in 1965 the means for accomplishing the actual restructuring of education was provided in the Elementary and Secondary Education Act (ESEA). President Johnson has said that he considered the ESEA the most significant single piece of legislation of his administration. Recall that it was also the same year of 1965 when the presidential order was given to introduce PPBS throughout the entire federal government. 1965 was the year which unleashed the actual restructuring of governmental processes and formally included education as a legitimate Federal government function....

PPBS is the systems management tool made possible by technology of computer hardware to affect the planned change....

In order to make an explanation of PPBS intelligible, you must also know that education itself has been redefined. Simply put, it has become the objective of education to measure and diagnose the child in order to prescribe a program to develop his feelings and emotions, values and loyalties toward predetermined behavioral objectives.... Drawing it right down to basics, we are talking about conditioned responses in human terms. Pavlov experimented on dogs!...

Taking each element of PPBS will show how the process is accomplished.


Planning phase (please note that the process involved with a systems approach is always described in terms of "phases") always includes the establishment of goals committees, citizens committees, needs assessment committees....

These are referred to as "community involvement." The committees are always either self appointed or chosen -- never elected. They always include guidance from some trained "change agents" who may be administrators, curriculum personnel or local citizens. Questionnaires and surveys are used to gather data on how the community "feels" and to test community attitudes. The ingeniousness of the process is that everybody thinks he is having a voice in the direction of public schools.

Not so... for Federal change agencies, specifically regional education centers established by ESEA, influence and essentially determine terminology used in the questionnaires and surveys. The change agents at the district level then function to "identify needs and problems for change" as they have been programmed to identify them at the training sessions sponsored by Federal offices such as our Center for Planning and Evaluation in Santa Clara County. That is why the goals are essentially the same in school districts across the country.

It also explains why three years ago every school district was confronted with the Family Life Education issue at the same time....

Unknowing citizens' committees are used by the process to generate acceptance of goals already determined. What they don't realize is that professional change agents are operating in the behaviorist's framework of thought and Mr. or Mrs. Citizen Parent is operating in his traditional education framework of thought. So, the local change agents are able to facilitate a group to a consensus in support of predetermined goals by using familiar, traditional terms which carry the new behaviorist meanings....

Another name for this process is Participatory Democracy, a term by the way, which was coined by Students for a Democratic Society in their Port Huron Manifesto to identify the process for citizen participation in destruction of their own political institutions....

Richard Farson of Western Behavioral Sciences Institute made a report to the Office of Education in Sacramento in 1967. He said it this way:

The application of systems analysis is aided by several phenomena that would be of help in almost any situation of organizational change. First, it is relatively easier to make big changes than to make small ones -- and systems changes are almost always big ones. Because they are big, it is difficult for people to mount resistance to them, for they go beyond the ordinary decision-making, policy-making activities of individual members of an organization. It is far easier to muster argument against a $100 expenditure for partitions than against a complete reorganization of the work flow....

Teachers, you have professional organizations to protect your professional interests. Use them to protect your personal privacy and professional integrity. Encourage organizations of teachers to take positions publicly in opposition to PPBS....

We believe the time has come to establish private schools to keep our children from falling victim to the behaviorists while there is still opportunity to do so.


The following post relates to my recent interview out of Utah regarding the role of the U.S. Department of Education, Utah officials, and others, in the deliberate dumbing down of America, the implementation of Lifelong Community Education through lifelong community education Text - S.1787 - 114th Congress (2015-2016): Full-Service Community Schools Act of 2015 | Congress.gov | Library of Congress [https://www.congress.gov/bill/114th-congress/senate-bill/1787/text]and the need to abolish all state departments of education RED ALERT RED ALERT RED ALERT #11 [http://abcsofdumbdown.blogspot.com/2015/08/red-alert-red-alert-red-alert-11_14.html]

Some history regarding Reagan Secretary of Education T.H. Bell:

The following text is taken from A Performance Accountability System for School Administrators by T.H. Bell (Parker Publishing Co.: New York, 1974). T.H. Bell served as Secretary of Education during President Ronald Reagan's first term in office, 1981--1985, and also served as Commissioner of Education in the U.S. Office of Education during the Ford Administration. Excerpts from the book follow:

The Need for a Management System Under the pressure of the free-enterprise system and the unremitting demand that large corporations earn profits and pay dividends to stockholders, management efficiency through orientation to results has led to development of management systems such as the one described in this book. Most of the successful corporations in the United States now use annually adopted objectives as a means of focusing the energies and efforts of managers on the attainment of goals that are widely known and broadly accepted. Although the problems of educational management are obviously quite different from those of the private sector, there is much to be learned from industry's systems approach in gaining more efficiency in educational management. The outcomes are quite similar. (p. 21)

Why Needs Assessments?

As a people, Americans have turned from a preoccupation with production and plenty to a concern for the quality of human life in this nation. We have moved beyond the point where production of the necessities for existence is a concern. We want a rich and meaningful life and we want equality of opportunity for all citizens. Drug abuse, juvenile delinquency, lack of respect for law and order, coping with environmental damage are all problems with which education must be concerned in this new era of social awareness and public concern for the success and happiness of all. These enormous demands call for systematic attention to the performance outcomes of the schools and colleges of the nation. Since we have so many problems and since our resources are limited, it is essential that we look at the performance of our educational institutions and establish a hierarchy of priorities.... We should seek to solve the problems that are causing the greatest amount of difficulty and unrest across the nation. We should seek to solve the problems whose solutions will both stimulate the economy and free the public from the burden of supporting citizens who are unable to support themselves. We must, in short, assess our educational needs before establishing our objectives and setting into action leadership and management plans. (pp. 32--32)

Use of Tests in Needs Assessments

The economic, sociological, psychological and physical aspects of students must be taken into account as we look at their educational needs and accomplishments, and fortunately there are a number of attitude and inventory scales that can be used to assess these admittedly difficult to measure outcomes....

Most of these efforts to manage education try to center in one place an information center that receives reports and makes available to all members of the management team various types of information useful to managers....

School management by objectives demands more use of educational tests and measures (pp. 33--35).

The Student and Staff Personnel Profile

A departmental or school student and staff personnel profile, constructed from needs assessment information, will provide information in greater depth than is typically found in most school or college operations. The characteristics of the student populations being served and the social, economic, racial, and ethnic make-up of the community or neighborhood must be weighed in making assumptions on performance expectations. An objective, expressed in anticipated performance results, must take into account the characteristics of the students, the neighborhood and community. (p. 42)

Humanizing Education

Many of our current problems of alienation and depersonalization are at least partly traceable to our emphasis in our schools upon giving and getting information and our neglect of the discovery of meaning and humanization. The committee writing the 1962 ASCD Yearbook listed common school practices that have depersonalizing and alienating effects:

The emphasis on fact instead of feelings

The belief that intelligence is fixed and immutable

The continual emphasis upon grades, artificial reasons instead of real ones for learning

Conformity and preoccupation with order and neatness

Authority, support and evidence

Solitary learning

Cookbook approaches

Adult concepts considered as the only ones of value

Emphasis on competition

Lockstep progression

Force, threat and coercion

Wooden rules and regulations

The age-old idea that if it's hard it's good for them

Until now we have been schooling to fit a "norm" of society. It's time to begin thinking of an education for every man. As defined by Carl R. Rogers, "The only man who is educated is the man who has learned how to learn; the man who has learned how to adapt and change; the man who has realized that no knowledge is secure, that only the process of seeking knowledge gives a basis for security." This clearly invalidates our conception of a successful student as one who simply graduates with a degree and a high grade point average -- a molded, shaped figure ready to slip away from life and learning into the split-levels and station wagons of suburbia. (p. 161)

[Ed. Note: There is no question in this writer's mind that this one man bears much of the responsibility for the deliberate dumbing down of our schools. He set the stage for outcome based education through his early support for systems management, management by objectives (MBO), and Planning Programming Budgeting System (PPBS). These systems later evolved into full-blown Total Quality Management/OBE, having gone through the initial stage of Professor Benjamin Bloom's mastery learning and ending up as William Spady's transformational OBE. Outcome-based or results/performance/competency-based education requires mastery learning, individualized instruction, systems management, and computer technology. Bell's earlier
activities in the seventies as U.S. Commissioner of Education -- including his role in supporting dumbed-down life role competencies for K--12 (See 1975 Adult Performance Level Study and 1983 Delker article) and Bell's testimony before Congress in favor of a U.S. Department of Education -- should have kept his name off any list of potential nominees presented to President Reagan. Concerns regarding this nomination expressed by Reagan supporters were proven well founded when Bell, in 1984, funded William Spady's infamous Utah OBE grant which promised to (and did) put OBE "in all schools of the nation"; spearheaded the technology initiative in the 1980s; predicted that schools would be bookless by the year 2000; recommended that all students have computers; and fired Edward Curran, the Director of the National Institute of Education, when Curran recommended to President Reagan that Curran's office, the NIE, be abolished. According to a former member of the Utah Education Association, who was a close associate of Bell's in the early 1970s, if the Senate Committee that confirmed T.H. Bell as Secretary of Education had read Bell's A Performance Accountability System for School Administrators, it is unlikely Bell would have been confirmed.]

And we wonder why Americans are dumbed down and have had most of their Christian values destroyed?

There is no way to cure the communist curse on this nation without understanding the who, why, when, where, and how of the unconstitutional activities perpetrated by the U.S. Office of Education, U.S. Department of Education and the state departments of education which receive up to 80 percent of their operating budgets from the U.S. Dept. of Education.



The following information underscores the importance of this blog's call to defeat ALL ESEA Reauthorization legislation. In case you think that this debate is just simply about "education" or only concerning "Common Core," the following paper by Marc Tucker should dispel that myth. He has written an article "Governing American Education: Why This Dry Subject May Hold the Key to Advances in American Education." [https://www.americanprogress.org/issues/education/report/2013/05/14/63130/governing-american-education/]

Tucker is calling for a total restructuring of America's form of government. This is the BIG PLAN for education reform -- coming from the Left and the Right. This PLAN will replace representative government with non-elected councils that are unaccountable to taxpayers, parents, voters and citizens. Previously we wrote about Reed Hastings of Netflix [https://www.youtube.com/watch?v=iBMNllBviQU] and his similar call for a total elimination of local school boards ("Charters Kill True Choice"). [http://abcsofdumbdown.blogspot.com/2014/09/charters-kill-true-choice.html] We also wrote about the New Orleans "governance" experiment ("The Deliberate Dumbing Down of the Village") [http://abcsofdumbdown.blogspot.com/2014/07/the-deliberate-dumbing-down-of-village.html]

Marc Tucker (of Carnegie's National Center on Education and the Economy -- see ("Marc Tucker Dear Hillary Letter") [http://www.theroadtoemmaus.org/RdLb/21PbAr/Pl/Tucker-Hillary.htm] has finally come out of his box... and expects Americans to go along with his unconstitutional recommendations which dovetail with the call for tax-funded school choice/charter school proposals found in all ESEA Reauthorization legislation this blog has been going up against for the past three months and, will implement the most recent legislation S1787, Full Service Community Schools, which, if passed, will move all services (computer data collection on all Americans birth-death, health, mental health, labor, school to work, transportation, housing, leisure (recreation),etc. to the state level as well, since they come under the community education umbrella, run by unelected council!


For proof of Carnegie's 1934 plan, go to www.americandeception.com and type "Conclusions" into search engine where you can read Carnegie Corporation's 1934 book entitled "Conclusions and Recommendations for the Social Studies."

Carnegie Conclusions and Recommendations
"Conclusions and Recommendations for the Social Studies", funded by the tax-exempt Carnegie Corporation of New York, published in 1934, is the most important report ever written on the future of American education. All its recommendations and its philosophy are an intrinsic part of education in the United States today. Professor Harold Laski, a philosopher of British socialism, said of this report: "At bottom, and stripped of its carefully neutral phrases, the report is an educational program for a 'Socialist America'. One excerpt from this important report reads "The implications for education are clear and imperative: (a) the efficient functioning of the emerging economy and the full utilization of its potentialities require profound changes in the attitudes and outlook of the American people, especially the rising generation--a complete and frank recognition that the old order is passing, that the new order is emerging, (pp. 34-35)...

Excellent speech by Augustus Rudd delivered Sept. 15, 1948 before the National Society of New England Women, N.Y. Rudd provides an overview of major subversive forces involved in educational propaganda in colleges and public schools. His research covers the first part of the 20th century and includes the role of the "Building America" textbooks stating their intent is to undermine the principals essential to our form of govt. Covers trips by American educators, including John Dewey, to the Soviet Union, under auspices of Teachers College, Columbia University. Also deals extensively with role of Carnegie Corporation and its "Conclusions and Recommendations for the Social Studies", 1934 which call for the schools to lead the way towards a socialist America...

More great articles:

Don't forget that the President of the Carnegie Corporation, David Hamburg, signed the extensive education agreement with the Soviet Academy of Science in 1985 at the same time President Reagan signed the extensive agreements with USSR President Gorbachev to merge the two nations' education systems. Soviets in the Classroom... America's Latest Education Fad

Please click on the following links which prove TREASON against the United States as we have known it!

Related Links:

Be sure to read 34-year professional public school educator's latest book related to the accountability system discussed in this post.

A retired educator of 34 years, A. Patrick Huff, Ph.D. saw firsthand the domination of testing in today's public schools. This together with the unrealistic mandates of No Child Left Behind law led him to write The Takeover of Public Education in America: The Agenda to Control Information and Knowledge Through the Accountability System, a look back into the history of how the system developed into what we have today and peels the curtain back to reveal what is crippling the schools across the country.

The Takeover of Public Education in America

Also click on Dr. Huff's important videotaped presentation at the first Exposing the Global Road to Ruin through Education conference in 2012.

Patrick Huff: The Prison of the Accountability System - Disc 2

ABCs of DumbDown: The Smoking Gun!


ABCs of DumbDown: The Greatest Christmas Present to America 2014


ABCs of DumbDown: The Deliberate Dumbing Down of the Village

ABCs of DumbDown: "Birds of a Feather Flock Together"

ABCs of DumbDown: "Community Education"

ABCs of DumbDown: Community Education & UN Agenda 21

"Governing American Education: Why This Dry Subject May Hold the Key to Advances in American Education."

Text - S.1787 - 114th Congress (2015-2016): Full-Service Community Schools Act of 2015 | Congress.gov | Library of Congress

"A nation can survive its fools, and even the ambitious. But it cannot survive treason from within. An enemy at the gates is less formidable, for he is known and carries his banner openly. But the traitor moves amongst those within the gate freely, his sly whispers rustling through all the alleys, heard in the very halls of government itself. For the traitor appears not a traitor; he speaks in accents familiar to his victims, and he wears their face and their arguments, he appeals to the baseness that lies deep in the hearts of all men. He rots the soul of a nation, he works secretly and unknown in the night to undermine the pillars of the city, he infects the body politic so that it can no longer resist. A murderer is less to fear." Marcus Tullius Cicero

Civic Literacy Report - American Civic Literacy 2011 Report
How Civic Knowlege Trumps a College Degree in Promoting Active Civic Engagement

Social Justice In America?
Oct 14, 2017 Read More Articles by Karen Schoen (https://newswithviews.com/author/karen/)

Over the past several weeks I have been taking classes to become a Certified Textbook Analyst? Why you ask? Based on the incidents in America today, I realized that no one actually monitors what our students read. This quiz in WY suggests that shooting POTUS was the correct answer.

The Florida Department of Education is not paying attention to the material given to our students. Textbooks are filled with errors. The other states have the same issue. Who monitors what the students read in school?

Today they learn that social justice is more important than anything else. But what is Social Justice? Do they know? Can they tell you?

Social justice, the UNESCO Marxist, ideology is now taught in the American classroom. Social justice supports equality and solidarity in a society based on the group to which you belong. Groups are then divided, told they must fight for their rights. Sadly this division is used to destroy conversation, create class warfare, and keep the populace divided. Divided groups will never realize they are all fighting for the same thing which already had been guaranteed by the constitution. So why the fight? MONEY. Nothing brings in more cash than racism.

So we are all on the same page, Social justice is based on the concept of human rights and equality and involves a great degree of economic affairs in which equality of outcome means all people having the same wealth. If wealth is not equal then the government has the right to take from one and give to another. The government has no problems making demands and mandates with penalties if you do not comply -- Imagine if every policy was mandated like Obamacare?

Social Justice is a founding principle of various forms of socialism, communism progressivism, Marxism , etc. and cooperative economic organization, through progressive taxation, income redistribution or even property redistribution. Our American founders realized that division will destroy the society, so in the constitution they used words like ALL, We the People. Unfortunately "ALL" is no longer taught so each individual group feels, their group is special and they must have... These groups usually represent less than 5% of the population, but they are backed up by the media and Hollywood. The noise of unfairness is loud. Facts are omitted and groups are pitted against each other. If schools taught the facts, students would learn that in America ALL means ALL. Unfortunately, that can never happen because if "All was All", people like Sharpton would be without a job and donors.

Notice there is no need for students to know how to read, write, do math, science, learn American history learn about America's greatness, Bill of Rights or Constitution. Instead as long as they can communicate the values of social justice and regurgitate that blacks are oppressed because... Latinos are oppressed because etc...., they pass. Grading can not make one student exceptional because others will feel bad, now they pass or fail based on attendance. Standards have been sufficiently lowered so all will feel included regardless of effort. I am real excited about going to a doctor, or mechanic who's standards were lowered. No wonder business can't find competent workers.

Rioting and destruction of property is part of their training. These mostly paid operatives are trained in rioting and destroying property because they own nothing and could care less about property especially yours. All they know is that you are evil and evil must be destroyed at all cost.

Jack Chambless, Economics Professor, Valencia College, Orlando wrote to the The Orlando Sentinel, on The American Dream. His students had to write an essay explaining their definition of the American Dream and what they expected the federal government to do to help them achieve their version of this dream.

"When contemplating the role of Washington, D.C., in helping them achieve their goals in life, my students -- most of whom were educated in America's public schools -- wrote that they wanted government to "pay for my tuition," "provide me with a job," "give me money for a house," "make sure I get free health care," "pay for my retirement," "raise taxes on rich people so that I can have more money" and so forth.

One student who thought her American Dream could be best achieved with more government regulations went so far as to say, "We all know that there are many bad side effects when regulations take place, but as human beings, we are not really responsible for our own acts, and so we need government to control those who don't care about others. It makes sense that our freedom is reduced every day with the new regulations." Sadly this has gotten worse. Today students are not being able to process any information they deem as derogatory. They need special safe spaces to feel secure. So sad. America's youth become victims of everything because the theme "we are not really responsible for our own acts." is played from K-16. They are taught, "to apologize is weakness". To show wrongdoing is weakness. Therefore blame everyone else. With Hillary as their example, how could they lose?

As a retired teacher, with a Masters Degree in Liberal Studies, I was not surprised at what students wanted. But I doubt if any of the students or parents actually understood what they were asking for in their dream. Government control comes with a heavy price. Life does not continue along the same path we are accustomed to today. It changes drastically. The first missing piece is freedom of choice. The only choice available is one sanctioned by the government.

In countries with government handouts: You own nothing. YOU will go to your government approved apartment (flat), in your sustainable development with government approved clothes, eating your government approve food, going to your government approved job on your bicycle. Traveling without permission is out. Healthcare is controlled by the government. Your electricity, energy and food will be rationed. All services are mediocre. Your only purpose in life is to work for the government or a government sanctioned business.

Common Core has brought us a National Data Base. Your children are asked to "tell all in school": how much you smoke, eat, drink, have a gun, political associations, friends, sexual orientation. All of this information is reported into the National Data Base. This information will "follow your child" from cradle to grave. Children are prompted that what goes on in school stays in school and school is their new "Family". Do you know what your kids are reading in school? Do they share school stories with you?

According to the CCS Mandate for the National Data Base Teachers are required to enter the students profile daily. Kids talk in school. What will your child tell the teacher, their new mentor? Social justice supports equality and solidarity in a society. (All wealth must be equally distributed.)

Do students really understand Social Justice or do they think they are joining another social network. Do they understand their new life? Let's see how this social justice equality will work on the middle class family used to making their own decisions.....

What if the socialist utopia was followed in America? What would American society look like? Let's take a peek...

What if: Your Government has determined you have accumulated more wealth than your neighbors. That is not acceptable as the requirement of social justice demands wealth must be shared. You will be required to share your wealth to make room for other less fortunate families. In preparation of implementing Social Justice, you will now follow UN guidelines of 400sq ft for housing. If your home is bigger then you will be required to register all bedrooms in your home.

Your child will also register this information on the National Data Base required in the CCS program. This information will be stored on the National Data Base program and will be shared with all government agencies (for your protection) to monitor your compliance with the program.

Your family can occupy 1 bedroom. Each of the other bedrooms will be assigned to another family. This program is open to all residents legal or illegal, working or not. You will be required to clothe, feed, educate, provide shelter, transportation and medical attention to all people living in your home.

Your family can only have 1 car which you will be unable to drive because fuel will necessarily skyrocket. You will be required to redistribute all other cars to those living in your home.

You will register your income so it can be divided equally among those living in your home. Under NO circumstances will those living in your home be required to pay or assist in any services required for the upkeep of your home. They are not obligated to you for any reason, it is just your obligation to pay for them since you and accumulated too much wealth and wealth must be shared equally. They also will have the right to report you to the government if you, in any way offend or make requirements of those in your charge. Your doors must be open to government officials for inspections at any time without notice.

Once the registration is complete, you will transfer ownership of your home or business to the state. The UN says that Private Property is prohibited under a social justice program. Do not worry your child will be able to add to this registration in the national data base required in school.

If you need any references as to how this program works we refer you to those models of implementation of Social Justice in Cuba, Argentina, Venezuela, Hitler's Germany, Stalin's Russia, Hungary, China and Poland.

If you feel that you have been selected unfairly, then contact your representative and tell them that you live in the Constitutional Republic of America not the Communist Republic of America. Demand that communist/socialist programs be removed from the schools. Demand that the Bill of Rights, American exceptionalism, nationalism, history, civics, economics be returned to the curriculum. Teaching social justice is un-American and conflicts with the US constitution. Maybe when the Constitution is taught, talk show hosts won't believe our rights come from the Government.

JFK, Inaugural Address 1961, "The rights of man come not from the generosity of the state but from the hand of God."

Only you can stop the spread of Communism in America.

Not to speak is to speak, not to act, is to act.

What can you do?

Run For Office. Support people not parties.

Volunteer to lobby your legislators.

In Florida, Contact Joe Rosario for details 786- 651-6947

Transportation provided all we need is you...

Go to school board meetings. What are the kids reading?

Textbook reviewers are needed.

New Florida Law lets residents have input in textbooks and curricula.

The CCS/Florida Sunshine State Standards advocates are furious.

Textbook reviews can go to school boards, and lobby legislators.

Join FloridaCitizensAlliance.com

Roy White from Texas is conducting the training for the textbook reviewers.

Please tell volunteers to email Roy to sign up for on-line classes.


Problem? call 214.924.9033

Unsure of anything, call me, 954-864-0530 or email kbschoen@bellsouth.net

Make flyers. Spread them in your neighborhood. Contact the media, your legislators, your friend and neighbors, your Governor, Local, State and Federal Legislator, Dept of Education and School Board.

Join their groups. Get to know the opposition. You can always find common ground for something. Remember to define the words before you enter into that conversation. Ask questions. Do not make derogatory statements. Make them "show you or explain to you".

Listen to American Freedom Watch Radio, every Tuesday from 8-10 PM EST

Call in to hear the show 347-857-4364

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2017 Karen Schoen -- All Rights Reserved

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America for sale
May 24, 2016 Read More Articles by Karen Schoen (https://newswithviews.com/author/karen/)

Key to success is Buy Low Sell High. How many times have we heard this? This is the basis of making a profit. A concept that used to be taught in our economics classes in school.

Today we work on the principal of Lenin ""The Capitalists will sell us the rope with which we will hang them." Money is the driving force running America today with the assistance of the governing elite self proclaimed leaders.

There is just one problem. According to the US Constitution, NO LONGER TAUGHT IN SCHOOL for this reason, the resources and land of America belong to the America people. There is not one government agency, with any authority, to buy American land and resources and sell it to foreign countries and corporations. Yet this has been going for decades. This fraudulent practice will be escalated under the TPP. How does it work that these Government and non-Government agencies get the land and resources to sell? Answer: By using fraudulent practices, lying to the people.

Follow with me and I will give you the playbook how to level and sell America.

1. Institute Political Correctness and demonize anyone who objects. Demonize encompasses: loss of job, loss of reputation, loss of property, and savings, massive law suits. Forced political correctness is a violation of the First amendment to the Bill of Rights.

2. School: These students become legislators and government workers.

a. Eliminate America's exceptionalism, pride, values, nationalism, [http://www.oldthinkernews.com/2018/01/16/soros-pledges-renewed-fight-against-dominant-ideology-of-nationalism-says-eu-on-verge-of-breakdown/] individualism from all school curricula. They have been taught from pre-K and up, America is evil, you are worthless, you can not make decisions, you only have rights and permission to exist from the government. Government becomes God.

b. Eliminate factual information replaced by value driven information. Facts are truth. Values are opinions changeable by the whim of the government. Eliminating truth eliminates the ability to communicate since nothing is real, there is no common thread to bind Americans together.

c. Eliminate individualism and replace it with collectivism creating protected classes. The Constitution says We the People, and guarantees We the People equal rights. There is no need for protected classes; unless you're motivation is to create victims, divide the people and get rich collecting donations.

d. Eliminate individual ownership of business, land, resources. Ownership creates wealth. Only the government can have wealth. Sustainability programs eliminate individualism for lies. As Gina Ma Carthy (EPA) said, We regulate. It doesn't matter if the program does anything as long as we gain control.
Once a child hears this program (which is really communism) from the time they enter school until the time they leave, America is lost forever. A President Trump can give all control of education back to the states but if the curricula and methodology of education is not changed, nothing will change.
3. All School programs are reinforced by Hollywood, the media and GRANTS. We are living proof that the desired results, a dumb populace, insures legislator they have free reign to plunder. As one congressman put it, 'Voters are incredibly ignorant and know little about our form of government and how it works,' the anonymous Congressman writer claims.

'It's far easier than you think to manipulate a nation of naive, self-absorbed sheep who crave instant gratification.'

And the take-away message is one of resigned depression about how Congress sacrifices America's future on the altar of its collective ego. Read more.

4. Once government training is complete in school, and these bobbleheads learn how to get elected by lying. The ignorant populace is fooled again. Read more.

School curricula and method of training is the common denominator. Every American at some time in their life has been involved in a school setting. The indoctrination can be seen today just by the make up of this election. Half the population will vote to give up freedom -- after all if you don't know what freedom is, then it is easy to give it up for the promise of free stuff. No one ever asks who is paying for this? No one cares. The population lives in the moment, no history, no thoughts of future consequences -- never learned in school. Instead, they must live for today as long as I feel good, it must be good. Seniors, we have failed our one job: To leave the future generations better off than ourselves.

In order to feel good, we buy into the lies instead of questioning the results of the lies. Obama lies, Clinton lies. Obama destroyed what was left of America and Clinton will continue his failed policies. Clinton will continue with massive corruption, creating crushing policies, selling American assets to the highest bidder. She sold uranium mines to the Russians who now own 20% of America's uranium. Clinton has no problem getting her connections of donors to do her bidding. If you call yourself a conservative and stay home this election, YOU ARE THE PROBLEM.

The Clinton Foundation received millions from investors as Putin took over 20% of US uranium deposits.



Will anyone question or will they just vote the way they did in the past? The plunder of America's resources will continue as long as Americans remain ignorant. Americans will remain ignorant as long as the curricula remains the same. Ignorant about:

1. unconstitutional treaties like UN Agenda 21 (Bush), NAFTA, GATT, TPP
2. use of the unconstitutional Endangered Species Act by withholding water from hundreds of farmers to favor a fish devastating the California farming industry endangering American produce, or
3. the unconstitutional Bureau of Land Management jailing and or killing ranchers in order to steal their property, or
4. NOAA determining that most American fish are off limits due to fictitious limits, or
5. EPA regulating coal out of business just because they can, or
6. Dept of Interior refusing to give oil companies permits.
7. DOJ Lynch making LGBT more important than the safety of American women and children.

8. DHS determining that seniors and veterans are domestic terrorists
9. Governors selling land and businesses to foreign corporations who bring their own workers
10. The UN and foreign countries dictating laws to supersede the US Constitution.

The list is vast and will continue to eliminate freedom, liberty and the pursuit of happiness as long as Americans remain ignorant. So I ask you, if President Trump returns education back to the states and local communities, will you review the curricula and reinsert America, God and Family or will you think you have done your job, elected the fixer and do not have to pay attention? If not you who? If not now, when?

Subjugating America
Jul 09, 2016 Read More Articles by Karen Schoen (https://newswithviews.com/author/karen/)

What do Orlando, San Bernardino, Charlotte, Sandy Hook, Ft Hood -- all have in common? If you said, " The cry for gun control" You would be correct. [False Flags by the government so that they could call for gun control.] If you said, "They are all in Gun-Free Zones." You would be correct. Will any of the gun control measures in Congress stop future terrorist attacks? Hell NO!!! But the measures WILL increase the danger for average Americans. Why are legislators doing this? In order for the victors to steal the spoils (your stuff) -- you must be disarmed. In order for the government to control YOU, you must be disarmed. In order for YOU and your family to be forced into slavery, YOU must be disarmed!

The History Channel did a great series on Barbarians and Ancient Rome. What is the first thing a victor does?

They disarm the losers, plunder their stuff and make them slaves. Could this be why history is no longer taught in school? Could it be we would discover their strategy as they continue the same procedure over an over: Just as in Ancient times FEAR is used to create the crisis so people will scream for controls, The government then can use massive regulations to suppress opposition and control the people. Patriot Act anyone?

This is the playbook followed by all gun control advocates. You must learn history. If we allow gun control, WE ALL LOSE. Remember, gun control advocates like Hillary are willing to have Americans killed...if it means you will lose your gun rights! Life has little or no meaning to them. Just listen to them scream for gun control, then ask, "would this Bill have made a difference in the Attack?" The answer is always the same, "NO". Gun control advocates want our silence and will go after Free Speech. They want our stuff and will go after our guns. They are already doing it. We need Amendment 2 to protect Amendment 1.

Matt Drudge: The Death Of Free Speech Is Happening Now... World Leaders Meet With Tech Giants To Launch Planetary Censorship

Revealed: Intel's Secret Microchip That Can Take Over Your PC

On September 25, 2013, John Kerry signed the UN Small Arms Treaty, which was NOT RATIFIED by the SENATE as per the Constitution. This administration follows its own laws, POTUS has his PEN and PHONE while political correctness silences dissent. America has a Congress that takes aim at Americans, not terrorists. Make no mistake, Ryan and Congress can stop any unconstitutional Executive Order, but they will not. Instead, they take aim at Trump and Americans. Time to vote ALL of the traitors in congress aka legislators -- OUT.

The UN Treaty and the media propaganda always claim, "In the interest of national security..., In the interest of public safety..., For the common good." BS, it is for their OWN good. They cannot control America unless we SURRENDER our guns and SUBMIT. According to this UN Treaty, only the government can have guns.

In Executive Order 13603, by declaring an emergency, Obama's "civilian army as strong as the US Military" can come on your property and take whatever he wants: YOUR food, YOUR guns, YOUR property. FEMA is being used and trained to become Obama's civilian military. Where is Congress? Bohener, Ryan and Congress think: this is great! WE will keep our jobs. No wonder they hate Trump. They are fearful of their jobs. Will you be a boss and say, "You're Fired?" Or do you think when all you have left for protection are pots and pans, (read about the Warsaw Ghetto in WWII) -- the government will save you? Will your sheriff or police protect you? How does that work when law enforcement shows up AFTER the crime was committed? or perhaps in the future will they say, "just following orders m'am," as UN troops plunder your stuff and terrorize your family?

This is an election year, ask the right questions and remember every elected official IS SILENT against this administration, as our rights and freedom quickly erode. Time to say YOU'RE FIRED!

Remember this Congress insinuated to Obama: "You're Black so we will not impeach you because we will be called Racists." "You can use your Pen and Phone and go out on a spending spree. We will fund all of your social programs otherwise we will be called out for shutting down the government." Where are the leaders? Oh I see them now, they are running to those pesty Town Halls. Must be an election year, I guess they need votes.

"Not to worry folks", FEMA will say, "We just want to flag the people on the No-fly list." Really, who decides whom is on that list? How many of us are on the Southern Poverty Law Center (SPLC) terror list? I am proudly #1 on the Florida list but now will FEMA determine that I can not protect myself? How many were targeted by the IRS? Are we to give up our guns, "For the PUBLIC Good." while waiting to be shot by a terrorist? What comes after guns?"

We are seeing the Federal nationalization of our National Guard, municipal, local and state police, and the distribution of military equipment throughout America by FEMA and DHS. All the while distribution of firearms and assault weapons flow freely to terrorists in Libya, Mexico, Syria, etc. Compliments of the Iran Deal, many countries like Cuba are getting arms from Iran.

As America's kindergartners are suspended for toy guns, poptart guns, or mentioning guns, ISIS kindergartners are being trained how to use AK's and assault weapons. Who wins that war?

As the world arms-up or is armed by American tax dollars and our borders are open, Americans are supposed to lie down and give up their guns? I DON'T THINK SO. Why am I to give up my gun when this administration lets criminals out of jail, releases terrorists from Gitmo and allows cartels to take root in America. Someone please ask Hillary. All you Trump haters, are you giving up your guns to Hillary? She can't wait.

Just months after Department of Homeland Security advisers claimed "the threat from right-wing extremists domestically is just as real as the threat from Islamic extremism," DHS Secretary Jeh Johnson is now suggesting his department should be in charge of implementing gun control. What is wrong with that picture? Will Loretta Lynch now suggest everyone "LOVE right-wing extremists?" Will my name be removed from SPLC terror watch list?

Read more at Give up your guns? Drudge takes on DHS: 'You go first!'




Remember the UN Globalist Goal: Money, Power, Control

Gun Control Advocates NEED a CRISIS to create a problem only they can solve. Then they get to restrict your rights. The border is open. They don't care. Squashing another attack will enable more restrictions. No security system will work if the doors and windows are left open.

It is CRITICAL for terrorists to be on American Soil to fit the Agenda. It is important for terrorism to thrive on American soil -- to implement the Agenda, which is full gun elimination. We all know Hillary is a liar. Can't you see her congress. They will say, "sure Hillary whatever you want after all we can't impeach you or we will be accused of being chauvinists. We can't have a war with women. What will the media say?" As a result:

1. POTUS can write gun restricting EO's, Hear Democrats scream -- so their constituents think they are working. Dems had the full House and Senate from 2008-2010 and did nothing about guns. Now they "sit in." for window dressing.
2. Americans must be divided and marginalized so they are easier to control.
3. Bad America is the dialogue while propaganda and political correctness are used to suppress the truth. Instead we hear that the shooter is a crazy, a mental case with a host of syndromes to follow, a lone wolf (no such thing and they should be call lone cowards. Wolf gives them honor a coward does not.) We must feel sympathy for the poor confused shooter. All terrorists need is love!!!! Using that theory Loretta, you must LOVE the right wingers.
4. Creation of more gun- free zones giving terrorists better targets.
5. Promoting victimhood, hatred, Evil America and Islam (as the one true religion) are taught in American Schools resulting in citizens becoming victims hating America.
6. "Legitimize SPLC" by this rogue administration and a Department of (In) Justice. who cites terror is, "organization via the internet," one can bet this new "alliance" will have tremendous influence over the FCC to "curb" and "control" more internet content by censorship and infringing on freedom of speech. This "collusion" against conservative America, Christians, patriots, veterans and other groups is blatant, unapologetic, intentional, and set to "force" subjugation.

The Obama administration clearly brushes off Islam and Muslims as terror threats instead they designate 72 groups of individuals as potential "domestic terrorists" while scrubbing all mention of Islam and Muslims.

In fact, Obama and his stooge administration are so confident in their designation of these groups as terrorists, they are joining hands with the United Nations to "allow international police agencies to help program how American cities respond to terrorism." Despite its unconstitutional nature, Obama and Attorney General Loretta Lynch are all but cheering to enforce tyranny, despotism and eradication of individual God-given constitutionally guaranteed rights of groups and individuals designated as "domestic terrorists." They will use any means necessary to justify the end -- the destruction of America. All the while, Congress continues in its complicity of these travesties sucking on their thumb as they wait for their "bottle" from Obama.

Will you go to town and county meeting to demand your rights be protected by the people you elect? Will you help educate your legislators? Do you recognize that love him or hate him Donald Trump is the only one who will protect American's rights? Hillary is part of the administration that create ISIS. Do you think she will change anything? Today there is more of us than them. But that is only today.

If not you, WHO? If not now, WHEN? We will not comply, will you?

2016 Karen Schoen -- All Rights Reserved

Do Conspiracies Exist?
Oct 24, 2017 Read More Articles by Ms. Smallback

According to the 1828 Webster Dictionary, a conspiracy is:

A combination of men for an evil purpose; an agreement between two or more persons, to commit some crime in concert; particularly, a combination to commit treason, or excite sedition or insurrection against the government of a state; a plot...

The CIA and their ilk have done a tremendous job of maligning the term "conspiracy" to give it a rather negative connotation to the American public. Today to speak of a conspiracy, images of uneducated misled persons in tinfoil hats are conjured in sophisticated minds properly conditioned by the rhetoric. In fact, this conditioning is so prevalent that there is a stigma to actually admitting one does not believe the mainstream narrative and, heaven forbid, one has actually sought truth apart from the narrative.

For example, in 1953 a special investigative committee was appointed by Congressman Carroll Reece of Tennessee to investigate tax-exempt foundations. An allegation of a conspiracy to subvert American education with counter-American principles through tax exempt foundations was made and a subsequent congressional investigation called for. Mr. Norman Dodd was appointed the Director of Research, and the findings were published in "The Dodd Report to the Reece Committee on Foundations".

[This report can be obtained with some effort. It is a public report and an alleged public record. But I found some difficulty obtaining it from my limited resources. I finally obtained one that started at page four of the report. I'm sure FOIA applications can be made for it. It is copyrighted 1954 and published by the Long House Inc. of NY. It's Library of Congress Catalog Card Number is 54-11186.]

When the report set out to define its search, it referred to some studies detailed in The Economics of the Public Interest. A damning summary is found on page six and I will quote it below:

These original studies of the "public interest" disclosed that during the four years, 1933-1936, a change took place which was so drastic as to constitute a "revolution". They also indicated conclusively that the responsibility for the economic welfare of the American people had been transferred heavily to the Executive Branch of the Federal Government; that a corresponding change in education had taken place from an impetus outside of the local community, and that this "revolution" had occurred without violence and with the full consent of an overwhelming majority of the electorate.

Before I go on, let me break it down. There were allegations and concerns that tax exempt foundations were using their monies to change the educational system in America so to redefine America itself and to subvert it to another agenda not found in the Constitution. The six month research found these allegations to be TRUE and posted them in their 1954 Dodd Report. And then Congress did nothing with it, in a sense, endorsing the continuing subversion of American education and ultimately, America.

So what we have here is a conspiracy. There was a conspiracy to alter America fundamentally and the vehicle decided upon was the educational system. This is not a conspiracy theory, this is a conspiracy. The research and findings conclusively agreed that this conspiracy had occurred and was occurring. Yet what mainstream America projects is that there is no conspiracy to subvert the foundations of America -- that this is all conjecture and "conspiracy theory". This is maddening to those of us who actually do the digging to understand the root issues and find the truth. We're labeled "conspiracy theorists" and dismissed as irrelevant.

In fact, in 1976 (twenty years later), Mr. Dodd gave a speech in DC in which he retold a conversation he had with Rowan Gaither, the President of the Ford Foundation at the beginning of his investigation. Mr. Gaither told Mr. Dodd, "...we operate here under directives which emanate from the White House." He then elaborated on what those directives were, "The substance of the directives under which we operate is that we shall use our grant-making power so to alter life in the United States that we can be comfortably merged with the Soviet Union."

Now you tell me why the Executive Branch of the Federal Government was giving directives to foundations to alter life in America to merge with a communist society? On page seven of the Dodd Report additional findings of their investigation outline the following purposes:

Directing education in the United States toward an international viewpoint and discrediting the traditions to which it [formerly] had been dedicated.
Training individuals and servicing agencies to render advice to the Executive branch of the Federal Government.
Decreasing the dependency of education upon the resources of the local community and freeing it from many of the natural safeguards inherent in this American tradition.
Changing both school and college curricula to the point where they sometimes denied the principles underlying the American way of life.
Financing experiments designed to determine the most effective means by which education could be pressed into service of a political nature.

So right there you have black and white evidence of a system designed to subvert the traditions of America to such a point they will turn the very nature of "education" into a political vehicle to achieve their goals of transforming America into a communist-like nation.

The report goes on to attempt to research and answer the questions asked by Congress in H. Res. 217, which are outlined on page eight of the report. To answer those questions the committee studied "the development of American education since the turn of the century and of the trends in techniques of teaching of the development of curricula since that time." (pg. 8, Dodd Report) The rest of their report outlines their findings and answers those questions.

In Dodd's conclusion on page 15 he states, "It seems incredible that the trustees of typically American fortune-created foundations should have permitted them to be used to finance ideas and practices incompatible with the fundamental concepts of our Constitution. Yet there seems evidence that this may have occurred."

To sum up the conspiracy of a body of persons conspiring to commit treasonous acts against the Constitution of America, and ultimately against America, Mr. Dodd, in his 1976 speech explained that during his research on this committee, his committee members were given access to the Minute Books of the Carnegie Endowment for International Peace to peruse for their research. Mr. Dodd sent a member of his staff to New York to go through the records. He brought back to Mr. Dodd dictaphone belts with minute notes of their Trustee meetings. In 1908 meetings they raised the question of how to alter life of an "entire people". They discussed this for about a year and concluded that war was the quickest way to alter the way of life for a body of people. They then asked the question of how to involve the US in a war and came up with the answer of controlling "the diplomatic machinery of the United States." When they brainstormed on how to do that, they surmised, "We must control the State Department."

Is this not treason?? Was this not a conspiracy?

Continued reading of the minutes found that in 1914 the Trustees discussed the issue of Americans reverting back to their former way of life (and thinking) after war, and they did not want this outcome. So after discussion, they determined to keep that from happening they "must control education in the United States." These people then formulated their plan for altering and controlling education in America.

They began with a plot to change the way American history was taught. They approached three key historians with their agenda and were rejected. The historians would not go along with it. So they formed their own group of historians by using the Guggenheim Foundation. [Now are you seeing how tax-exempt foundations were used to subvert America?] They used the Guggenheim Foundation to recruit new scholars in the field of teaching history and gave them fellowships to study in London under their directives. Within a decade or two, they had groomed the top national historians to do exactly what they plotted, and history in America's educational system transitioned accordingly.

The Dodd Report goes on to demonstrate the transition to "Social Engineers" from the Social Sciences. It points out that the outcome of this program is to trade objectivity in science for "techniques of control". It goes on to suggest "that our traditional concept of freedom as the function of natural and constitutional law has already been abandoned...." (pp. 12-13)

I'd love to continue on of the ills to America that followed, but that is not the purpose of this paper. The purpose is to outline that conspiracies abound in our nation and world, and they are more than theories. The purpose is to challenge the status quo and the rhetoric of a bought and paid for media that includes Hollywood personalities, large corporation heads, politicians and the like.

The evidence has been both hidden and exposed, but seems to be relatively dormant for lack of attention. In 1954 Senator William Jenner plainly depicted the idea of a "Deep State" when he said,

"Today the path of total dictatorship in the United States can be laid by strictly legal means, unseen and unheard by the Congress, the President, or the people. Outwardly we have a Constitutional government. We have operating within our government and political system, another body representing another form of government -- a bureaucratic elite."

Was Mr. Jenner merely speaking of theories of conspiracies?

It's not that a one world government is an agenda for a group of growing individuals; it's that there is a conspiracy in the highest ranks of power and money to strip America of its sovereignty and place it under an international rule, ruled of course by an elite ruling class. And it's not even a theory. They have proudly owned it. David Rockefeller wrote it in his Memoirs:

"Some even believe we are a part of a secret cabal working against the best interests of the United States, characterizing my family and me as 'internationalists' and of conspiring with others around the world to build a more integrated global political and economic structure -- one world, if you will. If that's the charge, I stand guilty and I am proud of it."

When Americans begin to understand the truth and actuality of this plot, so much of the staged events in our nation begin to make sense. They can be traced back over a hundred years, as Norman Dodd's research evidenced. Consider New York Mayor John F. Hylan's words in 1922:

"The real menace of our republic is this invisible government which like a giant octopus sprawls its slimy length over city, state and nation. Like the octopus of real life, it operates under cover of a self created screen....At the head of this octopus are the Rockefeller Standard Oil interests and a small group of powerful banking houses generally referred to as international bankers. The little coterie of powerful international bankers virtually run the United States government for their own selfish purposes. They practically control both political parties."

He clearly outlined Rockefellers at the helm, and the plot was understood even almost a hundred years ago. Are we not paying attention? And today we have the advantage of a wealth of resources at our fingertips to educate us in spite of a manipulated state-run educational system, and yet we seem reluctant or apathetic or complacent enough to sit and allow it. There are many who have dared to cross the agenda and have paid for it with their lives. Are their sacrifices for nothing??

Representative Larry P. MacDonald was bold in his assertions of this conspiracy. He was killed in a questionable plane accident four months after an indicting interview with Pat Buchanan and Tom Braden in 1983 on Crossfire. He said,

"The drive of the Rockefellers and their allies is to create a one-world government combining supercapitalism and Communism under the same tent, all under their control. Do I mean a conspiracy? Yes, I do. I am convinced there is such a plot, international in scope, generations old in planning, incredibly evil in intent."

Joseph Kennedy told the New York Times on July 26, 1936, "Fifty men have run America, and that's a high figure." Is this all just allegorical rhetoric? How can we be this deceived?

Well known researcher and "conspiracy theorist" Mae Brussell was quoted in The Realist, February 1974:

Our lives are being manipulated by specific individuals who can be identified and exposed. Conspiracy theories only remain "theories" when there is no court, no lawyer, no judge, no Congress, with the courage to expose the evidence. In every case where the evidence is pursued, the "theory" becomes a clear-cut case of criminal conspiracy.

It's not that there isn't enough evidence in a conspiracy; it's that there isn't enough interest or conviction in arresting wickedness.

We are quite plainly without excuse. The evidence is available for our scrutiny. Witnesses have come forth in every generation. Culprits have even admitted to the plot. There are enough dead bodies and sacrifices to warrant investigation. But the general public seems content to allow the propaganda machine through the media and celebrity America to dictate their convictions.

And don't think that American Christianity is interested in exposing evil. The western church is one of the biggest culprits of irrelevance in modern society. Not only is it barely enacting its mandate to bring the gospel to all people, but also it has copiously managed to replicate the current trends of just about every aspect of the world, from fashion, to hierarchy, to politics, to bureaucracy, to business models, to music, to clich? etc. Life changing truths are rarely found from a church pulpit anymore. You might be able to find one in a sincere study group, or a gathering of likeminded believers, but you'll have to look long and hard. And to teach material that actually incorporates Ephesians 5:11-17 would find one hard-pressed for actual students. No one is really that interested.

[New Book: The Master Plan]

Do not participate in the unfruitful deeds of darkness, but instead even expose them; for it is disgraceful even to speak of the things which are done by them in secret. But all things become visible when they are exposed by the light, for everything that becomes visible is light. For this reason it says, " Awake, sleeper, And arise from the dead, And Christ will shine on you."

Therefore be careful how you walk, not as unwise men but as wise, making the most of your time, because the days are evil. So then do not be foolish, but understand what the will of the Lord is.

Romanian pastor Richard Wurmbrand, imprisoned for sixteen years by the Soviet Communists for preaching the gospel, tortured with the scars to prove it, once told a reporter, "I have suffered more from the complacency of the West than from the Communists."

No, do not expect the western church, (which should be a vessel for truth), to expose the unfruitful deeds of darkness that are altering the state of our nation. But what you can do is educate yourself. When you begin to see the patterns and playbooks of those intent on evil, you won't fall for the theatrics they use to bring them about. But that's another paper for another day...

2017 Ms. Smallback -- All Rights Reserved

E-Mail M. Smallback: M.Smallback@cox.net

Additional Articles by Ms. Smallback
Conspiracy Investigating, Part 1
Oct 28, 2017 Read More Articles by Ms. Smallback

Part One -- 'The How'

Once one arrives at the conclusion that conspiracies exist and are indeed true, at least to an extent, a whole new realm of thought opens. As one reader asked me some time ago, "how far down the rabbit hole have you gone?" It is indeed a rabbit hole. Conspiracy investigators never run out of leads to follow. One investigation and study leads to another. Before long, you are able to pick up patterns and connect players, even across decades. The difficulty lies in application. What do you do with the conclusions you have obtained by the evidence you have scrutinized?

Some people never make it past their normalcy bias. They just can't get through their heads and into their understanding that things as they appear are not necessarily the way they are. In fact, they rarely are. This is the Matrix syndrome. When first looking at evidence of conspiracy or deceit, the red and blue pill are put before you. Take the blue pill and you get to forget everything you just read, saw or heard and go back to your normal, calculated life. Take the red pill, and well, nothing is the same again. I can't emphasize this enough. Nothing is the same again. It's unpredictable, unnerving, and unstable. Not a lot of people have the capacity to operate here day in and day out.

It's like this in the western church, too. When you begin to look past the narrative, the traditions and teachings of the western church, and actually search out the Scriptures yourself, you begin to see glaring contradictions between what is being promoted in the institution and what you are learning. Once in a church we were attending, the pastor spoke in his sermon of unpleasant events in life and he said, "God is not the author of calamity." He then proceeded to preach about bad things being from the devil and God only gives good things. I leaned over to my husband and said, "What do you do with Isaiah 45:7 then?" ("I [God] form light and create darkness, cause well-being and create calamity. I am the Lord who does all these.") The premise of his entire sermon was faulty, which creates a shaky foundation to build on, one that will eventually fail. My husband encouraged me to address it with the pastor and I said no thanks. (This is how I get blackballed by church authorities every time.) So he did. And he did it in humility and in love and in a personal, private conversation. When my husband brought up the actual scripture reference the pastor actually said, "Are you correcting me?" -- and a few other words. The pastor then made it clear that he was not to be corrected by laity, that he was above reproof. (And this is a mild example of what I'm talking about in the western church.) We are then forced to choose whether we're going to go along with the status quo and traditional teachings and thoughts of the time (whether it be in our faith or in our nation), or if we're going to follow what we're learning is truth.

No this whole truth seeking thing will make your life uncomfortable, and at times isolated. Whether you're searching for truths in your belief system, your faith, current events, whatever, there will be seasons you will be standing alone. And it will be lonely. The only reason legitimate counter-stories have been dubbed "conspiracy theories" is because of the deception the conspirators are operating under. If they were being forthright about their activities they would be arrested. So they have to be deceptive because they have a deception to pull off. Why do you think Benghazi, the fast and furious gun running operation, the deleted emails, etc. all seem to disappear with no major convictions? Who's protecting these people? How is justice not served in the highest ranks of our government? How is Hillary Clinton not in jail? If the 9/11 conspiracy is true, do you really think GW Bush and Dick Cheney are going to admit they conspired with others to destroy the WTC to start a war and to hogtie the Constitution? Wouldn't that impede the agenda of world dominion (through controlling the resources in the Middle East) and American castration? No, these are not honest people we are dealing with.

Somewhere between the pursuit of truth and the dawning realization of it, a wrestling match occurs in your inner man. What do you do with it? What does it mean in the scope of the big picture? How am I supposed to live now? There are plenty of dead bodies to indict the conspirators -- journalists, whistle blowers, friends, honest researchers, bean counters, conscientious citizens, you name it. There's a wake of dead bodies behind and in every conspiracy. This has to cross the mind of nearly everyone who has researched thoroughly. The penalty for exposure can be fatal. And yet it doesn't seem right to do nothing...

If you don't know where to start, start here:

First, look at the evidence as thoroughly as possible. Evaluate it honestly. Try to get multiple viewpoints to the evidence, and try to corroborate as much as you can. Learn to identify the hype and move past it. Take as much emotion out of it as possible, in fact, take all the emotion out of it. Some "conspiracies" are promoted by highly charged emotional people who see something in everything. This is not helpful. Keep your objective in front of you all the time: truth. You only want the truth. You don't care if you like it, hate it, agree or disagree with it, those things do not matter. Only the truth matters.

Know that it's a shell game. If there's truth in a conspiracy, and if the conspirators are high stakes (think CIA, government agents, Hollywood or DC elites, people with seemingly endless resources), they will counter-inject conspiracy websites and "informants" to misinform. These people are called disinformants or "gatekeepers". They will present their evidence and a certain percentage of it will be true, and then they will weave in lies and carefully constructed alternative plot twists or deliberate false evidence. The purpose is to discredit the truth. If I told you a story about what happened last weekend at a party, but I put in a couple fictitious details and/or players, when you found out later that those were lies, you would most likely discount the whole story, and you would make a mental note to not believe me carte blanche again. This is how "conspiracy theories" get shrugged or laughed off a lot of the time. The conspiracy may in fact be true, but some of the "evidence" depicted is faulty so the whole conspiracy is discounted.

Beware of red herrings. A red herring is a misleading clue, something that's introduced or allowed to be known, but its purpose is to divert attention from the real evidence or people involved. Many conspiracies employ individuals for this that are shills, or they entrap people as a patsy. Know the difference. One is used purposefully and willingly (shill), and the other is framed (patsy). Regardless, the concept is a fall guy for the deed so the real perpetrators go unnoticed. For instance, Stephen Paddock was either a shill or a patsy, but he clearly wasn't the killer. (Again, look at the evidence, not at the emotions.) The broken out windows and the "crime scene" was a red herring. You have to learn to look at the evidence and disregard the narrative. Notice how Jesus Campos' role in Vegas kept changing, along with his whereabouts. Notice Stephen Paddock's brother has now been arrested. Pay attention and ask good questions. Pornography and drugs can easily be planted; false evidence can be provided without too much trouble if you run the corrupt investigation. This is an easy way to get people who are hindering the narrative out of the way. Pay attention.

Watch how people react emotionally instead of logically. People want to believe the official story; they want to trust the authorities, so they easily believe what is full of contradictions. Where is the body of Stephen Paddock? Who identified it? How do we know he was the body in the room? Why do the "leaked" photos from the crime scene show a man that's supposed to be Paddock, but is without Paddock's tattoo on his neck? If you're emotionally invested, if you need to believe a story so you have something to direct your anger or grief at, you'll miss these inconsistencies. You will want to believe what appeases your emotions. You have to leave emotion out of it.

[Which reminds me, don't believe the official story if it comes from the media and government authorities first. Just don't. After you look at the evidence of a few key conspiracies, you'll understand why that should be rule number one.]

Also, look at the people they move out of the way. That's usually a smoking gun. The Clintons seriously have a wake of body bags behind them. One or two may be coincidental, but last time I checked the count was around 200. That's not a coincidence. Now look at the people that are dead. What was their connection and who were they connected to? What knowledge did they have that was a threat? How did they die? How many of their deaths were ruled "suicide"? The nutrition doctors and natural healing community have this plague as well. Literally hundreds of people have died untimely and mysterious deaths when they released information against BigPharma, vaccines, or real truth about cancer and how it is healed.

Next, educate. Kindred hearts and minds are drawn to each other. Find other truth seekers. Start there, exchange notes and build resources. Start with people you know and love. Some will receive, others won't. Don't spend a lot of time on any one person unless that person is serious, NOT curious. Learn to know the difference. Don't throw out critical thinking adversaries just because they don't agree or see it yet. If they're critical and truth-seeking, they will get there. The truth has a funny way of rising to the top. Just keep feeding information or resources and let them search it out. This is just like sharing the gospel: some will, some won't, some will later, some will receive it now but forsake it later. Some have ears to hear but most don't. Just do your part and try not to inflame anyone in the process.

Never tell everything you know. It does no one any good to have information spoon fed to them. Give people enough to realize there's another story, and let them be responsible for their own knowledge. Convictions that come from persuasion are weak and lost under pressure. Let people seek truth and build their own convictions.

Remember it's a process. Most of us were raised in the system and have a normalcy bias and cognitive dissonance issues. Sometimes it takes consistent, repetitive revelations before thinking changes, other times it can be instant like a light bulb going on. For me it was investigating 9/11. I investigated it as a believer in the official story, out to correct all these false accusations. At some point I couldn't disregard the evidence without being dishonest. Did I want to believe it? No. I was a staunch patriot with all too blind eyes, but I reasoned they were loyal eyes. Unfortunately, loyalty to an incorrect belief is treason to truth. They can't both be right. So allow the process to work in you and others. If the objective is truth, and if it's an honest pursuit of the truth, leaving biases and personal desires aside, the truth can be found.

When you find resources that you trust, keep this in mind: We're all wrong sometimes. There are a few go-to people (researchers, informants, etc.) I've leaned on in the past that have had wrong information. That doesn't mean they can't still be trusted. Learn how to discern from human mistakes and deliberate deception. You don't have to throw out somebody's work just because they're wrong on a couple issues. But do stay away from ones you can identify as gatekeepers or disinformants. Emotional researchers have trouble discerning gatekeepers from genuine resources. Research logically (not emotionally) and pray for discernment.

There's a guy that really blew the whistle on some key government conspiracies back in the 70s. The more I read of his work, the more fantastical it got. I stopped reading him for awhile because I felt he had gotten off track, and I prayed about it. I am quite certain the Lord showed me that he started off right, but some of his informants were feeding him wrong information so as to make him look like a nut and discredit him. I felt I could still trust his research, as long as I could confirm it with other sources. I just need to use a lot of discernment with his work.

There was another man, a self-professed "Christian" who still does talk shows and has a website. He has a decent sized following and sounds right, but my gut told me to check him. I made sure to confirm as much as I could that he presented, and I found that a huge percentage of his information was unverifiable. He opined alongside his assertions, and one of his opinions was woefully short-sighted. I penned him a kind email questioning him on this and explaining a different viewpoint, to which he replied a scathing rebuke to me and made all sorts of vile accusations about me. He did not know me; we had never exchanged before. This was telling; this was the man's fruit. There was nothing of the Spirit of God in his reply. All credibility was lost. So yes, do test the spirits, especially in a professed believer.

Sit on what you learn. Don't jump to conclusions too quickly. Turn the matter over in your mind, bounce it off people you can trust who have good judgment. Pray about it, and ask the Lord for His eyes and His heart. He has been very good to direct my paths in research and to lead me to confirmations or warn me of deceptions or traps. Give the investigation time to process and develop before you arrive at conclusions. Sometimes new information changes everything; sometimes it confirms; sometimes it challenges. Be willing to be wrong, and be quick to correct your mistakes. If you haven't confirmed something, don't present it as fact.

Finally, remember truth is the objective. The rest is just details. Make sure you don't get emotionally invested and lose your objectivity. Seek truth. Seek truth. Seek truth. Then be bold when you get it.

Proverbs 28:5 [NASU]

Evil men do not understand justice, But those who seek the Lord understand all things.

2017 Ms. Smallback -- All Rights Reserved

E-Mail M. Smallback: M.Smallback@cox.net

Conspiracy Investigating, Part 2
Nov 04, 2017 Read More Articles by Ms. Smallback

The why for conspiracies at nearly every single level is personal gain. People conspire because they want something to benefit them. Very rarely is a conspiracy for an ideal. People with ideals usually have moral convictions. People operating for personal gain compromise convictions. People with ideals don't have to conspire; they openly employ their ideals to inspire. No, conspiracies are rooted in selfishness, generally through personal gain. And they have to conspire because their purposes for personal gain are harmful to others, so it cannot be apparent outwardly, thus a conspiracy is conceived.

For instance, earlier I wrote on the conspiracy to alter life in the US to merge with communism, conspired in the early 1900s and reported on in the 1950s. The conspirators had an objective for personal gain. The conspirators were/are part of a group of individuals who want sole control of the world's wealth and resources. They personally gain abundant resources, but also absolute power. Many are confused and think the "ideal" of communism is the objective. They are incorrect. Communism was created as a means to an end; it would enable the confiscation of the wealth and resources by legal means, and thus less resistance would be encountered. Ironically, the democratic republic of the United States (empowered by the US Constitution) was created to prevent such an event. [Which should demonstrate why America needs altered or taken out of the way to meet that objective of said conspiracy.]

I recently wrote an article [Trial by Fire -- rightly perceiving current events] in which a reader challenged me that many of these fires (crises in our nation) have been contrived of conspiracies and thus how could I say they are from God? [For instance, if Hurricane Harvey was manipulated by HAARP, the clouds seeded, and the storm turned by man-made radars, how can I say the Lord is using this crisis to refine His people and separate the righteous from the unrighteous?] If we say the current crisis is from man, how can we say God is judging? Do you see the dilemma? This is the dilemma we as believers come to as we see national and world events climaxing but we know that wicked human players are conducting many of the cataclysmic events.

If you have ears to hear, consider this passage from Matthew 21:23-27:

When He [Christ] entered the temple, the chief priests and the elders of the people came to Him while He was teaching, and said, "By what authority are You doing these things, and who gave You this authority?" Jesus said to them, "I will also ask you one thing, which if you tell Me, I will also tell you by what authority I do these things. The baptism of John was from what source, from heaven or from men?" And they began reasoning among themselves, saying, "If we say, 'From heaven,' He will say to us, 'Then why did you not believe him?' But if we say, 'From men,' we fear the people; for they all regard John as a prophet." And answering Jesus, they said, "We do not know." He also said to them, "Neither will I tell you by what authority I do these things."

This is the best answer I can give for those who cannot understand the complexities of the paradox we're living in. (And I don't mean this for the person who emailed me. RP just reminded me I need to address it.) The conflict was not in the answer, it was in the thought process. Is God sovereign? That's what it always comes down to. John's baptism was from Heaven; he was ordained by God to pave the way for Jesus in this manner. Yet the chief priests and elders did not adhere to John's teachings; they did not repent and they were rejecting Christ's authority. Their thought process was clouded by their personal conflict of interest. They could not give an honest answer. Likewise when your thought process is clouded by personal conflict of interest, you cannot give an honest answer, and consequently you cannot obtain the truth you are allegedly looking for.

How can I say that the current crises are part of God's refining process on the earth when much of the crises are orchestrated by wicked men? Because all of humanity is in the hands of God. If the conspiracy is true and 9/11, for example, was orchestrated by national and worldwide bankers and elite to manipulate circumstances for their own agenda, then what is God's role in that? Doesn't that implicate that national and world events are being orchestrated by wickedness rather than by God? If wicked leaders like Soros, Rothchilds, Clintons, Rockefellers, Podestos, etc. are engaging in highly illegal, unethical, treasonous activities that are bringing destruction to our nation and its citizens, then how can I possibly say God is refining His people and sorting out the wicked from the righteous? I can only say this if I understand God's sovereignty.

I can say wicked men's schemes to orchestrate crises in order to change laws and gain more control are completely in the hands of God. If American citizens followed in the footsteps of ancient Israel and became fat and complacent in the presence of abundance and got lazy and lukewarm in their commitment to their God, then it is a foregone conclusion that those who were diligent in their ambitions were more successful. It's the law of action/reaction. It's the consequences of our choices. When conspiracies were made that altered our national laws from their original intentions, and our nation's citizens refused to disallow wickedness, then our nation will reap the consequences of the depravity that follows. Do I think God uses the wickedness abounding in our nation to discipline His people? I do. Would I rather be disciplined by God than by wicked people? I would. That's why David chose a plague instead of war. God is merciful when His people are repentant. Wicked people are not. If we are being judged for our complacency, our idolatry, our sins, God can use whatever He chooses to be the rod of discipline. And He is a perfect Father. He knows what to use to bring to the surface the issues in our hearts that need dealt with.

In 1 Kings 22 we have an account of national events in which Syria was a great threat to especially Israel. God used this circumstance to bring about His own judgment on Israel, and especially the death (and ultimate dethronement) of King Ahab. The prophet who was called in to foretell the outcome of their projected war move actually spelled out the events as God ordained them. The prophet told of God in Heaven seeking an enticement for Ahab's destruction. The strategy God used for this was to put a "lying spirit" in the mouth of Ahab's prophets to entice him into this war move that would ultimately be for his destruction. We can learn from this. While the wickedness of conspirators may seem of fleshly origin, we'd be wise to understand it can be allowed or planned by God Himself for His own purposes. We have to learn to seek God's heart in every matter. Only He can reveal what plans He has ordained for His purposes, and it would behoove us to seek out such matters.

Do you realize Jeremiah prophesied for 23 years the coming destruction of Jerusalem and Judah? He warned while they scorned. He said God would raise up Babylon to bring judgment for Judah's sins. Then an interesting thing happened. He told them if they wanted to live, to turn themselves over to Babylon and go into captivity; but if they wanted to die, to stay and fight Babylon and they would be killed. God raised up a wicked nation to discipline another nation. God said Judah would be captive to Babylon for 70 years as discipline, but then God plainly decreed that at the end of that discipline He would bring judgment to Babylon for its sins and destroy Babylon. The object that is a rod of God's discipline became disciplined itself. All of the earth belongs to God. If God is using nefarious people to bring discipline to His own, who are we to argue? If He is allowing wickedness to prevail to test the hearts of His people, how can we complain? The same rod of discipline will be judged just as Babylon was. When His people receive the discipline they desperately need, He will turn on the object He used and destroy it. Read Revelation 17-18.

I'm being as real as I can when I say, repent under the judgments of God, in whatever form they may come in, (natural disaster, acts of war or treason, personal crises, etc.) and it will shorten the time of your discipline. Resist and it will only get worse.

If the process of seeking truth does not lead you to God, you're off in your process. Stop, turn around and go back to the last point you were confident in the character of God. I have had to do this many times. A particular time I was neck-deep in research on a certain black-listed topic, I found myself questioning where God was with so much evil prevailing. I stopped in that matter and laid it out before Him and I asked Him, "where are You in this?" If this research be true, was my honest plea before God, then show me You in the midst of it. And I waited. I waited for weeks and kept asking Him the same thing. And yes, at a certain point He answered and He showed me. Then I could go on. Ultimately what you will realize when pursuing truth regardless of the personal cost to you, is that the conspiracies are (usually) true (even if the details aren't always), but they are really one thing: war against God.

With no exception I can unequivocally state the world is engaged in a battle between good and evil. The unfortunate thing for uncommitted, complacent persons is that much of what masquerades as "good" is really evil. Thus you have people who cannot see truth even when the facts present themselves, because they are so conditioned to the deception they actually see what is devious as innocuous. [Hence the current blindness to the depravity of Hillary Clinton.]

So the issue of actual conspiracies existing and working against our nation is quite simply an issue of evil vs. good, the unrighteous vs. the righteous. The only reason it's so convoluted now is because our nation has not kept a moral standard and right and wrong have become subjective, even inverted. When evil began its work (through various conspiracies), the righteous were complacent. They either have not rightly recognized evil for what it is, or they have compromised with it. Regardless, the conspiracies of the wicked have been successful enough that they don't even have to mask most of their activities now.

When the scope of the pure evil of some of the conspiracies begins to come into focus, there is a sinking feeling of dread and horror. It's hard to imagine people can be that cold, their hearts that black, their thoughts so conniving, their actions so destructive. This is when it's especially imperative we strive to get the heart of God. Consider Isaiah 8:11-18:

For thus the Lord spoke to me with mighty power and instructed me not to walk in the way of this people, saying,

"You are not to say, 'It is a conspiracy!' In regard to all that this people call a conspiracy, And you are not to fear what they fear or be in dread of it.

It is the Lord of hosts whom you should regard as holy. And He shall be your fear, And He shall be your dread. Then He shall become a sanctuary; But to both the houses of Israel, a stone to strike and a rock to stumble over, And a snare and a trap for the inhabitants of Jerusalem. Many will stumble over them, Then they will fall and be broken; They will even be snared and caught."

Bind up the testimony, seal the law among my disciples. And I will wait for the Lord who is hiding His face from the house of Jacob; I will even look eagerly for Him. Behold, I and the children whom the Lord has given me are for signs and wonders in Israel from the Lord of hosts, who dwells on Mount Zion."

While this was an ancient instruction for God's people in regards to an alliance with the Assyrian king, there are other applications. As we seek for the truth in the events around us, we may indeed discover there are conspiracies at work to wreak destruction on our nation and its citizens. But we are not to be in fear of them. We are not to dread the wickedness that is so prevalent. This is part of the separation process as well. Our fear is to only be in regards of our God. Displeasing Him should be our only fear. When we get to that point, He becomes our place of safety -- even in the midst of the chaos.

Please note the reference to Christ in this, the stumbling block God speaks of through Isaiah. Our allegiance to Christ is our priority. God will use that as He sees fit in the circumstances that come and go. Our priority is our faithfulness to God, our allegiance to Christ. And in a time of crisis, when it appears that God has hid his face, then you will see that God's children are for "signs and wonders" in the midst of the darkness and depravity. If we will be diligent to search for truth and walk in it, in the midst of great darkness and deception, Christ will be our sanctuary and we will be His witnesses.

2017 Ms. Smallback -- All Rights Reserved

E-Mail Ms. Smallback: M.Smallback@cox.net
Additional Articles by Ms. Smallback
What Shall We Liken This Generation Unto?
Jun 20, 2017 Read More Articles by Ms. Smallback

But whereunto shall I liken this generation? It is like unto children sitting in the markets, and calling unto their fellows,

And saying, We have piped unto you, and ye have not danced; we have mourned unto you, and ye have not lamented.

For John came neither eating nor drinking, and they say, He hath a devil.

The Son of man came eating and drinking, and they say, Behold a man gluttonous, and a winebibber, a friend of publicans and sinners. But wisdom is justified of her children.

Matt 11:16-19 KJV

It has been twenty-five years or so that I first started working with high school youth. I was barely an "adult" when I started, and now I'm marrying off my first born and have graduated my last born. I think my season of a high school youth leader is wrapping up. I have books to write and other mandates to fulfill, and I sense it's the closing of this chapter.

I was on the phone earlier today with one of my first students I ministered to. I was her cabin counselor at a week long summer camp in 1992, in the heat of the Midwest in cabins along a lake. She attended a school with a graduating class of thirty in a small farming community about twenty minutes from my town, and thirty minutes from the school I ministered at. Somehow we maintained our relationship that morphed from student/mentor eventually into adult friendship. She's lived and worked along the Gulf for almost a decade now, and we are still very good friends. She is my son's godmother.

After twenty-five years of watching teenagers struggle with their identity, search for meaning and purpose, and roll with the inevitable tides of maturing, it is a bittersweet closing. Teens are quite possibly my favorite age group. They have the ability to communicate, but with the uncertainty of knowing their real thoughts and feelings. It's a constant joy and occasional challenge to exchange ideas and introduce concepts. I find them fresh and real and relevant, unassuming and still able to take in new or different ideas without being defensive. If they trust you. And that is the key. If they don't trust you, they don't listen; they don't learn; they don't receive.

And teens have lots of reasons to not trust. Not trust adults, not trust new ideas, not trust peers, not trust themselves...

In the past two and a half decades of working with emerging adults, I have a few observations:

America is a post-Christian culture now. It has been a swift descent into this arena of popular opinion, defiant selfishness, and general unbelief. Twenty-five years ago there was a consciousness in the youth of what God thinks, who God is, what He may want from humanity. That does not exist today in the status quo. The morality of the Bible is ridiculed and rejected. Christianity, by and large, is not respected, adhered to, or sought out.

American teens are tired of American school. They're tired of the charades and hypocrisy. They are unstimulated, uninterested, and uninvolved in their own education. They find most of school irrelevant to life, and the politics of the school system suffocating. They are burned out on tests and testing, rules and agendas, a form of police state and prison mentality. Very few of them know what they want to do when they leave school or how they're going to get there.

They cannot tell me where Syria is on a map, what's going on in the Middle East, or the first Ten Amendments of the US Constitution. They don't know and they don't care. If they know, it's incidental -- not because they have an interest. They cannot articulate world events or local concerns. School is a place of survival for some, escape for others, and a necessary evil for others. Very few teens find school preparatory for their future.

Very, very, precious few teens today can think an original thought or critically. Deductive reasoning and common sense are all but absent. There is a herd mentality, but it's unrecognized within because they think they're thinking independently. Logical presentation of facts and data points are often lost, as basic deductive reasoning is almost nonexistent. A + B has ten different answers, and none of them are "wrong".

If they happen to be of the minority that embraces education, they embrace it hook, line and sinker. Every theory that is presented to them they absorb as veritable fact. The system rewards those who don't question it and punishes those who do, which weeds out the trouble makers in the process. Those who question do not receive the accolades or reward as those who don't. Bright and subservient students are elevated to leadership roles and pushed up the ladder to the next level, so that by the time they arrive at their "higher education", they are a virtual classroom of obedient minions, ready to further the cause of whatever field they've selected or been selected for.

Teens raised in the church most (or all) of their lives have a basic grid for morality, but question it frequently because of the social pressure to conform. A majority of them reject the Bible's morality to conform with the status quo. A shocking majority of church-raised teens have limited Bible knowledge and understanding. Their foundations are shaky at best. They could not tell me who Abraham, Moses or David were. They had a sketchy understanding of Noah. (This is generally speaking.)

The greatest hindrance to believing teenagers' faith walk is distraction. Their day is so full of activity and pleasure seeking that there is little to no time or energy left to pursue weightier matters of the spirit, or to develop a personal relationship with God. Technology has taught this generation instant gratification on a level prior generations knew nothing of. Waiting on God is laborious for those who can instantly stream the latest movie. Straining to hear His still small voice is too much work for those who communicate via InstaGram and SnapChat. They quite simply don't have a grid for how to listen, wait, watch, or learn. They struggle to see the relevance in reading an ancient manuscript because they've not been taught the value in seeking knowledge.

And they are dying. Dying to be heard. Dying to be understood. They spend eight or more hours a day being told what to do, what to think, what to believe. Their social interactions are a competitive field of jockeying for acceptance and position. Their home lives are often chaotically out of control or controlling to the point of suffocation. Very few people have taken the time to hear their hearts, help them with their thoughts, substantiate their worth, quell their fears, or explore their talents. They don't know who they are or what to do. Our most powerful meetings are small groups, when they have to soul search and share their hearts. They need help articulating their thoughts and sorting through their emotions. They are consistently confused or discouraged or both.

They care about a lot of things and they want to care, but they're woefully misinformed by society. An hour or even a two hour youth meeting once a week is not enough to change the tidal wave that covers them almost every other waking hour of every day.

Over the last 25 years, unequivocally the most profound moments I've witnessed youth having are a couple things:

When they unplug from society for more than 48 hours, they are able to witness God first hand. They can sense Him; they can feel Him; they can hear Him. They encounter Him when they unplug. I honestly know of no exceptions. Every single teen I've ministered to over the last two and half decades, when they remove themselves from social media, phones, computers, TVS, and daily routine and have an atmosphere of nature and the Word of God, encounter God. Unbelief is silenced in that atmosphere. Doubts are stilled. The world fades and God becomes real.

And they know it. They want to get back to it. It becomes an altar in their memory of the time or the place they encountered God.

We have to teach this. We have to demonstrate this. We have to give opportunities for this.

The other profound moments are when they get a glimpse of their worth. When they finally grasp the enormity of their deliberate place in life, when they feel like someone has heard them, understood them, and loved them anyway, they are changed. The very act of listening to them without judging them begins to dismantle the hardness of all the years of striving. They need to explore ideas in a way that helps them learn about themselves, rather than dictates to them.

If you're on the outside (i.e. they are not your teen), you can help them by asking them what they think about things. Give them time to think about it before they answer, and then acknowledge and validate their answer. If their thinking is off (and it often is), ask gentle questions that will help them see things differently without criticizing where they are right now. Help them articulate their feelings by giving them permission to feel authentically, and not how they think they're supposed to feel. Don't tell them what to think and don't invalidate their feelings. Ever. Don't do it. Don't give them answers to questions they aren't asking, and don't give them answers to the questions you may have asked. Let them formulate their own answers and only give your opinion when they seek it. They need to be heard by adults more than hear them, at least for awhile. Help them find their voice, and as they learn how to articulate, their thinking will clear up along the way. After awhile (varies by teen and their life circumstances), they will begin to trust you. When they begin to trust you, they will want to know your thoughts, and that is when you can make the most impact in their life. Don't rush this process.

If you're on the inside, if the teen is your own, evaluate their trust in you. If it is low or nonexistent, follow the advice in the above paragraph, but with hypersensitivity. Accompany this process with humility and acknowledge any failure or mistakes of your own as they come up. Genuinely seek forgiveness. Seek to understand more than to be understood. Listen to their thoughts without criticism, validate their feelings, and let them be who they need to be. You do not have to agree with them to love them. You do not need to make a stand on every issue you think they're off on. If you can prove yourself trustworthy, if you can demonstrate you care about their feelings more than being "right", if you can listen more than talk, you have a chance at building their trust. They will test you. They will say outlandish things that may not even be what they really think or feel, just to see if they can trust you to not overreact or come down hard on them. Let them sort out their thoughts and feelings without prejudice on your part. Believe in them. If you are consistent and patient, they will begin to value their exchanges with you, and you will gain opportunities to speak into their lives.

If you can get to this point, you are at a great place. You will find they may change your life more than you change theirs. You may find your ways of thinking change as well. You may find they challenge you in ways to make you more real, and you may be the better person for it. You may find God in new and different ways you have not known Him before.

Generally speaking, this generation does not trust anyone. They have been betrayed by their peers, their parents, their authority figures, even themselves. If you can teach them how to trust God, the years and years of deception will begin to unravel. That formerly angry or rebellious or indifferent teenager may very well become the truth seeking radical that does not settle for the status quo any longer. They may be the confident adult that questions the trite answers of a corrupt system and causes the ripples of change this world desperately needs.

2017 Ms. Smallback -- All Rights Reserved

My Life And The Importance Of Forgiving -- Especially Your Parents
Jul 21, 2017 Read More Articles by Ms. Smallback

My mother dropped out of school to marry her first husband when she was 16. She proceeded to have three husbands and numerous other partners over the next 15 years or so. She had nine children that I know of, and I was number eight, from a partner between husband two and three. There would be one child after me, on the record.

She had trouble parenting the three children she had not lost yet, between her sex, alcohol and drug addictions. Just before the age of two, my sister and I were taken by the state child welfare system because she failed to return from her night out, and the high school baby sitter had to go home. After a few months of attempts of the state trying to rehabilitate my mother, she dropped out of the picture and my sister and I were placed in foster care. I would not find out until I was eighteen that a couple years later (when I was four, and she was 34), she was murdered. Her case was never solved.

My sister and I spent a couple years in a foster home, and the memories are spotted. We were adopted by a farming husband and wife with a young son at home when I was four years old, the day after Christmas.

At first glance, it seemed a dream come true. We had found a family, and the home was Norman Rockwell-ish. Our new dad was an agriculture and cattle farmer, and our new mom stayed at home to care for the farm and the children.

I honestly don't remember how long it took for me to acclimate to the environment there. It seemed I could do nothing right, our brother could do no wrong, and there were a lot of spoken and unspoken rules and expectations I was having trouble getting right. I probably did plenty wrong, though I can't recall just what all of my offenses were. My mother had decided early on that I was a liar, so it didn't matter what I said, in my mother's mind it was a lie. My actions, motives and words were questioned nonstop, and there was never a benefit of the doubt for me.

The details are too much to get into right here, but a few key memories will give you an idea of the environment. When I was seven or eight I awoke to my parents waking me up. It was dark, but I had no concept of the time. I shared a room with my sister, and my parents motioned for me to be quiet and get my house robe on and go downstairs. When I got to the kitchen, I had to squint because the lights were on and my eyes were adjusting. There was a large box in the center of the floor and I was told to put my favorite toys in it. After filling it, I was told to put my shoes on. I walked with my parents outside as my dad carried the box. We walked past the clothesline to the burn barrel, where they put the box and lit it on fire. I don't remember what I did to warrant this punishment. They may have told me, but I don't recall. When I awoke the next morning I tried to remember if it was a dream or real. I went to the toy box and looked for the items I remembered putting in the box, but they weren't there.

If that was an isolated memory, I would be inclined to shrug it off as a false memory. But there were several times I wet my pants and my mom clothes-pinned my soiled underwear to my nose and I was made to carry on my day like that. There was the time my mom stood my sister and me up in the kitchen and with an angry face and wagging finger told us, "Don't ever tell me you love me. Don't write it in a card or on a paper, and don't speak it in words. You don't love me and you cannot tell me you do." I was six; my sister was seven.

There was the night I was made to stand in a corner all night with my nose pressed to the corner, under threat of more severe punishment if I moved. I fell asleep sometime in the wee hours of the morning and fell over. I hopped up back into the corner and my entire body trembled with fear for what felt like hours at the thought that maybe my mom heard me move and would be coming. I was "released" from the corner the next day sometime mid-morning. I was nine. I don't remember what I did wrong there either.

I was constantly threatened with being shipped to an all-girls boarding school, a military school, back to the state, and later a mental hospital. The details of my childhood could fill a book (and I have written it), but what I learned was emotions were not to be expressed, truth was subjective, and authority was absolute. I had no voice, no identity, and no one I could trust. The rules constantly changed, the expectations were altered by the mood of my mother, and I became very, very good at reading body language, tone, and circumstances. I was not allowed to talk on the phone, have friends over or go to friends' homes, or socialize apart from parental supervision. School and nature were my only escapes. I dared not tell anyone of my life at home. As far as they knew, we had a perfectly normal family. Until I started running away in high school...

My parents were swift to hospitalize me in a mental institution, where my anger hit boiling. By this time, some concerned adults in my life had started to work to help me, but it would take years for help to manifest. In the meantime, some unique circumstances led to me being locked out of my home when I was sixteen. I had only the clothes on my back, no car, no money, no job, not even a driver's license. This continued for a few months until my parents took me to court to terminate their parental rights, which was granted and I became a ward of the state one more time.

This is an abbreviated nutshell of my formative years. Before I was a legal adult, I had come to the conclusion love was conditional, (if it was real at all); people cannot be trusted; my merit had to be earned and even then could be stripped away; and a host of other "lesser" things.

I had found God in the Midwestern landscape. I saw Him in the sky, in the fields, and especially in the thunderstorms. I talked with Him constantly through high school, and though I never heard Him, still knew He was there. I don't remember ever thinking it was His fault suffering was in my life. As I grew older the charades at home grew more and more difficult to navigate. I wanted something true, something real. I was tired, and tired of being afraid. I pulled out a Bible and began reading it. My mom made fun of me if I read it, so I began reading it at night by the outdoor light at my window, when everyone else had gone to sleep. I asked a friend at school that I knew to be a Christian how to get right with God. I was looking for a list of rules, as that is all I knew. She explained to me Christ's sacrifice and I was in utter disbelief that I had to do nothing to receive pardon from God! I finally made the decision to put my faith in this Man who died for me. Shortly thereafter my whole world hit the crescendo and the end of life as I knew it, and I was left alone, without a family, and no idea what to do.

Though I would stumble and fail miserably over the next few years, including a failed marriage, I started ministering to high school youth from a sincere desire to in some way help someone else through what had been tumultuous years for me. In the meantime, I was building my own faith.

You've heard me tell some of my favorite stories. You know about the time I drove to Denver and fell asleep while the sun was still up, but woke up sixteen miles out of Denver, in the dark, with the car driving on the road and my lights on. I had been asleep for almost two hours. Or the time I had to move to Texas but had only $60 to my name, and no credit card. I was moving in a U-Haul that got 10mpg AND a personal car, and was driving 583 miles with BOTH cars. I reckoned that if God could multiply loaves and fish, He could multiply gas as well, and He did. At my final destination I had exactly tank of gas in each tank and no money.

Or how He challenged my trust 23 years ago and asked me, "Who made your body?" When I replied that He did, He asked me, "Don't you think if I can make your body I can wake it?" The challenge was to trust Him at a time I didn't have an alarm clock to wake me. I trusted Him and He was faithful, and then I threw my alarm clocks away and have not used one once in 23 years. He has never failed to wake me, whether I needed to be up at 4 am, 8 am or anything in between.

I told you how He has been faithful to physically heal our family of various illnesses over the last 22 years, without prescriptions. How He even healed our St. Bernard of West Nile Virus when we anointed her with oil and declared her healing. You know He has healed ear infections, throat infections, skin infections, and sprained ankles, because I've told you.

I've told you how He has healed my heart, how He was faithful to bring me freedom and healing from childhood loss, pain, abuse and traumas.

I told you how He brought me my husband and then gave me a clear sign with His own voice that this is who I was supposed to be with. I've let you know how He delivered me from perpetuating abuse to my daughter, and healed our relationship from the damage of my own sins.

I have not hidden His miracles in my life from you, nor have I shielded you from my disappointments, struggles finding God, and my failures. I have been forthright with you that Jesus Christ of Nazareth is the Son of God, that He died on the Cross for humanity to procure salvation and be reconciled to God, and that He rose from the dead in victory over death so we can too. I've challenged each of you to consider that Good News and respond. But I didn't stop there. Why?

Because I know that the Israelites forgot God after He parted the Red Sea and sent supernatural plagues upon Egypt but saved Israel out of it. I know that the Israelites forgot God after He brought water from a rock and bread from Heaven. I know that the Israelites forgot God after He gave them an abundant land full of provision and blessing. I know that the Israelites forgot God after Elijah called fire down from Heaven in the midst of hundreds of witnesses. I know that Judas betrayed the Son of God after he saw Him heal the sick, raise the dead, cleanse the lepers, and feed the multitudes.

The human heart is short-sighted and shallow. We forget the good our friend has done for years when our friend hurts us today. We are fixated on how we feel right now, and we are woefully short on gratitude. We're inclined to forget a God our human eyes can't see, especially when there's so much in front of our eyes to bedazzle us constantly. We choose the golden calf that can't think, feel or speak, when our God has been too long getting back to us. I know that God is worthy of our worship if He NEVER does a thing for us because He is God and there is no one higher than He. We should want to worship our Creator simply because He is God, even if He never does a thing for us. Even if I died in the dysfunction of my childhood home, He would be worthy of my worship. Even if He never healed one thing I asked, or saved me from an accident, or never supernaturally provided a thing for me.

But I know that we don't do that well or easily. I know that God being God is simply not enough for our humanity left to itself to reconcile. And so I have shown you that He is not only God, but He became my Father. And if that weren't enough, I showed you that He is not only my God and my Father, but He has become my Friend. So that you would know that God loves us. God loves you. He is perfect and faithful and true, and He is worthy of your love, your admiration, your worship, your life. It is enough that He created us, but He also saved us when we needed saving. And it's enough that He saved us, but He has called us who have received Him His sons and daughters. And if all that wasn't enough, He also can be our Friend.

So I urge you to know this amazing God yourself. Love God for who He is, not what He does, and realize He still does good, good things for us. Be faithful in a faithless world. Live your life in such a way that Heaven knows your name when you get there.

I hang up my "youth leader" hat with Acts 20:24-35:

But my life is worth nothing to me unless I use it for finishing the work assigned me by the Lord Jesus -- the work of telling others the Good News about the wonderful grace of God.

And now I know that none of you to whom I have preached the Kingdom will ever see me again. I declare today that I have been faithful. If anyone suffers eternal death, it's not my fault, for I didn't shrink from declaring all that God wants you to know.

So guard yourselves and God's people. Feed and shepherd God's flock -- his church, purchased with his own blood -- over which the Holy Spirit has appointed you as elders. I know that false teachers, like vicious wolves, will come in among you after I leave, not sparing the flock. Even some men from your own group will rise up and distort the truth in order to draw a following. Watch out! Remember the three years I was with you -- my constant watch and care over you night and day, and my many tears for you.

And now I entrust you to God and the message of his grace that is able to build you up and give you an inheritance with all those he has set apart for himself.

I have never coveted anyone's silver or gold or fine clothes. You know that these hands of mine have worked to supply my own needs and even the needs of those who were with me. And I have been a constant example of how you can help those in need by working hard. You should remember the words of the Lord Jesus: 'It is more blessed to give than to receive.'

Holy Bible, New Living Translation , copyright 1996, 2004 by Tyndale Charitable Trust. Used by permission of Tyndale House Publishers. All rights reserved.

If you've made the decision to follow God, and have placed your faith and trust in Christ who died for your salvation, "work out your salvation with fear and trembling." Heed the words of Paul to guard yourself and your faith. Recognize that there is treachery within the church and without. Follow God, not man.

Release and forgive your parents for their failures, most of them did the best they could with what they had and meant well. If they didn't, forgive them anyway. Look to God for your healing, your deliverance, your salvation. When you've trusted Him as Savior, trust God as Father, and learn to know them both as Friend. Your life won't be easier or simpler, and you won't have abundant wealth just because you walk in faith. You may face increased tribulation, suffering or trials. Trust your Maker and let Him teach you and grow you into maturity. Care more about what God thinks than anyone else, (even yourself). Love God and keep the faith.

I leave you with more of Paul's words and pray you heed them. Do not live for yourself and refuse to obey the truth. Keep on doing good. Seek after the glory, honor and immortality God offers us.

Romans 2:4-11 (emphasis my own)

Don't you see how wonderfully kind, tolerant, and patient God is with you? Does this mean nothing to you? Can't you see that his kindness is intended to turn you from your sin?

But because you are stubborn and refuse to turn from your sin, you are storing up terrible punishment for yourself. For a day of anger is coming, when God's righteous judgment will be revealed. He will judge everyone according to what they have done. He will give eternal life to those who keep on doing good, seeking after the glory and honor and immortality that God offers. But he will pour out his anger and wrath on those who live for themselves, who refuse to obey the truth and instead live lives of wickedness. There will be trouble and calamity for everyone who keeps on doing what is evil -- for the Jew first and also for the Gentile. But there will be glory and honor and peace from God for all who do good -- for the Jew first and also for the Gentile. For God does not show favoritism.

Holy Bible, New Living Translation , copyright 1996, 2004 by Tyndale Charitable Trust. Used by permission of Tyndale House Publishers. All rights reserved.

2017 M. Smallback -- All Rights Reserved

E-Mail M. Smallback: M.Smallback@cox.net


Avoidable Demise Of The Black American Community Was Self Fulfilled
Is Hate An Emotion Which Must Be Learned?
Posted on Aug 10 2017 by Karen Schoen
America's New Normal, Lies, Lies And More Lies
Posted on Jun 29 2017 by Karen Schoen
America Or Globalism? You Can't Have Both
Posted on Apr 28 2017 by Karen Schoen
Victimhood, The New American Culture
Posted on Mar 25 2017 by Karen Schoen
This is it folks: America's last stand
Posted on Nov 05 2016 by Karen Schoen
Subjugating America
Posted on Jul 09 2016 by Karen Schoen
America for sale
Posted on May 24 2016 by Karen Schoen
Coming to America: one invader every 27 seconds, unless you wake-up
Posted on Jan 08 2016 by Karen Schoen
Karen Schoen Archive 2013 -2015
Posted on Dec 07 2015 by Karen Schoen

Karen Schoen

Author Email: kbschoen@bellsouth.net

Karen Schoen originally from New York currently resides in the Florida panhandle, a former teacher, dean and business owner who became an activist and devotes her time speaking to groups throughout the United States educating Americans to the communist United Nations takeover of America called UN Agenda 21 aka Sustainable Development Sustainable America, Resilient cities, Smart Growth, New Urbanism etc. Should you need a speaker on any agenda 21 issue, contact Karen. Karen has a Bachelors Degree in Education, minor in History and a Masters Degree in Liberal Studies and post graduate credits from the New School of Social Research where she was trained in psychological manipulation now applied in schools. Putting the pieces together and connecting the dots is her specialty. Karen is one of the founders of the AgEnders (Americans ending Agenda 21) writes for blogs, newsletters, agenda21today.com, americaismyname.org, saveamericafoundation.com, and Karenschoen.com Karen co-hosts her radio show, "American Freedom Watch Radio," on blogtalkradio.com/americanstatesman and redstatetalkradio.com has numerous videos on teapartychannel.net, freedominamerica.us and youtube, and she is often a guest on other radio and TV shows. Karen heads the team of AgEnders dedicated to educating Americans about Agenda 21. Karen hosts The AgEnders webinars series designed to expose the truth, by providing education and conversation and action against UN Agenda 21. UN Agenda 21 calls for the inventory and control of every aspect of human activity while indoctrination into global governance. The Elite are using environmental issues to control the population, destroy American exceptionalism, individual rights, private intellectual and real property family values, religious values and nationalism. School programs like IB and Common Core are designed to transform Americans into accepting collectivism and social justice. Karen has testified in front of the Florida Legislature on many occasions, is a Director of Panhandle Patriots, a founder of the AgEnders, (Americans ending Agenda 21) , Co- chair of the Florida Assessment Committee on Education and Director of the Save America Foundation. Email: kbschoen@bellsouth.net

Author Email: kbschoen@bellsouth.net

The War on Free Speech and How to Fight Back
by Kevin D. Freeman

The First Amendment to the Constitution guarantees free speech for all Americans. Unfortunately, there are many efforts in the courts and culture to remove that right and restrict the people's right to speak, express, or even think. Hate speech, blasphemy laws, and political correctness are all being used to silence anything that goes against the narrative of the day.

We've covered this topic before. In fact, here are two posts we wrote in September:



We bring the topic up again now because there have been some significant additional developments worth highlighting.

First, the area of the country that used to stand steadfast behind even reprehensible speech, Left Coast liberals, have now abandoned free speech all together:


That's pretty scary. What's worse is the awareness that many anti-speech efforts are funded by those with less than honorable intent. For example, we have shown that the Russians have funded civil unrest Facebook posts with the effects of denying free speech. The Chinese have funded Universities, demanding that no anti-China speech be allowed on campus. And, most recently we learned that China has been funding politicians in Australia, to control the narrative there. This is a huge scandal. The Chinese government is attempting to silence any criticism.

From News.Com.AU (November 30, 2011):

A SECRETIVE lobbying agency dedicated to strengthening China's Communist Party's influence by recruiting 'friends' in the West is increasingly becoming a source of suspicion in Australia, according to an expert.

China's United Front Work Department, which is under the control of the Communist Party's Central Committee, officially focuses on building support for the party in China and abroad. The ultimate goal of the Leninist-style operation -- recently referred to as a 'magic weapon' by president Xi Jinping -- is to influence the West and isolate enemies.

It's also tasked with coercing elites outside the party to ensure of their political loyalty.

Following Labor Senator Sam Dastyari's forced resignation from senior parliamentary positions over links with China and accusations the popular politician was 'under a foreign influence', Sydney's Lowy Institute East Asia program director Merriden Varrall warned there was reason to believe the department was ramping up secret operations in Australia.

Dr Varrall said the department had been given a budget boost in recent years to increase its power and coerce Chinese citizens at home and abroad 'to their perceptions'.

'It brought 40,000 extra employees on board,' she said.

'The primary focus is on Chinese citizens around the world who may not be absolutely supportive of the Chinese party's position.

'They want to use that to more broadly influence the agenda in other countries like Australia to expand their influence.'

[To read the full article: http://www.news.com.au/world/asia/chinas-secretive-lobbying-agency-stepping-up-its-operations-in-australia/news-story/7a21096c7de8d2d74f3e110c3dc858e6]

Another attempted blow to free speech is the coverup of the IRS criminal denial of tax-exempt status to conservative groups under the Obama Administration. From TheBlaze (November 20):

Lois Lerner, a former top official at the IRS, and her former deputy have asked a federal court to keep their testimonies in the Tea Party targeting scandal private forever, citing risk of physical harm to them or their families if the testimony is made public.

What happened? Lerner and her deputy, Holly Paz, filed a motion in federal court last Thursday asking the testimony -- which includes documents and tape-recorded depositions -- to be sealed forever, according to the Washington Times.

Lerner and Paz were the central figures in a 2013 scandal and investigation during the Obama administration after it was revealed the IRS' Exempt Organizations unit -- which Lerner led -- was denying or delaying Tea Party organizations tax-exempt status because of political ideology.

The groups later filed a class-action lawsuit demanding answers and compensation for being unfairly targeted. The lawsuit remained in litigation during Obama's administration, but was recently settled by the Trump administration. The targeted groups received settlements and an apology from the IRS.

The settlement also revealed that Lerner did not stop the targeting when she learned of it, but instead, she hid it from her superiors. The Obama administration previously maintained that Lerner tried to stop the targeting when she became aware of it.

[Click HERE to read the article at TheBlaze.]

We should not allow government officials to cover up when caught denying Americans their right to speech!

On the good news front, we do have recognition of the dangers we face. As a good example, we have highlighted the free speech threat of the discredited Southern Poverty Law Center (SPLC) who massively overreached in labeling hate organizations to advance a leftist political agenda. The Center for Security Policy, targeted undeservedly, struck back with a Facebook Live presentation.

The full presentation can be viewed at this link: "Free Speech Under Fire."

The PDF of an Occasional Paper produced by the Center can be downloaded HERE.

Here is a summary from Frank Gaffney:

It seems that every day, from every direction, the enemies of freedom encroach more upon what our Founders rightly described as a God-given and inalienable right.

We see 'snowflakes' on college campuses shouting down or even attacking speakers with whom they disagree.

We see the politically correct mainstream media exploding in outrage over every utterance of President Donald J. Trump that does not conform to their standards.

We see politicians too mealy-mouthed to tell the truth -- especially when it comes to the brutal, totalitarian Islamic ideology known as Sharia -- lest they be subjected to charges of the wholly made up and phony syndrome dubbed 'Islamophobia.'

We see social media giants stamping out the speech of those with whom they disagree, while they allow the speech of jihadis to flourish.

We see international organizations, from the United Nations to the Organization of Islamic Cooperation to the little-known Organization for Security and Cooperation in Europe (OSCE), each working in its own, insidious way to strangle expression.

And from all these quarters, we hear warnings about the ostensibly burgeoning danger of 'hate speech.'

But what is hate speech, exactly?

More and more, it appears it is simply shorthand for depicting -- and curbing -- whatever expression the radical Left and Sharia-supremacists may find objectionable. Anything with which they disagree is dubbed 'hate' and must be terminated.

In short, this 'Red-Green Axis' -- i.e., the collusion between neo-Marxist and Islamist forces against America and the West -- works systematically to punish speech to which such partisans take offense, a category that seemingly expands with each passing day.

This Occasional Paper is the latest in a series of products addressing such subjects to be published by the Center for Security Policy Press, including:

The Organization of Islamic Cooperation's Jihad on Free Speech, which addressed the part the OIC in particular plays in the Red-Green Axis' attempt to stifle the truth about Islam's supremacist Sharia doctrine.[1]
The Red-Green Axis: Refugees, Immigration and the Agenda to Erase America, which explored how the Left and its Islamist allies join force to maximize the influx of immigrants from Sharia-adherent countries who are, altogether too often inadequately vetted.[2]
TEAM JIHAD: How Sharia-Supremacists Collaborate with Leftists to Destroy the United States, an analysis of the specific links between Leftist and Islamist organizations, including funding from one to the other to help both better defeat us.[3]

Free Speech Under Fire provides a further examination of the unrestricted warfare now being mounted in forums like the Organization for Security and Cooperation in Europe that is inexorably garrotting free peoples' ability to speak. It includes:

An essay by Austrian dissident Elisabeth Sabaditsch-Wolff, telling the story of how in 2011 the Austrian state convicted her of 'denigration of religious beliefs' -- without regard to whether those beliefs, notably regarding pedophilia, deserve to be criticized;
A piece on the OSCE's missteps in its dealings with Jihad and Islamism by renowned expert on Islamic history and doctrine Robert Spencer, who recently recovered from being poisoned by a Leftist radical who disagreed with his extraordinarily well-researched;
An article by Deborah Weiss, Esq., a gifted attorney, 9/11 survivor and Center for Security Policy Senior Fellow, on how the OIC and other international organizations, as well as national and even local governments, are clamping down on free speech;
Two 'interventions' made during plenary sessions of the OSCE's fall 2017 meeting in Warsaw by Center for Security Policy Vice President for Research and Analysis Clare Lopez; and
An article by Christopher C. Hull, Ph.D., CSP's Executive Vice President, who also attended the most recent OSCE meeting devoted to shutting down speech critical of Sharia supremacism, while catering to the speech of Islamists.

Taken together, these essays validate the proposition that the Red-Green Axis' dark machinations amount to 'unrestricted warfare' against free expression. That term was featured by two colonels in the People's Liberation Army in their 1999 book, Unrestricted Warfare: China's Master Plan to Destroy America. Translated from original PLA documents, this volume describes how 'American military doctrine is typically led by technology; a new class of weapon or vehicle is developed, which allows or encourages an adjustment in strategy.'[4]

The authors, Chinese military strategists Qiao Liang and Wang Xiangsui 'argue that this dynamic is a crucial weakness in the American military, and that this blind spot with regard to alternative forms of warfare could be effectively exploited by enemies' -- a point not lost on the West's alt-Left and its Islamic infiltrators as well.

Unrestricted Warfare teaches that the front lines can be almost anywhere.

It has become increasingly obvious that the front lines of the unrestricted war on free speech are on university campuses, where enemy-planted radical thought and rhetorical excess thrive.

The front lines are in newsrooms, long populated by not only totalitarians' useful idiots, but active agents as well.

The front lines are on Facebook, Google, YouTube and Twitter as they crack down on conservative and counter-jihad speech, while allowing not only Russian influence operations, but jihadist propaganda and incitement, as well.

And the front lines are certainly at multilateral forums like the OSCE, where Sharia-supremacists work hand-in-hand with globalists to advance their common aim of centralizing and exercising control over both the means and the content of communications.

American policymakers and citizens alike must stand firm in the face of the relentless assault currently being mounted on the foundational freedom of speech that is described in the pages that follow.

It's time to challenge the Left's selective indignation about 'hate speech' that gives a pass to Black Lives Matter, Antifa and many jihadists' incitement of violence.

It's time to take on the Sharia-supremacists who condemn as 'Islamophobia' what, in reality, is simply truthful renderings of their anti-freedom political, military and legal system really means knowing too much about Sharia, and saying it aloud.

And it's past time we reined in international organizations including by refusing to submit to their boa-like constriction of free speech.

We at the Center for Security Policy hope that you will stand with us -- and stand up for free speech.

Frank J. Gaffney, Jr.
President and CEO

[1] See Deborah Weiss, Esq., The Organization of Islamic Cooperation's Jihad on Free Speech (Washington, D.C.: Center for Security Policy), 2015, https://www.centerforsecuritypolicy.org/wp-content/uploads/2015/07/OIC_Free_Speech_Jihad.pdf accessed November 28, 2017.

[2] See James Simpson, The Red-Green Axis: Refugees, Immigration and the Agenda to Erase America (Washington, D.C.: Center for Security Policy), 2015, https://www.centerforsecuritypolicy.org/wp-content/uploads/2015/07/Red-Green-Axis-10-05-15.pdf, accessed November 28, 2017.

[3] See Matthew Vadum, TEAM JIHAD: How Sharia-Supremacists Collaborate with Leftists to Destroy the United States (Washington, D.C.: Center for Security Policy), 2017, https://www.centerforsecuritypolicy.org/2017/06/26/book-launch-team-jihad-how-sharia-supremacists-collaborate-with-leftists-to-destroy-the-united-states/ accessed November 28, 2017.

[4] See Qiao Liang and Wang Xiangsui, Unrestricted Warfare: China's Master Plan to Destroy America

It's an honor for me to work with the Center on protecting America's liberty.

We also have good news from the Trump Administration in regard to Free Speech. Attorney General Jeff Sessions has gone public with his commitment to preserving the First Amendment:

Sessions: 'Too Much Suppression of Free, Open Speech' on Campuses

By Cathy Burke | Tuesday, 26 Sep 2017 09:24 PM

The Justice Department is ramping up its support for students who sue universities claiming their free-speech rights have been violated -- including conservatives "who've been silenced in many ways," Attorney General Jeff Sessions said Tuesday.

In an interview on Fox News' "Tucker Carlson Tonight," Sessions elaborated on a DOJ effort he unveiled to an invitation-only crowd earlier Tuesday at Georgetown University's law school.

"Too much suppression of free and open speech on college campuses today," Sessions said. "Particularly conservatives being silenced in many ways.

"Controversial speakers are being blocked. You have the veto by the heckler, who threatens to protest and disrupt the speech so the college may withdraw the speaker's invitation so they won't be a disturbance. These kinds of things really threaten the entire educational system in my view, the integrity of it."

"We have a heritage of free speech," he continued. "It's in our Constitution, it's deeply embedded in our whole approach to life and we need to push back so we are going to push back."

Sessions said the focus will be on "public institutions."

"Thirty-three percent of public institutions have some sort of speech codes that constrict freedom of speech as I think most people would define it under the First Amendment," he said. "This is a troubling trend."

"We want to call out and talk to college presidents, deans, faculties ... trustees to say 'make sure that you are not discriminating in any way against people's right to speak or discriminating against them academically or otherwise if they have the courage to defend their beliefs.'" ...

[Read the full story at NEWSMAX.]

Free speech is critical to our future as a free people. It is also absolutely necessary to worship God as we choose. You cannot have freedom or religious liberty without it. It's time to take a stand.


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Kevin D. Freeman | December 3, 2017 at 12:31 pm | Categories: Solutions | URL: https://wp.me/p27EWB-Ur

INTOLERANCE on parade: Liberal university berates professor for daring to debate non-traditional gender pronouns
by Ethan Huff
(Natural News) Evidence that global warming might actually be real has emerged from Wilfrid Laurier University in Canada, where a number of snowflakes have reportedly melted even before the arrival of winter. No, we're not talking about actual frozen ice crystals here, but rather a handful of brain-addled students and faculty
Read more of this post

What Today's Young Men and Women Can Learn From the Abernathy Boys
by The Publisher

No Sniveling Snowflakes here...

-- Forewords --
Our grandparents understood the value of character. "We learned to look a man in the eye, and judge him by the grasp of his hand. Wealth and education aren't as important as the way a man approaches life," The parents of today feel that the old ways to raise children are inferior to theirs. Judging by the troubles of our children and young adults, what do you think? To save America we must save one child at a time. -- Rosemary Stein, MD

Ten years ago, Lenore Skenazy started the modern free range kids movement when she wrote a column about letting her nine-year-old son ride the New York subway home by himself. Highly criticized for such a move, Skenazy explains that the subway ride was her son's idea, and only came after he begged long and hard for the adventure of being independent in the big city.

But Skenazy's son wasn't the first nine-year-old to beg his parent for permission to go on a daring adventure without supervision. Nearly 100 years before, the Abernathy boys of Oklahoma begged their father to ride on horseback from their home in Oklahoma to Santa Fe and back.

Mr. Abernathy was hesitant. But after seeing their enthusiasm and careful planning, he gave them supplies and agreed to let them go. The eldest, Louis (Bud), was nine-years-old. His brother Temple was only five.

The boys encountered sickness, sandstorms, hail, wolves, and cattle rustlers on that trip, but they made it back alive and happy. Perhaps more importantly, as Temple later recalled, was the fact that they had learned to face "tough situations and solve our own problems."

The Abernathy boys became quite famous for their trip, but like the Skenazys today, not all who heard about it were thrilled with their independence. Near the end of their journey, a woman grabbed Temple, wrapped him in her arms, and hysterically yelled at his father for allowing his children to make such a dangerous journey.

This encounter did not sway the Abernathy boys from future trips, however. They dreamed up another expedition for the following year. Their plan? Ride on horseback from Oklahoma to meet Teddy Roosevelt's ship in -- wait for it -- New York. Two and a half months and 2,000 miles later, the boys arrived, met up with their father, and greeted the former president.

Tired of their horses, the boys decided to attempt a new form of transportation. They discovered a Brush automobile and convinced their father to let them drive it back home. Thus it was that 10-year-old Louis learned to drive before his own father.

The Abernathy boys made three more ambitious trips, one of which stretched from New York to San Francisco and took 62 days. By 1913, however, the boys were ages 14 and nine and were growing interested in other things. The fame their exploits had given them soon faded away and they were left with only the lessons their independent expeditions had taught them. Those lessons, Temple later noted, served them well in their adulthood:

"We learned to look a man in the eye, and judge him by the grasp of his hand. Wealth and education aren't as important as the way a man approaches life, and we came to appreciate a willingness to help. ...

Geography came alive for us. Each trip was an expedition of discovery. I learned all the states, the cities, and the capitals. We saw everything from lead mines in operation, to oil wells being drilled. ...

Through Teddy's influence and our tours of Washington, we came to admire those who strive for good government. Bud later became a lawyer and served his community as both district attorney and county judge, a leaning surely traced in part to those early lessons.

We learned to endure hardship with patience, especially in those heartbreaking days toward the end of our coast-to-coast trip, when Sam Bass' death, and our trials in the desert seemed to test us more than we could bear. But we made it through, stronger for having held on. We could, we discovered, do almost anything we set our minds to."

While the adventures of Louis and Temple likely go beyond what today's free range parents would find acceptable, it's hard to deny that the Abernathy boys were any worse the wear for having experienced them. In all likelihood, they had more grit and determination to live sturdy, reliable, adult lives because of their experiences.

Americans are waking up to the fact that recent generations don't have this grit and determination. Would we produce the strong young men and women Americans desire by stepping back and allowing children to be more daring and independent like the Abernathy boys were?

Written by Annie Holmquist and published by Intellectual Takeout -- January 12, 2018.

FAIR USE NOTICE: This site contains copyrighted material the use of which has not always been specifically authorized by the copyright owner. We are making such material available in our efforts to advance understanding of environmental, political, human rights, economic, democracy, scientific, and social justice issues, etc. We believe this constitutes a 'fair use' of any such copyrighted material as provided for in section 107 of the US Copyright Law. In accordance with Title 17 U. S. C. Section 107, the material on this site is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes. For more information go to: http://www.law.cornell.edu/uscode/17/107.shtml

Religion on Campus, Then and Now
By Jonathan B. Imber Until 1969, on the campus where I teach, all students were required to take two semester s of Bible, which made the Department of Religion a central force in the life of the institution. When I arrived twelve years later, with no Bible requirement any longer in place, the only remnant ... Continue reading Religion on Campus, Then and Now...

Dumbing Down: Then And Now
April 9, 2008 John Leo

The Way We Were

This is the eighth-grade final exam from 1895 in Salina, Kansas, USA. It was taken from the original document on file at the Smokey Valley Genealogical Society and Library in Salina, KS, and reprinted by the Salina Journal.

8th Grade Final Exam:

Grammar (Time, one hour)

1. Give nine rules for the use of capital letters.
2. Name the parts of speech and define those that have no modifications.
3. Define verse, stanza and paragraph
4. What are the principal parts of a verb? Give principal parts of 'lie', 'play', and 'run.'
5. Define case; illustrate each case.
6. What is punctuation? Give rules for principal marks of punctuation.
7 -- 10. Write a composition of about 150 words and show therein that you understand the practical use of the rules of grammar.

Arithmetic (Time, 65 minutes)

1. Name and define the Fundamental Rules of Arithmetic.
2. A wagon box is 2 ft. deep, 10 feet long, and 3 ft. wide. How many bushels of wheat will it hold?
3. If a load of wheat weighs 3942 lbs., what is it worth at 50cts/bushel, deducting 1050 lbs. for tare?
4. District No 33 has a valuation of $35,000. What is the necessary levy to carry on a school seven months at $50 per month, and have $104 for incidentals?
5. Find the cost of 6720 lbs. coal at $6.00 per ton.
6. Find the interest of $512.60 for 8 months and 18 days at 7 percent.
7. What is the cost of 40 boards 12 inches wide and 16 ft. long at $20 per meter?
8. Find bank discount on $300 for 90 days (no grace) at 10 percent.
9. What is the cost of a square farm at $15 per acre, the distance of which is 640 rods?
10. Write a Bank Check, a Promissory Note, and a Receipt

U.S. History (Time, 45 minutes)

1. Give the epochs into which U.S. History is divided
2. Give an account of the discovery of America by Columbus .
3. Relate the causes and results of the Revolutionary War.
4. Show the territorial growth of the United States
5. Tell what you can of the history of Kansas .
6. Describe three of the most prominent battles of the Rebellion.
7. Who were the following: Morse, Whitney, Fulton , Bell , Lincoln , Penn, and Howe?
8. Name events connected with the following dates: 1607, 1620, 1800, 1849, and 1865.

Orthography (Time, one hour) (Do we even know what this is???)

1. What is meant by the following: alphabet, phonetic, orthography, etymology, and syllabication.
2. What are elementary sounds? How classified?
3. What are the following, and give examples of each: trigraph, sub vocal, diphthong, cognate letters, and lingual.
4. Give four substitutes for caret 'u.'
5. Give two rules for spelling words with final 'e.' Name two exceptions under each rule.
6. Give two uses of silent letters in spelling. Illustrate each.
7. Define the following prefixes and use in connection with a word: bi-, dis-, mis-, pre-, semi-, post-, non-, inter-, mono-, and sup-.
8. Mark diacritically and divide into syllables the following, and name the sign that indicates the sound: card, ball, mercy, sir, odd, cell, rise, blood, fare, last.
9. Use the following correctly in sentences: cite, site, sight, fane, fain, feign, vane, vain, vein, raze, raise, rays.
10. Write 10 words frequently mispronounced and indicate pronunciation by use of diacritical marks and by syllabication

Geography (Time, one hour)

1 What is climate? Upon what does climate depend?
2. How do you account for the extremes of climate in Kansas? [I'm sure that the correct answer wasn't "global warming", either!]
3. Of what use are rivers? Of what use is the ocean?
4. Describe the mountains of North America
5. Name and describe the following: Monrovia , Odessa , Denver , Manitoba , Hecla , Yukon , St. Helena, Juan Fernandez, Aspinwall and Orinoco .
6. Name and locate the principal trade centers of the U.S.
7. Name all the republics of: Europe and give the capital of each.
8. Why is the Atlantic Coast colder than the Pacific in the same latitude?
9. Describe the process by which the water of the ocean returns to the sources of rivers.
10. Describe the movements of the earth. Give the inclination of the earth.

The Way We Are

Case Western Reserve's Ted Gup, in the April 11, 2008 issue of the Chronicle of Higher Education, [http://chronicle.com/weekly/v54/i31/31a03701.htm] [https://www.chronicle.com/article/So-Much-for-the-Information/20227] [https://www.chronicle.com/article/Higher-Education-Is-Drowning/242195?cid=trend_right_a] writes about how little his students know:

"Nearly half of a recent class could not name a single country that bordered Israel. In an introductory journalism class, 11 of 18 students could not name what country Kabul was in, although we have been at war there for half a decade. Last fall only one in 21 students could name the U.S. secretary of defense. Given a list of four countries -- China, Cuba, India, and Japan -- not one of those same 21 students could identify India and Japan as democracies. Their grasp of history was little better. The question of when the Civil War was fought invited an array of responses -- half a dozen were off by a decade or more. Some students thought that Islam was the principal religion of South America, that Roe v. Wade was about slavery, that 50 justices sit on the U.S. Supreme Court, that the atom bomb was dropped on Hiroshima in 1975."

A study by the National Center for Education Statistics found that only 31 percent of college graduates could read a "complex book and extrapolate from it." Furthermore, the study found that far fewer college graduates are leaving school with "the skills needed to comprehend routine data, such as reading a table about the relationship between blood pressure and physical activity."

From "Failing Our Students, Failing America", [http://www.americancivicliteracy.org/] the Intercollegiate Studies Institute report on the testing of 7,000 college students at 50 colleges, 2007-2008:

"College seniors know astoundingly little about America's history, political thought, market economy and international relations... Not one college surveyed can boast that its seniors scored, on average, even a 'C' in American civic knowledge. Harvard seniors scored highest, but their overeall average was 69.9%, a 'D+'."


What's In Our Schools? Part 2
...How can Americans have two totally opposing views? With only one word I can tell you why. The answer is SCHOOL. Hate -- Racism is an emotion. You are not born a hater, you have to learn. Where do you learn? SCHOOL, family and clergy (morality).

In order to promote hate, you have to destroy the family unit and eliminate morality. Once belief in family and morality are destroyed, the only thing left to cling to, is the government school.

Are we there yet? When Welfare programs were initiated in America, we all though they would be great; we can take care of our people in a down time. The government can assist. How far from the truth! Welfare was designed to create single parent households granting entitlements based on the amount of children. What is wrong with this picture? What message does it send? As single parent household grew, stress on single parents grew. Less and less time was spent with their children. Parents gave control of children to school. G-d was eliminated from school. This marked the beginning of the end of the family unit and morality. The values that made America great were tossed out the window. Today there are more social programs in school than educational programs. Ask your school board and superintendent: "How much do you get from the Feds?" Answer will be in between 5-10% of budget. Then ask: "How much does it cost to implement these programs?" Answer will be between 20-30% of budget. Does that make sense? Now you should understand why basic math is no longer taught.

Why is racism still an issue at this magnitude? Answer: money and ignorance. The race baiters need the race issue for donations so the ignorant Human Capital (their words) learn to be racist in SCHOOL.

How Karen, no one teaches people to be racists?

Real easy! Students are learning by omission. By only showing the worst of America and promoting the disgrace of America -- slavery, the Globalist omits the best of America -- Guaranteed Freedom for All Americans. All means all, no group, no special class.

Ask any legislator, school board member, Superintendent, DO YOU LOOK AT THE CONTENT OF THE MATERIAL THE HUMAN CAPITAL READ? You will get an overwhelming NO. Most use the material approved by their State Dept of Ed. But who monitors the texts in the state DOEd? Do you know if there is objectionable material in those texts? [Link: http://floridacitizensalliance.com/liberty/?s=objectionable+material]

So remind me again why are we paying their salary?

Education fails basically because no one is focused on the 2 reasons kids learn:
1. Content of material: Today CCS is highly bias, confrontational and racist
2. Method of learning: Today called training. Skinner/Pavlov training to be exact. Your child will be trained like a pet. They will comply. Data mining insures that your child will answer questions with the required answers. If not they are "re-educated" until their behavior is the one desired by the state.

"Where you came from is not as important as where you go," was the subliminal message from some TV show last week. Not true. The show's message is: HISTORY is not important.

Knowing History, our past experiences, help us make decisions based on correcting our past mistakes. Not knowing history means we will repeat the same mistakes over and over creating a losing cycle.

Did you know today in school Human Capital being told not to talk to seniors? Why? Because seniors know history!

Where you come from gives you the experience, direction and the ability to make informed decisions with less mistakes. We all know the one with the fewest mistakes wins. If you know history, you can eliminate many mistakes. The Regime thrives on mistakes because mistakes lead to chaos. Have you ever noticed that there is never a discussion on unintended consequence creating chaos, once a policy is put in place? Chaos creates the public scream for more government control continuing the cycle leading to loss of Rights. So understanding the goal: "loss of rights and property," it is easy to see why History is no longer taught. CCS must eliminate history, because history is the Globalist's competition.

Look at history of intelligence in America. Remember when your grandparents said, I just went to the 8th grade. Our seniors learned more from 1-8 than is learned in 1-12 and yet we are spending more and getting dumber. Could there be a reason? Can any legislator or bureaucrat pass a test from the 1900's? Notice how all questions are open ended. Students actually had to use their cognitive skills. [Link: http://www.mindingthecampus.com/forum/2008/04/then_and_now.html]

Our founder's IQ 120-130
IQ in 1950 110-120
Today under 100
Mission accomplished.

School was not necessary after 8th grade. School was not filled with social programs that did nothing for learning. Schools taught skills enabling students to make informed decisions. Local communities were involved in education, civics and government allowing for local ideas and plans. Social problems were attended by family and charity.

America was very integrated in the 1900 but Pres Wilson returned segregation back into governmental agency positions. Wilson was a??? DEMOCRAT. A bit of unlearned history skewed in school.

In the 1980's after enough teachers were trained in the NWO divisive education, a massive "modernization" of education was instituted. Education was redefined by Shirley Mc Cune, from the Mc REL Foundation, under G Bush 41 and Bill Clinton, president of the Governors Association. Did the governors make that decision also or were they coerced?

Students are now called Human Capital and are defined by the amount of work they can do for the state. (Their words -- human capital aka sheeple). Keynesian economics now taught, focuses on debt. Students are taught, the one with the most debt is the winner. Debt is leveraged and money is loaned to the US collateralized by work done by its citizens. Like a bad pyramid scheme, Americans need new workers to feed the beast for massive government entitlement programs. You saw by the last Immigration press conference, Democrats have already tossed out the middle class, the American worker and are focusing on legal and illegal immigrants. Dems recognize that in order for any program to work they need new workers to tax (and vote)... (Excerpt -- see link for full article: https://newswithviews.com/whats-in-our-schools-part-2/)

John Leo

John Leo is the editor of Minding The Campus, dedicated to chronicling developments within higher education in an effort to restore balance and intellectual pluralism to our American universities. His popular column, "On Society," ran in U.S.News & World Report for 17 years, and was syndicated to 140 newspapers through the Universal Press Syndicate.

then and now Search Results Minding The Campus

The 'Right' to Disrupt Free Speech on Campus Doesn't Exist

VIDEO: Panicked Texas College Students Call Cops on Deranged Muslim Convert Professor
by Paul Joseph Watson
Professor entered class with his face covered ranting about the Koran Panicked students at a community college in Texas called the police after their Muslim convert professor entered their astronomy class with his face covered and began ranting about the Koran while behaving bizarrely.
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Doctor Killed After Releasing NWO Plan!

A New World Order Insider Reveals Entire NWO Plan in 1969! Once this plan was released to the public decades later, I believe this insider was killed shortly afterwards with fast acting cancer as punishment for the information being put out on tape! I've been studying the new world order for over 20 years now and I learned a lot just by listening to these tapes. This is key information that you, your family and your friends need to know so you are prepared for what is still to come! Most people fully wake up when they hear the testimony of this doctor! It's so obvious everything he was told was exactly right! Once you learn their plan, you'll understand the mind control of the fake news, television shows and movies completely. Please learn and share this information with others!

This is amazing information from Dr. Lawrence Dunegan who was invited to attend a lecture by Dr. Richard Day (head of Planned Parenthood) in 1969. Dr. Day told this room of about 80-90 doctors all about the changes they would witness in their lifetime as a result of "The Order" or as we know it now as the "New World Order" or Illuminati. Dr Day told the doctors that he was free to speak at this time because everything was in place and nobody could stop them now!

Recording devices were not allowed in the room and taking notes was not allowed. Luckily, Dr. Dunegan had a near photographic memory and took good notes when he got home from the lecture. The notes stayed in his desk for 20 years until he pulled them out and decided he needed to get the information out to as many as possible by making audio tapes of the information in 1989.

Dr Day stated at one point that he would be in real trouble if the information he was telling them got out to the general public. That's why taking notes was prohibited and and recording devices were not allowed in the room. Was it a coincidence that Dr. Day died shortly after Dr. Dunegan began distributing this information on audio tapes in 1989? I believe they killed him in retaliation for the information he released. As Dr. Day admitted during the lecture there were many ways to kill people with diseases or even artificial heart attacks.

I urge everybody to listen to the entire video even if you have to break it up over a few sessions because you really don't get the full effect by just reading my brief summary. This information is key to waking up others because anybody that listens to this material will be absolutely shocked. When they see what has happened over the last 20,30,40 and 50 years in this country there is no question that we are being dumbed down, made sick, robbed financially, brainwashed and even killed by this new world order.

Here are just some of the topics covered in this video created from Dr. Dunegan's audio tapes about the plans of the new world order.


When I heard that, first I thought maybe that was sort of an ego trip, somebody enhancing his own importance. But as the revelations unfolded, I began to understand why he might have had some concern about not having it widely known what was said, although this... although this was a fairly public forum where he was speaking, [where the] remarks were delivered. But, nonetheless, he asked that no notes be taken... no tape recording be used -- suggesting there might be some personal danger to himself if these revelations were widely publicized.

Again, as the remarks began to unfold, and I saw the rather outrageous things that were said -- at that time they certainly seemed outrageous -- I made it a point to try to remember as much of what he said as I could, and during the subsequent weeks and months and years, to connect my recollections to simple events around me, both to aid my memory for the future in case I wanted to do what I'm doing now -- record this. And also, to try to maintain a perspective on what would be developing, if indeed, it followed the predicted pattern -- which it has!

At this point, so that I don't forget to include it later, I'll just include some statements that were made from time to time throughout the presentation... just having a general bearing on the whole presentation. One of the statements was having to do with change. People get used . . the statement was, "People will have to get used to the idea of change, so used to change, that they'll be expecting change. Nothing will be permanent."

This often came out in the context of a society of... where people seemed to have no roots or moorings, but would be passively willing to accept change simply because it was all they had ever known. This was sort of in contrast to generations of people up until this time where certain things you expected to be, and remain in place as reference points for your life. So change was to be brought about, change was to be anticipated and expected, and accepted, no questions asked. Another comment that was made . . from time to time during the presentation was, "People are too trusting. People don't ask the right questions."

Sometimes, being too trusting was equated with being too dumb. But sometimes when... when he would say that and say, "People don't ask the right questions," it was almost with a sense of regret, as if he were uneasy with what he was part of, and wished that people would challenge it and maybe not be so trusting.

Note: Please take note of the comment "People Are Too Trusting". The new world order is this far along because many of you reading this article were too trusting! You believe the fake news on TV and you didn't seek out other sources for your information like VeteransToday.com which destroys the lies of the mainstream and even the gatekeepers of the alternative media ("tip of the spear" people in Austin Texas) that has hidden many things from you that you will only learn about from our Vets and patriots.


Another comment that was repeated from time to time... this particularly in relation to changing laws and customs... and specific changes... he said, "Everything has two purposes. One is the ostensible purpose which will make it acceptable to people; and second, is the real purpose which would further the goals of establishing the new system and having it."

Frequently he would say, "There is just no other way. There's just no other way!"

This seemed to come as a sort of an apology, particularly when... at the conclusion of describing some particularly offensive changes. For example, the promotion of drug addiction which we'll get into shortly.

Note: We all know how the game works, they CREATE the problem, then they offer the solution to this problem they created. For example no children died at Sandy Hook but they CREATED this event because it was a drill, then they said they had to take your guns to protect the children! The REAL purpose is always to take your guns as Doctor Dunegan states later.


He was very active with population control groups, the population control movement, and population control was really the entry point into specifics following the introduction. He said the population is growing too fast. Numbers of people living at any one time on the planet must be limited or we will run out of space to live. We will outgrow our food supply and we will over-pollute the world with our waste.

Note: They put things to sterilize us in the water, food, vaccines and of course they encourage homosexuality and abortion. Russia pays couples to have children while NWO USA pays to kill the babies!


People won't be allowed to have babies just because they want to or because they are careless. Most families would be limited to two. Some people would be allowed only one, and the outstanding person or persons might be selected and allowed to have three. But most people would [be] allowed to have only two babies. That's because the zero population growth [rate] is 2.1 children per completed family. So something like every 10th family might be allowed the privilege of the third baby.

To me, up to this point, the word "population control" primarily connoted limiting the number of babies to be born. But this remark, about what people would be "allowed" and then what followed, made it quite clear that when you hear "population control" that means more than just controlling births. It means control of every endeavor of an entire... of the entire world population; a much broader meaning to that term than I had ever attached to it before hearing this. As you listen and reflect back on some of the things you hear, you will begin to recognize how one aspect dovetails with other aspects in terms of controlling human endeavors.

Note: While this hasn't quite gotten to this point here in the USA yet, we already see that it's been done in China and since they are destroying our economy and making it difficult for people to support children financially, the birth rate has dropped dramatically inside the US.


Well, from population control, the natural next step then was sex. He said sex must be separated from reproduction. Sex is too pleasurable, and the urges are too strong, to expect people to give it up. Chemicals in food and in the water supply to reduce the sex drive is not practical. The strategy then would be not to diminish sex activity, but to increase sex activity, but in such a way that people won't be having babies.

Note: This is being shown on the TV shows, Movies and all entertainment. Very rarely is sex talked about for the purpose of reproduction, it's mostly just for the pleasure and of course we are now making babies without reproduction.


Contraceptives would be displayed much more prominently in drug stores, right up with the cigarettes and chewing gum. Out in the open, rather than hidden under the counter where people would have to ask for them and maybe be embarrassed. This kind of openness was a way of suggesting that contraceptions . . that contraceptives are just as much a part of life as any other items sold in the store. And, contraceptives would be advertised. And, contraceptives would be dispensed in the schools in association with sex education!

Note: Children are given condoms in school in many cities now. And of couse we all know that birth control is all out in the open now whereas in 1969 it was behind the counter.


The sex education was to get kids interested early, making the connection between sex and the need for contraception early in their lives, even before they became very active. At this point I was recalling some of my teachers, particularly in high school and found it totally unbelievable to think of them agreeing, much less participating in, distributing of contraceptives to students. But, that only reflected my lack of understanding of how these people operate. That was before the school-based clinic programs got started.

Many, many cities in the United States by this time have already set up school-based clinics which are primarily contraception, birth control, population control clinics. The idea then is that the connection between sex and contraception introduced and reinforced in school would carry over into marriage. Indeed, if young people -- when they matured -- decided to get married, marriage itself would be diminished in importance. He indicated some recognition that most people probably would want to be married... but that this certainly would not be any longer considered to be necessary for sexual activity.

Note: They are actually teaching homosexuality and encouraging it to the children in many schools now! They are even encouraging girls and boys to kiss each other and promoting children to have sex.


No surprise then, that the next item was abortion. And this, now back in 1969, four years before Roe vs. Wade. He said, "Abortion will no longer be a crime. Abortion will be accepted as normal", and would be paid for by taxes for people who could not pay for their own abortions. Contraceptives would be made available by tax money so that nobody would have to do without contraceptives. If school sex programs would lead to more pregnancies in children, that was really seen as no problem. Parents who think they are opposed to abortion on moral or religious grounds will change their minds when it is their own child who is pregnant. So this will help overcome opposition to abortion. Before long, only a few die-hards will still refuse to see abortion as acceptable, and they won't matter anymore.

Note: For the first time in history the US government is now using your tax payer money to kill babies -- ObamaCare -- the biggest rippoff in our history.


Homosexuality also was to be encouraged. "People will be given permission to be homosexual."

That's the way it was stated. They won't have to hide it. And elderly people will be encouraged to continue to have active sex lives into the very old ages, just as long as they can. Everyone will be given permission to have sex, to enjoy however they want. Anything goes. This is the way it was put. And, I remember thinking, "how arrogant for this individual, or whoever he represents, to feel that they can give or withhold permission for people to do things!" But that was the terminology that was used.

In this regard, clothing was mentioned. Clothing styles would be made more stimulating and provocative. Recall back in 1969 was the time of the mini skirt, when those mini- skirts were very, very high and revealing. He said, "It is not just the amount of skin that is exposed that makes clothing sexually seductive, but other, more subtle things are often suggestive,"

. . things like movement, and the cut of clothing, and the kind of fabric, the positioning of accessories on the clothing. "If a woman has an attractive body, why should she not show it?" was one of the statements.

There was not detail on what was meant by "provocative clothing," but since that time if you watched the change in clothing styles, blue jeans are cut in a way that they're more tight-fitting in the crotch. They form wrinkles. Wrinkles are essentially arrows. Lines which direct one's vision to certain anatomic areas. And, this was around the time of the "burn your bra" activity. He indicated that a lot of women should not go without a bra. They need a bra to be attractive, so instead of banning bras and burning them, bras would come back. But they would be thinner and softer allowing more natural movement. It was not specifically stated, but certainly a very thin bra is much more revealing of the nipple and what else is underneath, than the heavier bras that were in style up to that time.

Technology. Earlier he said . . sex and reproduction would be separated. You would have sex without reproduction and then technology was reproduction without sex. This would be done in the laboratory. He indicated that already, much, much research was underway about making babies in the laboratory. There was some elaboration on that, but I don't remember the details, how much of that technology has come to my attention since that time. I don't remember . . I don't remember in a way that I can distinguish what was said from what I subsequently have learned as general medical information.

Note: I remember growing up there was only one television show that had a gay character in it called "Soap", now you'll see it everywhere. Again, the US promotes homosexuality while Russia keeps it away from TV and the chidren.


Families would be limited in size. We already alluded to not being allowed more than two children. Divorce would be made easier and more prevalent. Most people who marry will marry more than once. More people will not marry. Unmarried people would stay in hotels and even live together. That would be very common -- nobody would even ask questions about it. It would be widely accepted as no different from married people being together.

More women will work outside the home. More men will be transferred to other cities, and in their jobs, more men would travel. Therefore, it would be harder for families to stay together. This would tend to make the marriage relationship less stable and, therefore, tend to make people less willing to have babies. And, the extended families would be smaller, and more remote. Travel would be easier, less expensive, for a while, so that people who did have to travel would feel they could get back to their families... not that they were abruptly being made remote from their families.

But one of the net effects of easier divorce laws combined with the promotion of travel, and transferring families from one city to another, was to create instability in the families. If both husband and wife are working and one partner gets transferred the other one may not be easily transferred. So one either keeps his or her job and stays behind while the other leaves, or else gives up the job and risks not finding employment in the new location. Rather a diabolical approach to this whole thing!

Note: I was fortunate to have my parents married for over 50 years before my father died. Today it's very rare for a child to grow up with only one set of parents. Divorce is almost promoted through media as a solution.


Everybody has a right to live only so long. The old are no longer useful. They become a burden. You should be ready to accept death. Most people are. An arbitrary age limit could be established. After all, you have a right to only so many steak dinners, so many orgasms, and so many good pleasures in life. And after you have had enough of them and you're no longer productive, working, and contributing, then you should be ready to step aside for the next generation.

Some things that would help people realize that they had lived long enough, he mentioned several of these... I don't remember them all... here are a few: Use of very pale printing ink on forms that people... are necessary... to fill out, so that older people wouldn't be able to read the pale ink as easily and would need to go to younger people for help. Automobile traffic patterns -- there would be more high-speed traffic lanes . . traffic patterns that would . . that older people with their slower reflexes would have trouble dealing with and thus, lose some of their independence.

Note: ObamaCare was sold by Bill Gates as saying if we don't pay all that money to keep Granny alive for the last 6 months we can hire 10 new teachers! Magazines such as Newseek have run cover stories such as "The Case for Killing Granny!" Clearly they want to kill as many old people as possible and will do so by not giving them treatment through ObamaCare.


A big item -- [that] was elaborated at some length -- was the cost of medical care would be burdensomely high. Medical care would be connected very closely with one's work, but also would be made very, very high in cost so that it would simply be unavailable to people beyond a certain time. And unless they had a remarkably rich, supporting family, they would just have to do without care.

And the idea was that if everybody says, "Enough! What a burden it is on the young to try to maintain the old people," then the young would become agreeable to helping Mom and Dad along the way, provided this was done humanely and with dignity. And then the real example was -- there could be like a nice, farewell party, a real celebration. Mom and Dad had done a good job. And then after the party's over they take the "demise pill."

Note: Again ObamaCare!


The next topic is Medicine. There would be profound changes in the practice of medicine. Overall, medicine would be much more tightly controlled. The observation was made, "Congress is not going to go along with national health insurance. That (in 1969), he said, "is now, abundantly evident. But it's not necessary. We have other ways to control health care."

These would come about more gradually, but all health care delivery would come under tight control. Medical care would be closely connected to work. If you don't work or can't work, you won't have access to medical care. The days of hospitals giving away free care would gradually wind down, to where it was virtually non-existent. Costs would be forced up so that people won't be able to afford to go without insurance. People pay... you pay for it, you're entitled to it.

It was only subsequently that I began to realize the extent to which you would not be paying for it. Your medical care would be paid for by others. And therefore you would gratefully accept, on bended knee, what was offered to you as a privilege. Your role being responsible for your own care would be diminished.

As an aside here -- this is not something that was developed at this time... I didn't understand it at the time -- as an aside, the way this works, everybody's made dependent on insurance. And if you don't have insurance then you pay directly; the cost of your care is enormous. The insurance company, however, paying for your care, does not pay that same amount. If you are charged, say, $600 on your part, they pay $300 or $400. And that differential in billing has the desired effect: It enables the insurance company to pay for that which you could never pay for. They get a discount that's unavailable to you. When you see your bill you're grateful that the insurance company could do that. And in this way you are dependent, and virtually required to have insurance.

The whole billing is fraudulent.

Anyhow, continuing on now... access to hospitals would be tightly controlled. Identification would be needed to get into the building. The security in and around hospitals would be established and gradually increased so that nobody without identification could get in or move around inside the building. Theft of hospital equipment, things like typewriters and microscopes and so forth would be "allowed" and exaggerated; reports of it would be exaggerated so that this would be the excuse needed to establish the need for strict security, until people got used to it. And anybody moving about in a hospital would be required to wear an identification badge with photograph and . . telling why he was there . . employee or lab technician or visitor or whatever.

This is to be brought in gradually -- getting everybody used to the idea of identifying themselves -- until it was just accepted. This need for ID to move about would start in small ways: hospitals, some businesses, but gradually expand to include everybody in all places! It was observed that hospitals can be used to confine people... for the treatment of criminals. This did not mean, necessarily, medical treatment. At that... at that time, I did not know the word "Psycho-Prison" as in the Soviet Union, but without trying to recall all the details, basically, he was describing the use of hospitals both for treating the sick and for confinement of criminals for reasons other than the medical well-being of the criminal. The definition of criminal was not given.

Note: It was only in the last 20 years that I realized our entire medical system is a total fraud. The make you pay insurace because their rates or so high, if you don't get the insurance, they wipe you out with one major health issue. Then they don't actually cure your illness becaues they give you Big Pharma solutions that don't work and make it worse. Now with ObamaCare they FORCE you to pay for their garbage health care plans that are a total ripoff!


The image of the doctor would change. No longer would he be seen as an individual professional in service to individual patients. But the doctor would be gradually recognized as a highly skilled technician... and his job would change. The job is to include things like executions by lethal injection. The image of the doctor being a powerful, independent person would have to be changed. And he went on to say, "Doctors are making entirely too much money. They should advertise like any other product."

Lawyers would be advertising too. Keep in mind, this was an audience of doctors being addressed by a doctor. And it was interesting that he would make some rather insulting statements to his audience without fear of antagonizing us. The solo practitioner would become a thing of the past. A few die-hards might try to hold out, but most doctors would be employed by an institution of one kind or another. Group practice would be encouraged, corporations would be encouraged, and then once the corporate image of medical care... as this gradually became more and more acceptable, doctors would more and more become employees rather than independent contractors. And along with that, of course, unstated but necessary, is the employee serves his employer, not his patient.

So that's... we've already seen quite a lot of that in the last 20 years. And apparently more on the horizon. The term HMO was not used at that time, but as you look at HMOs you see this is the way that medical care is being taken over since the National Health Insurance approach did not get through the Congress. A few die-hard doctors may try to make a go of it; remaining in solo practice, remaining independent, which, parenthetically, is me. But they would suffer a great loss of income. They'd be able to scrape by, maybe, but never really live comfortably as would those who were willing to become employees of the system. Ultimately, there would be no room at all for the solo practitioner, after the system is entrenched.

Note: I've read articles where ObamaCare has forced many doctors to quit or retire early. It's clearly become more rare for a dotor to be able to operate on his own due to the ridiculous insurance rates and government regulation.


Next heading to talk about is HEALTH & DISEASE. He said there would be new diseases to appear which had not ever been seen before. Would be very difficult to diagnose and be untreatable -- at least for a long time. No elaboration was made on this, but I remember, not long after hearing this presentation, when I had a puzzling diagnosis to make, I would be wondering, "Is this ... was what he was talking about? Is this a case of what he was talking about?". Some years later, as AIDS ultimately developed, I think AIDS was at least one example of what he was talking about. I now think that AIDS probably was a manufactured disease.

Note: Clearly Aids was man made. Morgellons is like something out of a science fiction movie where fibers literally grow out of your skin that seem to be nano tech. Clearly many are cooking up new diseases in the labs for the new world order. I'm sure that only those at the top of the NWO are given the cures to these conditions while the rest of us kept in the dark.


He said, "We can cure almost every cancer right now. Information is on file in the Rockefeller Institute, if it's ever decided that it should be released. But consider -- if people stop dying of cancer, how rapidly we would become overpopulated. You may as well die of cancer as something else."

Efforts at cancer treatment would be geared more toward comfort than toward cure. There was some statement ultimately the cancer cures which were being hidden in the Rockefeller Institute would come to light because independent researchers might bring them out, despite these efforts to suppress them. But at least for the time being, letting people die of cancer was a good thing to do because it would slow down the problem of overpopulation.

Note: If you want to see just how much they have censored cancer cures, go read the section on www.project.nsearch.com where I have interviews with Dr. Coldwell who has a 93% cure rate for curing those with cancer! He discusses hundreds of cures for cancer in these interviews.


Another very interesting thing was heart attacks. He said, "There is now a way to simulate a real heart attack. It can be used as a means of assassinates."

Only a very skilled pathologist who knew exactly what to look for at an autopsy, could distinguish this from the real thing. I thought that was a very surprising and shocking thing to hear from this particular man at that particular time. This, and the business of the cancer cure, really still stand out sharply in my memory, because they were so shocking and, a that time, seemed to me out of character.

Note: Andrew Breitbart?

He then went on to talk about nutrition and exercise, sort of in the same framework. People would not have to... people would have to eat right and exercise right to live as long as before. Most won't. This, in the connection of nutrition, there was no specific statement that I can recall as to particular nutrients that would be either inadequate or in excess. In retrospect, I tend to think he meant high salt diets and high fat diets would predispose toward high blood pressure and premature arteriosclerotic heart disease. And that if people who were too dumb or too lazy to exercise as they should then their dietary... their circulating fats go up and predispose to disease.

And he said something about diet information -- about proper diet -- would be widely available, but most people -- particularly stupid people, who had no right to continue living anyway -- they would ignore the advice and just go on and eat what was convenient and tasted good. There were some other unpleasant things said about food. I just can't recall what they were. But I do remember of... having reflections about wanting to plant a garden in the backyard to get around whatever these contaminated foods would be. I regret I don't remember the details... the rest of this... about nutrition and hazardous nutrition.

With regard to Exercise. He went on to say that more people would be exercising more, especially running, because everybody can run. You don't need any special equipment or place. You can run wherever you are. As he put it, "people will be running all over the place." And in this vein, he pointed out how supply produces demand. And this was in reference to athletic clothing and equipment. As this would be made more widely available and glamorized, particularly as regards running shoes, this would stimulate people to develop an interest in running and -- as part of a whole sort of public propaganda campaign -- people would be encouraged then to buy the attractive sports equipment and to get into exercise.

Again... well in connection with nutrition he also mentioned that public eating places would rapidly increase. That... this had a connection with the family too. As more and more people eat out, eating at home would become less important. People would be less dependent on their kitchens at home. And then this also connected to convenience foods being made widely available -- things like you could pop into the microwave. Whole meals would be available pre-fixed. And of course, we've now seen this... and some pretty good ones.

Note: Think of how rapidly fast food has grown in the last 30 years. Before it used to be a treat for a kid to go out to McDonalds once in a while but now many familes eat it daily.

But this whole different approach to eating out and to previously prepared meals being eaten in the home was predicted at that time to be brought about -- convenience foods. The convenience foods would be part of the hazards. Anybody who was lazy enough to want the convenience foods rather than fixing his own also had better be energetic enough to exercise. Because if he was too lazy to exercise and too lazy to fix his own food, then he didn't deserve to live very long.

This was all presented as sort of a moral judgment about people and what they should do with their energies. People who are smart, who would learn about nutrition, and who are disciplined enough to eat right and exercise right are better people -- and the kind you want to live longer.


Somewhere along in here there was also something about accelerating the onset of puberty. And this was said in connection with health, and later in connection with education, and connecting to accelerating the process of evolutionary change. There was a statement that "we think that we can push evolution faster and in the direction we want it to go."

I remember this only as a general statement. I don't recall if any details were given beyond that.


Another area of discussion was RELIGION. This is an avowed atheist speaking. And he said, "Religion is not necessarily bad. A lot of people seem to need religion, with it's mysteries and rituals -- so they will have religion."

But the major religions of today have to be changed because they are not compatible with the changes to come. The old religions will have to go. Especially Christianity. Once the Roman Catholic Church is brought down, the rest of Christianity will follow easily. Then a new religion can be accepted for use all over the world. It will incorporate something from all of the old ones to make it more easy for people to accept it, and feel at home in it. Most people won't be too concerned with religion. They will realize that they don't need it.


In order to do this, the Bible will be changed. It will be rewritten to fit the new religion. Gradually, key words will be replaced with new words having various shades of meaning. Then, the meaning attached to the new word can be close to the old word. And as time goes on, other shades of meaning of that word can be emphasized, and then gradually that word replaced with another word.

I don't know if I'm making that clear. But the idea is that everything in Scripture need not be rewritten, just key words replaced by other words. And the variability in meaning attached to any word can be used as a tool to change the entire meaning of Scripture, and therefore make it acceptable to this new religion. Most people won't know the difference; and this was another one of the times where he said, "the few who do notice the difference won't be enough to matter."

Note: Every year there is a new version of the Bible. There is even a Klingon (from Star Trek) version of the Bible. You can't make a new version unless at least 10% of the Bible is changed! Clearly they are distorting God's word as fast as they can. That's why it's important to get a King James Bible as that is the most accurate one and does not keep changing. [Actually, the 1599 Geneva Bible with the annotations in the margins saying to follow God and not the Government is better; it's also the one that King James banned and rewrote.] The older the better!


Then followed one of the most surprising statements of the whole presentation: He said, "some of you probably think the churches won't stand for this," and he went on to say, "The churches will help us!"

There was no elaboration on this; it was unclear just what he had in mind when he said, "the churches will help us!" In retrospect, I think some of us now can understand what he might have meant at that time. I recall then only of thinking, "no they won't!" and remembering our Lord's words where he said to Peter, "Thou art Peter and upon this rock I will build my Church, and gates of Hell will not prevail against it."

So... yes, some people in the churches might help. And in the subsequent 20 years we've seen how some people in churches have helped. But we also know that our Lord's Words will stand, and the gates of Hell will NOT prevail.

Note: Of course the churches are helping the NWO. There are probably only a handful teaching anything about the new world order. Kent Hovind's church was teaching about the new world order and the govenment put him in prison on a bogus tax charge. Hopefully Kent will get out this year!


Another area of discussion was Education. And one of the things in connection with education that I remember connecting with what he said about religion, was -- in addition to changing the Bible -- he said that the classics in Literature would be changed. I seem to recall Mark Twain's writings was given as one example. But he said, the casual reader reading a revised version of a classic would never even suspect that there was any change. And, somebody would have to go through word by word to even recognize that any change was made in these classics; the changes would be so subtle. But the changes would be such as to promote the acceptability of the new system.


As regards education, he indicated that kids would spend more time in schools, but in many schools they wouldn't learn anything. They'll learn some things, but not as much as formerly. Better schools in better areas with better people -- their kids will learn more. In the better schools, learning would be accelerated. And this is another time where he said, "We think we can push evolution."

By pushing kids to learn more, he seemed to be suggesting that their brains would evolve, that their offspring would evolve -- sort of pushing evolution -- where kids would learn and be more intelligent at a younger age. As if this pushing would alter their physiology. Overall, schooling would be prolonged. This meant prolonged through the school year. I'm not sure what he said about a long school day, I do remember he said that school was planned to go all summer, that the summer school vacation would become a thing of the past. Not only for schools, but for other reasons. People would begin to think of vacation times year round, not just in the summer.

For most people, it would take longer to complete their education. To get what originally had been in a bachelor's program would now require advanced degrees and more schooling. So that a lot of school time would be just wasted time. Good schools would become more competitive. I inferred when he said that, that he was including all schools -- elementary up through college -- but I don't recall whether he said that.

Students would have to decide at a younger age what they would want to study and get onto their track early, if they would qualify. It would be harder to change to another field of study once you get started. Studies would be concentrated in much greater depth, but narrowed. You wouldn't have access to material in other fields, outside your own area of study, without approval. This seem to be more... where he talked about limited access to other fields... I seem to recall that as being more at the college level, high school and college level, perhaps. People would be very specialized in their own area of expertise. But they won't be able to get a broad education and won't be able to understand what is going on overall.


He was already talking about computers in education, and at that time he said anybody who wanted computer access, or access to books that were not directly related to their field of study would have to have a very good reason for so doing. Otherwise, access would be denied.


Another angle was that the schools would become more important in people's overall life. Kids in addition to their academics, would have to get into school activities unless they wanted to feel completely out of it. But spontaneous activities among kids -- the thing that came to my mind when I heard this was sandlot football and sandlot baseball teams that we worked up as kids growing up. I said the kids wanting any activities outside of school would be almost forced to get them through the school. There would be few opportunities outside.

Now the pressures of the accelerated academic program, the accelerated demands, where kids would feel they had to be part of something -- one or another athletic club or some school activity -- these pressures he recognized would cause some students to burn out. He said, "the smartest ones will learn how to cope with pressures and to survive. There will be some help available to students in handling stress, but the unfit won't be able to make it. They will then move on to other things."

In this connection, and later on in the connection with drug abuse and alcohol abuse, he indicated that psychiatric services to help would be increased dramatically. In all the pushing for achievement, it was recognized that many people would need help, and the people worth keeping around would be able to accept and benefit from that help, and still be super-achievers. Those who could not would fall by the wayside and therefore were sort of dispensable -- "expendable" -- I guess is the word I want.

Education would be lifelong. Adults would be going to school. There'll always be new information that adults must have to keep up. When you can't keep up anymore, you're too old. This was another way of letting older people know that the time had come for them to move on and take the demise pill. If you get too tired to keep up with your education, or you got too old to learn new information, then this was a signal -- you begin to prepare to get ready to step aside.


In addition to revising the classics, which I alluded to awhile ago -- with revising the Bible, he said, "some books would just disappear from the libraries."

This was in the vein that some books contain information or contain ideas that should not be kept around. And therefore, those books would disappear. I don't remember exactly if he said how this was to be accomplished. But I seem to recall carrying away this idea that this would include thefts. That certain people would be designated to go to certain libraries and pick up certain books and just get rid of them. Not necessarily as a matter of policy -- just simply steal it. Further down the line, not everybody will be allowed to own books. And some books NOBODY will be allowed to own.


Another area of discussion was laws that would be changed. At that time a lot of States had blue laws about Sunday sales, certain Sunday activities. He said the blue laws would all be repealed. Gambling laws would be repealed or relaxed, so that gambling would be increased. He indicated then that governments would get into gambling. We've had a lot of state lotteries pop up around the country since then. And, at the time, we were already being told that would be the case. "Why should all that gambling money be kept in private hands when the State would benefit from it?" was the rational behind it. But people should be able to gamble if they want to. So it would become a civil activity, rather than a private, or illegal activity.

Bankruptcy laws would be changed. I don't remember the details, but just that they would be changed. And I know subsequent to that time they have been. Antitrust laws would be changed, or be interpreted differently, or both. In connection with the changing anti-trust laws, there was some statement that in a sense, competition would be increased. But this would be increased competition within otherwise controlled circumstances. So it's not a free competition. I recall of having the impression that it was like competition but within members of a club. There would be nobody outside the club would be able to compete. Sort of like teams competing within a professional league... if you're the NFL or the American or National Baseball Leagues, you compete within the league but the league is all in agreement on what the rules of competition are -- not a really free competition.


Drug use would be increased. Alcohol use would be increased. Law enforcement efforts against drugs would be increased. On first hearing that, it sounded like a contradiction. Why increase drug abuse and simultaneously increase law enforcement against drug abuse? But the idea is that, in part, the increased availability of drugs would provide a sort of law of the jungle whereby the weak and the unfit would be selected out. There was a statement made at the time: "Before the earth was overpopulated, there was a law of the jungle where only the fittest survived."

You had to be able to protect yourself against the elements and wild animals and disease. And if you were fit, you survived. But now we've become so civilized -- we're over civilized -- and the unfit are enabled to survive, only at the expense of those who are more fit. And the abusive drugs then, would restore, in a certain sense, the law of the jungle, and selection of the fittest for survival. News about drug abuse and law enforcement efforts would tend to keep drugs in the public consciousness. And would also tend to reduce this unwarranted American complacency that the world is a safe place, and a nice place.

Note: Our government brings in the drugs but puts you in jail for using them. Since the 70s they have put 8 times more people in prison than ever in history and that's why the US has the largest prison population of any country in the world. This was part of the plan as Dr. Dunegan talked about. To make sure that you were guilty of something!


The same thing would happen with alcohol. Alcohol abuse would be both promoted and demoted at the same time. The vulnerable and the weak would respond to the promotions and, therefore, use and abuse more alcohol. Drunk driving would become more of a problem; and stricter rules about driving under the influence would be established so that more and more people would lose their privilege to drive.


This also had connection with something we'll get to later about overall restrictions on travel. Not everybody should be free to travel the way they do now in the United States. People don't have a need to travel that way. It's a privilege! It was a kind of a high-handed way it was put. Again, much more in the way of psychological services would be made available to help those who got hooked on drugs and alcohol.

The idea being, that in order to promote this -- drug and alcohol abuse to screen out some of the unfit people who are otherwise pretty good -- would also be subject to getting hooked. And if they were really worth their salt they would have enough sense to seek psychological counseling and to benefit from it. So this was presented as sort of a redeeming value on the part of the planners. It was as if he were saying, "you think we're bad in promoting these evil things -- but look how nice we are -- we're also providing a way out!"

Note: Just in the last 5 years we are hearing about massive hassles at the borders and airports. They have made air travel so intrusive through the ridiculous TSA that many people don't travel as much anymore. Also as they have destroyed the eocnomy that have decreased travel because many can't afford to travel much at all.


More jails would be needed. Hospitals could serve as jails. Some new hospital construction would be designed so as to make them adaptable to jail-like use.


Change, nothing is permanent. Streets would be rerouted, renamed. Areas you had not seen in a while would become unfamiliar. Among other things, this would contribute to older people feeling that it was time to move on, they feel they couldn't even keep up with the changes in areas that were once familiar. Buildings would be allowed to stand empty and deteriorate, and streets would be allowed to deteriorate in certain localities. The purpose of this was to provide the jungle, the depressed atmosphere for the unfit. Somewhere in this same connection he mentioned that buildings and bridges would be made so that they would collapse after a while; there would be more accidents involving airplanes and railroads and automobiles. All of this to contribute to the feeling of insecurity, that nothing was safe.

Not too long after this presentation, and I think one or two even before in the area where I live, we had some newly constructed bridge to break; another newly constructed bridge defect discovered before it broke, and I remember reading just scattered incidents around the country where shopping malls would fall in -- right where they were filled with shoppers. And I remember that one of the shopping malls in our area, the first building I'd ever been in where you could feel this vibration throughout the entire building when there were a lot of people in there; and I remember wondering at that time whether this shopping mall was one of the buildings he was talking about. Talking to construction people and architects about it they would say, "Oh no, that's good when the building vibrates like that. That means it's flexible, not rigid." Well... maybe so. We'll wait and see.

Other areas there would be well-maintained. Not every part of the city would be slums. There would be the created slums and other areas well-maintained. Those people able to leave the slums for better areas then would learn to better appreciate the importance of human accomplishment. This meant that if they left the jungle and came to civilization, so to speak, they could be proud of their own accomplishments that they made it. There was no related sympathy for those who were left behind in the jungle of drugs and deteriorating neighborhoods. Then a statement that was kind of surprising: "We think we can effectively limit crime to the slum areas, so it won't be spread heavily into better areas."


American industry came under discussion -- it was the first that I'd heard the term GLOBAL INTERDEPENDENCE or that notion. The stated plan was that different parts of the world would be assigned different roles of industry and commerce in a unified global system. The continued pre-eminence of the United States and the relative independence and self-sufficiency of the United States would have to be changed. This was one of the several times that he said in order to create a new structure, you first have to tear down the old, and American industry was one example of that. Our system would have to be curtailed in order to give other countries a chance to build their industries, because otherwise they would not be able to compete against the United States. And this was especially true of our heavy industries that would be cut back while the same industries were being developed in other countries, notably Japan.


And at this point there was some discussion of steel and particularly automobiles. I remember him saying that automobiles would be imported from Japan on an equal footing with our own domestically produced automobiles, but the Japanese product would be better. Things would be made so they would break and fall apart -- that is, in the United States -- so that people would tend to prefer the imported variety and this would give a bit of a boost to foreign competitors. One example, was Japanese. In 1969, Japanese automobiles -- if they were sold here at all, I don't remember -- but they certainly weren't very popular.

But the idea was, you could get a little bit disgusted with your Ford, GM, or Chrysler product -- or whatever -- because little things like window handles would fall off more, and plastic parts would break which, had they been made of metal, would hold up. Your patriotism about buying American would soon give way to practicality that if you bought Japanese, German, or imported that it would last longer and you would be better off. Patriotism would go down the drain then.

It was mentioned elsewhere, things being made to fall apart too. I don't remember specific items or if they were even stated other than automobiles, but I do recall of having the impression, sort of in my imagination, of a surgeon having something fall apart in his hands in the operating room, at a critical time. Was he including this sort of thing in his discussion? But somewhere in this discussion about things being made deliberately defective and unreliable not only was to tear down patriotism but to be just a little source of irritation to people who would use such things.

Note: Just in the news, man had to go to court having a flag on his home. Kids being sent home for having a flag on their shirt! This is going on everywhere now.


Again, the idea that you not feel terribly secure, promoting the notion that the world isn't a terribly reliable place. The United States was to be kept strong in information, communications, high technology, education and agriculture. The United States was seen as continuing to be sort of the keystone of this global system. But heavy industry would be transported out. One of the comments made about heavy industry was that we had had enough environmental damage from smokestacks and industrial waste and some of the other people could put up with that for a while. This again, was supposed to be a "redeeming quality" for Americans to accept. You took away our industry but you saved our environment. So we really didn't lose on it.


And along this line there were talks about people losing their jobs as a result of industry and opportunities for retraining, and particularly population shifts would be brought about. This is sort of an aside. I think I'll explore the aside before I forget it. Population shifts were to be brought about so that people would be tending to move into the Sun Belt. They would be, sort of, people without roots in their new locations, and traditions are easier to change in a place where there are a lot of transplanted people, as compared to trying to changing traditions in a place where people grew up and had an extended family -- where they had roots. Things like new medical care systems. If you pick up from a Northeast industrial city and you transplant yourself to the South Sun Belt or Southwest, you'll be more accepting of whatever kind of, for example, controlled medical care you find there than you would accept a change in the medical care system where you had roots and the support of your family. Also in this vein it was mentioned -- he used the plural personal pronoun "we" -- we take control first of the port cities... New York, San Francisco, Seattle... the idea being that this is a piece of strategy. The idea being that if you control the port cities with your philosophy and your way of life, the HEARTLAND in between has to yield.

I can't elaborate more on that but it is interesting, if you look around the most liberal areas of the country -- and progressively so -- are the seacoast cities; the heartland, the Midwest, does seem to have maintained its conservatism. But as you take away industry and jobs and relocate people then this is a strategy to break down conservatism. When you take away industry, and people are unemployed and poor they will accept whatever change seems to offer them survival; and their morals and their commitment to things will all give way to survival. That's not my philosophy. That's the speaker's philosophy.


There was some discussion about hunting, not surprisingly. Hunting requires guns and gun control is a big element in these plans. I don't remember the details much, but the idea is that gun ownership is a privilege and not everybody should have guns. Hunting was an inadequate excuse for owning guns and everybody should be restricted in gun ownership. The few privileged people who should be allowed to hunt could maybe rent or borrow a gun from official quarters rather than own their own. After all, everybody doesn't have a need for a gun, is the way it was put.


Very important in sports was sports for girls. Athletics would be pushed for girls. This was intended to replace dolls. Baby dolls would still be around, a few of them, but you would not see the number and variety of dolls. Dolls would not be pushed because girls should not be thinking about babies and reproduction. Girls should be out on the athletic field just as the boys are. Girls and boys really need not to be all that different. Tea sets were to go the way of dolls, and all these things that traditionally were thought of as feminine would be de-emphasized as girls got into more masculine pursuits.

Just one other thing I recall was that the sports pages would be full of the scores of girls teams just right along there with the boys teams. And that's recently begun to appear after 20 years in our local papers. The girls sports scores are right along with the boys sports scores. So all of this to change the role model of what young girls should look to be. While she's growing up she should look to be an athlete rather to look forward to being a mother.


Movies would gradually be made more explicit as regards sex and language. After all, sex and rough language are real and why pretend that they are not? There would be pornographic movies in the theaters, on television. And VCR's were not around at that time, but he had indicated that these cassettes would be available, and video cassette players would be available for use in the home and pornographic movies would be available for use on these VCRs as well as in the neighborhood theater and on your television. He said something like, "You'll see people in the movies doing everything you can think of."

He went on to say that... and all of this is intended to bring sex out in the open. That was another comment that was made several times -- the term "sex out in the open." Violence would be made more graphic. This was intended to desensitize people to violence. There might need to be a time when people would witness real violence and be a part of it. Later on it will become clear where this is headed. So there would be more realistic violence in entertainment which would make it easier for people to adjust.

People's attitudes towards death would change and they would not be so fearful of it but more accepting of it, and not be so aghast at the sight of dead people or injured people. We don't need to have a genteel population paralyzed by what they might see. People would just learn to say, "well, I don't want that to happen to me."

This was the first statement suggesting that the plan includes numerous human casualties which the survivors would see. This particular aspect of the presentation came back in my memory very sharply a few years later when a movie about the Lone Ranger came out and I took my very young son to see it and early in the movie were some very violent scenes. One of the victims was shot in the forehead and there was sort of a splat where the bullet entered his forehead and blood and I remember regretting that I took my son, and remember feeling anger toward the doctor who spoke. Not that he made the movie, but he agreed to be part of this movement, and I was repelled by the movie and it brought back this aspect of his presentation very sharply in my memory.


And again, he was right. This aspect was sort of summarized with the notion that entertainment would be a tool to influence young people. It won't change the older people, they are already set in their ways, but the changes would be all aimed at the young, who are in their formative years, and the older generation would be passing. Not only could you not change them, but they are relatively unimportant, anyhow. Once they live out their lives and are gone, the younger generation being formed, are the ones that would be important for the future in the 21st century.

He also indicated all the old movies would be brought back again, and I remember on hearing that through my mind ran quickly the memories of a number of old movies. I wondered if they would be included, the ones that I thought I would like to see again.

Along with bringing back old music and old movies for older people there were other privileges that would also be accorded older folks: free transportation, breaks on purchases, discounts, tax discounts -- a number of privileges just because they were older. This was stated to be sort of a reward for the generation which had grown up through the depression and had survived the rigors of World War II. They had deserved it, and they were going to be rewarded with all these goodies, and the bringing back of the good old music and the good old movies was going to help ease them through their final years in comfort.

Note: They are going after home schoolers now more and more. Government officials have come out saying such as the woman that recently said "We have to get away from this idea that children belong to parents...they belong to the community"


Then, the presentation began to get rather grim, because once that generation passed, and that would be in the late 80's and early 90's where we are now, most of that [age] group would be gone and then, gradually, things would tighten up and the tightening up would be accelerated. The old movies and old songs would be withdrawn; the gentler entertainment would be withdrawn. Travel, instead of being easy for old folks... travel then would become very restricted. People would need permission to travel and they would need a good reason to travel. If you didn't have a good reason for your travel you would not be allowed to travel, and everyone would need ID.

This would at first be an ID card you would carry on your person and you must show when you are asked for it. It was already planned that later on some sort of device would be developed to be implanted under the skin that would be coded specifically to identify the individual. This would eliminate the possibility of false ID and also eliminate the possibility of people saying, "Well, I lost my ID."

The difficulty about these skin-implanted ID was stated to be getting material that would stay in or under the skin without causing foreign body reaction whereby the body would reject it or cause infection, and that this would have to be material on which information could be recorded and retrieved by some sort of scanner while it was not rejected by the body.

Silicon was mentioned. Silicon at that time was thought to be well tolerated. It was used to augment breasts. Women who felt their breasts were too small would get silicon implants, and I guess that still goes on. At any rate silicon was seen at that time as the promising material to do both... to be retained in the body without rejection and to be able to retain information retrievable by electronic means.


Food supplies would come under tight control. If population growth didn't slow down, food shortages could be created in a hurry and people would realize the dangers of overpopulation. Ultimately, whether the population slows down or not the food supply is to be brought under centralized control so that people would have enough to be well-nourished but they would not have enough to support any fugitive from the new system. In other words, if you had a friend or relative who didn't sign on [side one ends abruptly continue on side two]

And growing ones own food would be outlawed. This would be done under some sort of pretext. In the beginning, I mentioned there were two purposes for everything -- one the ostensible purpose and one the real purpose -- and the ostensible purpose here would be that growing your own vegetables was unsafe, it would spread disease or something like that. So the acceptable idea was to protect the consumer but the real idea was to limit the food supply and growing your own food would be illegal.

Note: People have been arrested and taken to court over growing their own food! Farmers have been arrested for selling raw milk which is the only milk that is good for you. Farmers arrested for raising hogs outside or taken to court because Monsanto seeds blew into their fields!

And if you persist in illegal activities like growing your own food, then you're a criminal.


There was a mention then of weather. This was another really striking statement. He said, "We can or soon will be able to control the weather."

He said, "I'm not merely referring to dropping iodide crystals into the clouds to precipitate rain that's already there, but REAL control." And weather was seen as a weapon of war, a weapon of influencing public policy. It could make rain or withhold rain in order to influence certain areas and bring them under your control. There were two sides to this that were rather striking.

He said, "On the one hand you can make drought during the growing season so that nothing will grow, and on the other hand you can make for very heavy rains during harvest season so the fields are too muddy to bring in the harvest, and indeed one might be able to do both."

There was no statement how this would be done. It was stated that either it was already possible or very very close to being possible.

Note: We know through the work of Jesse Ventura and many others that HAARP is a worldwide system that was made to control the weather. During the lecture, Dr. Day they already controlled the weather in 1969!


Politics. He said that very few people really know how government works. Something to the effect that elected officials are influenced in ways that they don't even realize, and they carry out plans that have been made for them, and they think that they are authors of the plans. But actually they are manipulated in ways they don't understand.

Note: Hillary Clinton said one time that the CFR (Council of Foreign Relations) which is a NWO organization was where they told them what to do!


Somewhere in the presentation he made two statements that I want to insert at this time. I don't remember just where they were made, but they're valid in terms of the general overall view. One statement: "People can carry in their minds and act upon two contradictory ideas at one time, provided that these two contradictory ideas are kept far enough apart."

And the other statement is, "You can know pretty well how rational people are going to respond to certain circumstances or to certain information that they encounter. So, to determine the response you want, you need only control the kind of data or information that they're presented or the kinds of circumstance that they're in; and being rational people they'll do what you want them to do. They may not fully understand what they're doing or why."


Somewhere in this connection, then, was the statement admitting that some scientific research data could be -- and indeed HAS been -- falsified in order to bring about desired results. And here was said, "People don't ask the right questions. Some people are too trusting."

Now this was an interesting statement because the speaker and the audience all being doctors of medicine and supposedly very objectively, dispassionately scientific and science being the be all and end-all... well to falsify scientific research data in that setting is like blasphemy in the church... you just don't do that. Anyhow, out of all of this was to come the New International Governing Body, probably to come through the UN and with a World Court, but not necessarily through those structures. It could be brought about in other ways.

Note: Global Warming research has already been exposed as fraudulent. All designed to bring in carbon taxes and shut down cheap power for the people. And of course we all know that free energy has been completely suppressed and websites controlled by the NWO such as Wikipedia say it's "impossible". I have all kinds of examples of people using free energy to power their homes and vehicles on www.project.nsearch.com


Acceptance of the U.N. at that time was seen as not being as wide as was hoped. Efforts would continue to give the United Nations increasing importance. People would be more and more used to the idea of relinquishing some national sovereignty. Economic interdependence would foster this goal from a peaceful standpoint.

Avoidance of war would foster it from the standpoint of worrying about hostilities. It was recognized that doing it peaceably was better than doing it by war. It was stated at this point that war was "obsolete." I thought that was an interesting phrase because obsolete means something that once was seen as useful is no longer useful. But war is obsolete... this being because of the nuclear bombs war is no longer controllable.

Formerly, wars could be controlled, but if nuclear weapons would fall into the wrong hands there could be an unintended nuclear disaster. It was not stated who the "wrong hands" are. We were free to infer that maybe this meant terrorists, but in more recent years I'm wondering whether the wrong hands might also include people that we've assumed that they've had nuclear weapons all along... maybe they don't have them.

Just as it was stated that industry would be preserved in the United States -- a little bit, just in case the world wide plans didn't work out; just in case some country or some other powerful person decided to bolt from the pack and go his own way -- one wonders whether this might also be true with nuclear weapons. When you hear that... he said they might fall into the wrong hands, there was some statement that the possession of nuclear weapons had been tightly controlled, sort of implying that anybody who had nuclear weapons was intended to have them. That would necessarily have included the Soviet Union, if indeed they have them.

But I recall wondering at the time, "Are you telling us, or are you implying that this country willingly gave weapons to the Soviets?". At that time that seemed like a terribly unthinkable thing to do, much less to admit. The leaders of the Soviet Union seem to be so dependent on the West though, one wonders whether there may have been some fear that they would try to assert independence if they indeed had these weapons. So, I don't know. It's something to speculate about perhaps... Who did he mean when he said, "If these weapons fall into the wrong hands"? Maybe just terrorists.

Anyhow, the new system would be brought in, if not by peaceful cooperation -- everybody willingly yielding national sovereignty -- then by bringing the nation to the brink of nuclear war. And everybody would be so fearful as hysteria is created by the possibility of nuclear war that there would be a strong public outcry to negotiate a public peace and people would willingly give up national sovereignty in order to achieve peace, and thereby this would bring in the New International Political System.

This was stated and very impressive thing to hear then... "If there were too many people in the right places who resisted this, there might be a need to use one or two -- possibly more -- nuclear weapons. As it was put this would be possibly needed to convince people that "We mean business".

That was followed by the statement that, "By the time one or two of those went off then everybody -- even the most reluctant -- would yield."

He said something about "this negotiated peace would be very convincing," as kind of in a framework or in a context that the whole thing was rehearsed but nobody would know it. People hearing about it would be convinced that it was a genuine negotiation between hostile enemies who finally had come to the realization that peace was better than war.


In this context discussing war, and war is obsolete, a statement was made that there were some good things about war... one, you're going to die anyway, and people sometimes in war get a chance to display great courage and heroism and if they die they've died well and if they survive they get recognition. So that in any case, the hardships of war on soldiers are worth it because that's the reward they get out of their warring.

Another justification expressed for war was, if you think of the many millions of casualties in WWI and WWII, well... suppose all those people had not died but had continued to live, then continued to have babies. There would be millions upon millions and we would already be overpopulated, so those two great wars served a benign purpose in delaying over-population. But now there are technological means for the individual and governments to control over-population so in this regard war is obsolete. It's no longer needed. And then again, it's obsolete because nuclear weapons could destroy the whole universe. War, which once was controllable, could get out of control and so for these two reasons it's now obsolete.


There was a discussion of terrorism. Terrorism would be used widely in Europe and in other parts of the world. Terrorism at that time was thought would not be necessary in the United States. It could become necessary in the United States if the United States did not move rapidly enough into accepting the system. But at least in the foreseeable future it was not planned. And very benignly on their part. Maybe terrorism would not be required here, but the implication being that it would be indeed used if it was necessary.

Along with this came a bit of a scolding that Americans had had it too good anyway and just a little bit of terrorism would help convince Americans that the world is indeed a dangerous place... or can be if we don't relinquish control to the proper authorities.

Note: It's now a fact that the US created Alqaeda and the Israelis created Hamas. It's a big game to pump up the fear and give excuses to start wars.


There was discussion of money and banking. One statement was, "Inflation is infinite. You can put an infinite number of zeros after any number and put the decimals points wherever you want", as an indication that inflation is a TOOL of the controllers.

Money would become predominately credit. It was already... money is primarily a credit thing, but exchange of money would be not cash or palpable things but electronic credit signal. People would carry money only in very small amounts for things like chewing gum and candy bars. Just pocket sorts of things. Any purchase of any significant amount would be done electronically. Earnings would be electronically entered into your account.

It would be a single banking system. [It] may have the appearance of being more than one but ultimately and basically it would be one single banking system, so that when you got paid your pay would be entered for you into your account balance and then when you purchased anything at the point of purchase it would be deducted from your account balance and you would actually carry nothing with you.

Also computer records can be kept on whatever it was you purchased so that if you were purchasing too much of any particular item and some official wanted to know what you were doing with your money they could go back and review your purchases and determine what you were buying.

There was a statement that any purchase of significant size like an automobile, bicycle, a refrigerator, a radio or television or whatever might have some sort of identification on it so it could be traced, so that very quickly anything which was either given away or stolen -- whatever -- authorities would be able to establish who purchased it and when.

Computers would allow this to happen. The ability to save would be greatly curtailed. People would just not be able to save any considerable degree of wealth. There was some statement of recognition that wealth represents power, and wealth in the hands of a lot of people is not good for the people in charge, so if you save too much you might be taxed. The more you save the higher rate of tax on your savings so your savings really could never get very far. And also if you began to show a pattern of saving too much, you might have your pay cut. We would say, "Well, you're saving instead of spending. You really don't need all that money."

That basically the idea being to prevent people from accumulating any wealth which might have long range disruptive influence on the system. People would be encouraged to use credit to borrow, and then also be encouraged to renege on their debt, so they would destroy their own credit. The idea here is that, again, if you're too stupid to handle credit wisely, this gives the authorities the opportunity to come down hard on you once you've shot your credit.

Electronic payments initially would all be based on different kinds of credit cards... these were already in use in 1969 to some extent. Not as much as now. But people would have credit cards with the electronic strip on it and once they got used to that then it would be pointed out the advantage of having all of that combined into a single credit card, serving a single monetary system and then they won't have to carry around all that plastic.

So the next step would be the single card and then the next step would be to replace the single card with a skin implant. The single card could be lost or stole, give rise to problems; could be exchanged with somebody else to confuse identify. The skin implant on the other hand would be not loseable or counterfeitable or transferrable to another person so you and your accounts would be identified without any possibility of error. And the skin implants would have to be put some place that would be convenient to the skin; for example your right hand or your forehead.

At that time when I heard this I was unfamiliar with the statements in the Book of Revelation. The speaker went on to say, "Now some of you people who read the Bible will attach significance to this to the Bible," but he went on to disclaim any Biblical significance at all. This is just common sense of how the system could work and should work and there's no need to read any superstitious Biblical principals into it. As I say, at the time I was not very familiar with the words of Revelations. Shortly after, I became familiar with it and the significance of what he said really was striking. I'll never forget it.


There was some mention, also, of implants that would lend themselves to surveillance by providing radio signals. This could be under the skin or a dental implant... put in like a filling so that either fugitives or possibly other citizens could be identified by a certain frequency from his personal transmitter and could be located at any time or any place by any authority who wanted to find him. This would be particularly useful for somebody who broke out of prison.

There was more discussion of personal surveillance. One more thing was said, "You'll be watching television and somebody will be watching you at the same time at a central monitoring station."

Television sets would have a device to enable this. The TV set would not have to be on in order for this to be operative. Also, the television set can be used to monitor what you are watching. People can tell what you're watching on TV and how you're reacting to what you're watching. And you would not know that you were being watched while you were watching your television.

How would we get people to accept these things into their homes? Well, people would buy them when they buy their own television. They won't know that they're on there at first. This was described by being what we now know as Cable TV to replace the antenna TV. When you buy a TV set this monitor would just be part of the set and most people would not have enough knowledge to know it was there in the beginning. And then the cable would be the means of carrying the surveillance message to the monitor. By the time people found out that this monitoring was going on, they would also be very dependent upon television for a number of things. Just the way people are dependent upon the telephone today.

One thing the television would be used for would be purchases. You wouldn't have to leave your home to purchase. You just turn on your TV and there would be a way of interacting with your television channel to the store that you wanted to purchase. And you could flip the switch from place to place to choose a refrigerator or clothing. This would be both convenient, but it would also make you dependent on your television so the built-in monitor would be something you could not do without. There was some discussion of audio monitors, too, just in case the authorities wanted to hear what was going on in rooms other than where the television monitor was, and in regard to this the statement was made, "Any wire that went into your house, for example your telephone wire, could be used this way."

I remember this in particular because it was fairly near the end of the presentation and as we were leaving the meeting place, I said something to one of my colleagues about going home and pulling all of the wires out of my house... except I knew I couldn't get by without the telephone. And the colleague I spoke to just seemed numb. To this day, I don't think he even remembers what we talked about or what we heard that time, cause I've asked him. But at that time he seemed stunned.

Before all these changes would take place with electronic monitoring, it was mentioned that there would be service trucks all over the place, working on the wires and putting in new cables. This is how people who were on the inside would know how things were progressing.

Note: They even have the TV show, "Big Brother" where they make stars of people living in a house loaded up with cameras and microphones. People that run Google say you shouldn't worry about being monitored unless you are doing somethign wrong. And of course now it's come out that the NSA is monitoring every email, every phone call, every fax, capturing vidoe from web cams etc. I have no doubts that even since the 70s that every TV has a hidden camera and microphone in it.


Privately owned housing would become a thing of the past. The cost of housing and financing housing would gradually be made so high that most people couldn't afford it. People who already owned their houses would be allowed to keep them but as years go by it would be more and more difficult for young people to buy a house. Young people would more and more become renters, particularly in apartments or condominiums. More and more unsold houses would stand vacant. People just couldn't buy them. But the cost of housing would not come down.

You'd right away think, well the vacant house, the price would come down, the people would buy it. But there was some statement to the effect that the price would be held high even though there were many available so that free market places would not operate. People would not be able to buy these and gradually more and more of the population would be forced into small apartments... small apartments which would not accommodate very many children. Then as the number of real home-owners diminished they would become a minority.

There would be no sympathy for them from the majority who dwelled in the apartments and then these homes could be taken by increased taxes or other regulations that would be detrimental to home ownership and would be acceptable to the majority. Ultimately, people would be assigned where they would live and it would be common to have non-family members living with you. This by way of your not knowing just how far you could trust anybody. This would all be under the control of a central housing authority. Have this in mind in 1990 when they ask, "How many bedrooms in your house? How many bathrooms in your house? Do you have a finished game room?".

This information is personal and is of no national interest to government under our existing Constitution. But you'll be asked those questions and decide how you want to respond to them.

When the new system takes over people will be expected to sign allegiance to it, indicating that they don't have any reservations or holding back to the old system. "There just won't be any room", he said, "for people who won't go along. We can't have such people cluttering up the place so such people would be taken to special places,"

And here I don't remember the exact words, but the inference I drew was that at these special places where they were taken, then they would not live very long. He may have said something like, "disposed of humanely", but I don't remember very precisely... just the impression the system was not going to support them when they would not go along with the system. That would leave death as the only alternative.

Somewhere in this vein he said there would not be any martyrs. When I first heard this I thought it meant the people would not be killed, but as the presentation developed what he meant was they would not be killed in such a way or disposed of in such a way that they could serve as inspiration to other people the way martyrs do. Rather he said something like this. "People will just disappear."

Note: This has already come true. Very few young people can afford to get homes. All the empty homes are kept off the market so that nobody can get a good price with the increased supply.


Just a few additional items sort of thrown in here in the end which I failed to include where they belong more perfectly.

One: The bringing in of the new system he said probably would occur on a weekend in the winter. Everything would shut down on Friday evening and Monday morning, when everybody wakened, there would be an announcement that the New System was in place. During the process in getting the United States ready for these changes everybody would be busier with less leisure time and less opportunity to really look about and see what was going on around them.

Also, there would be more changes and more difficulty in keeping up as far as one's investments. Investment instruments would be changing. Interest rates would be changing so that it would be a difficult job with keeping up with what you had already earned.

Interesting about automobiles; it would look as though there were many varieties of automobiles, but when you look very closely there would be great duplication. They would be made to look different with chrome and wheel covers and this sort of thing, but looking closely one would see that the same automobile was made by more than one manufacturer.

I'm hurrying here because I'm just about to the end of the tape. Let me just summarize here by saying, all of these things said by one individual at one time in one place relating to so many different human endeavors and then to look and see how many of these actually came about... that is, changes accomplished between then and now [1969 - 1988] and the things which are planned for the future, I think there is no denying that this is controlled and there is indeed a conspiracy.

The question then becomes what to do. I think first off, WE MUST PUT OUR FAITH IN GOD and PRAY and ASK FOR HIS GUIDANCE. And secondly, do what we can to inform other individuals as much as possible, as much as they may be interested.

SOME PEOPLE JUST DON'T CARE, because they're preoccupied with getting along in their own personal endeavors. But, as much as possible, I think we should try to inform other people who may be interested, and again...


SAN DIEGO STATE UNIVERSITY: Muslim Brotherhood front group 'Muslim Student Association' demands TOTAL BAN ON SPEECH CRITICAL OF ISLAM
by BareNakedIslam
The Muslim Student Association at San Diego State University is calling on officials at the public, taxpayer-funded school develop a formal policy outlawing political speech they dislike and commentary about Islam that they find offensive and blasphemous under sharia law. Daily Caller "We demand that the SDSU administration enact a zero tolerance policy explicitly for Islamophobic speech [...]

Dr. Dobson: Christians need mass exodus from public schools
'Shocked' by millennials who would have put Hillary in Oval Office

Crimes of the Educators: How Utopians Are Using Government Schools to Destroy America's Children (Hardcover)
by Samuel Blumenfeld and Alex Newman

"How many parents ... send their children to school so central planners can mold them into functionally illiterate cogs in a centrally planned machine, having just enough knowledge to do their preassigned task? How will such cogs be able to think critically, much less sustain liberty and the American experiment? The short answer is that they will not -- and that is the point." -- The Authors

Product Description

Utopian dictators like Stalin, Hitler, Pol Pot and Mao are criminals -- genocidal psychopaths who have killed more human beings in the last hundred years than any other ideologues in history. They don't limit their murder to individuals, but to entire nations.

In the United States another form of utopians, the "progressives," have tried to destroy traditional America by strategically dumbing down her people. America's future is being crippled on purpose in order to fundamentally transform the nation, its values and its system of government. Laid out a century ago by progressive luminary John Dewey, the fruits of his schemes are plain to see today. Dewey got rid of the traditional intensive phonics method of instruction and imposed a "look-say," "sight" or "whole-word" method that forces children to read English as if it were Chinese. The method is widely used in today's public schools, which is a major reason there are so many failing public schools that cannot teach children the basics. This can only be considered a blatant form of child abuse.

American author and veteran educator Samuel Blumenfeld and journalist Alex Newman have taken on the public education establishment as never before and exposed it for the de facto criminal enterprise it is.

"Crimes of the Educators" reveals how the architects of America's public school disaster implemented a plan to socialize the United States by knowingly and willingly dumbing down the population, a mission now closer to success than ever as the Obama administration works relentlessly to nationalize K-12 schooling with Common Core.

The whole-word method of teaching children to read -- introduced by John Dewey and colleagues in the early 20th century and which permeates Common Core -- is a significant cause of dyslexia among students. Public education's war against religion, the "great American math disaster," promotion of death education and the government's plan to lower standards for all so that "no one is left behind" are destroying the logic, reasoning and overall educational prowess of America's next generation.

According to the Program for International Student Assessment, which collects test results from 65 countries for its rankings:
In reading, students in 19 other locales scored higher than U.S. students In science, 22 education systems scored above the U.S. In mathematics, 29 nations and other jurisdictions outperformed the United States

Journalist Henry Mencken said it best in 1924 when he wrote that the aim of public education is "to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality."

It is time to hold the Department of Education accountable for the crimes of the educators.

WND Exclusive Autographed Edition

Also available in a special "Autographed Edition." Signed books are precious treasures. An autographed book from your favorite author can turn an item of personal value into a cherished keepsake and a wonderful addition to any book collection.

About the Authors

Samuel L. Blumenfeld authored eight books on education, including: "Is Public Education Necessary?" "NEA: Trojan Horse in American Education," "The Whole Language/OBE Fraud" and "Homeschooling: A Parent's Guide to Teaching Children."

Alex Newman is an international journalist, educator and consultant who is currently based in Europe but has lived on four continents. He has a degree in journalism from the University of Florida and has worked for numerous publications in the U.S. and abroad.
Product Details
Hardcover: 368 pages
Dimension: 6 x 9
Publisher: WND Books (April 14, 2015)
Language: English
ISBN-10: 1938067126
ISBN-13: 978-1938067129

Geniuses aren't born, they're made -- and 3 of their daily habits can make you smarter
Zat Rana, Medium
Jan. 15, 2018, 9:34 AM


Not all brilliant people are born that way. AP

We often use genius to imply someone was born great.
Natural talent exists, but most people we consider geniuses still worked daily and put in considerable effort.
Reflecting for 10 minutes, reading for 20, and focusing for 30 minutes a day can help you get smarter at anything -- even if you weren't born brilliant.

The word "genius" is one of the most misused terms in history.

While it's often referenced accurately, the connotation that we commonly associate with it diverges away from the truth.

We correctly label intellectual brilliance and creative power as genius? -- ?and we should? -- ?but it's about time we stopped assuming that those things arise from talent or inborn giftedness alone.

In fact, more and more research is showing that while talent is indeed responsible for some extraordinary results, most accomplishments generally result from a combination of practice, habit, and mindset.

Van Gogh was a genius. Mozart was a genius. Marie Curie was a genius.

That said, basing those assertions on their natural talent is not only plain wrong but it also cheapens the daily work and effort that it took for whatever talent they did or didn't have to manifest to the degree that it did.

Genius is naturally context-dependent, and it takes more than just the few steps that any article on the internet is likely to highlight, but general intelligence and creativity can be improved pretty easily by anyone.

In fact, all it really takes is an hour a day.

1. Reflect for 10 minutes a day

How often do you ask yourself why you do what you do?

This isn't just regarding the tasks on your daily to-do list, and nor is the answer as simple as "because it pays the bills" or "it's my passion." Those are good places to start, but really, what's the point?

What about the world is it that excites you? What do you not like about it?

How much of your ideal life are you living? If a lot, what could go wrong?

These just scratch the surface, but deep, contemplative questions force you to go further than most people ever do when they're daydreaming or casually dosing off, and they teach you to think with clarity.

There is also a reward in that there is usually a lot of joy that comes from figuring out things that will benefit you for a long time to come, and more often than not, you make your life a bit easier in the process.

You can learn a lot from the ideas you put into your mind from the external world, but you can arguably learn even more by breaking down and better making sense of the things that are already roaming around in your head.

Ask yourself one hard question every day, and take time to ponder it.

2. Read for 20 minutes a day

Taking time to read online is a great way to keep up and get ahead.

The internet has a lot of good hiding in some of its corners, and there are many great minds that are sharing worthy content with the world.

That said, there is something magical about books that can't be quite replicated, and it comes from the depth that they're able to portray.

An article like this may engage you, and you may even learn something new and valuable? -- ?and I hope people keep reading them? -- ?but it can't quite do the job of absorbing you like a good story or some detailed research might.

Reading is also as much about the tangents of thoughts that arise in your own mind as it is about whatever the writer is trying to tell you, and that's where the brain does the real work of sharpening itself.

If you were to read for 20 minutes, or about 15 pages of a book, every day, then by the end of the year, you'd have completed between 15 to 20 books.

In my experience, it isn't an exaggeration to say that a single book at the right time can completely change your life. With just a 20-minute commitment, you're giving yourself up to 20 opportunities a year to do so.

That's a greater return on time and money invested than any other activity.

3. Focus for 30 minutes a day

Arguably the greatest teacher in the world is the process of mastery.

When you put your brain and body together and dedicate yourself to something, you give yourself a window of opportunity to refine your mind in a way that thinking and reading alone can't compete with.

It's natural to think that when a musician is focused on practicing a tune or when an artist is absorbed in the painting process that they're honing their craft and reaping the rewards of their practice in their specific domain.

It actually goes further than that. In states of deep focus, when we're being challenged and pushed by an activity, we're honing our general mental machinery, too. We're refining our ability to internalize information, and this process presents an intellectual edge that easily transfers over.

Learning to learn is one of the most important qualities required in a fast-changing world, and it comes from the ability to intensely focus on something that pushes you to ask more of yourself.

Whether it's a hobby or a personal project, it's worth dedicating even just half an hour a day to getting a little better at it in a tangible and measurable way.

It'll not only make you more fulfilled, but it'll also improve your mind.
Start today

At first glance, it may seem that most people already do these things.

In a way, that's true, and that's what makes this accessible enough to actually work. That said, most of us miss out on the benefits found in the details.

While everyone spends 10 minutes reflecting, they don't do so deeply; while everyone reads for 20 minutes, they don't read the kind of things worth consuming; and while everyone works on something for 30 minutes, they don't do so with the aim of purpose and progress, without distraction.

Most people who we see as smart don't get there suddenly or through magic. They just do the little things that are easily neglected by most people right. Over time, these little things add up.

Not everyone is born a genius, but anyone can get smarter.

Want to think and live smarter? Zat Rana publishes a free weekly newsletter for 20,000+ readers at Design Luck.

Lessons From Fahrenheit 451 for the Modern Day

fahrenheit 451 lessons illustration

While books like 1984 and Brave New World are getting a lot of buzz right now because of the political climate of the country, I think there's a classic dystopian title which is even more deserving of our reading (and re-reading): Ray Bradbury's Fahrenheit 451.

If you've not read the book, you likely at least know its general plot: In the future, firemen no longer put out fires, rather, they start fires to piles of books. Books have been outlawed, and anyone caught with them is a criminal whose stash is to be burned up, sometimes with the daring reader along with it.

One particular firefighter, Guy Montag, encounters a couple of people who help change his mind about books, and particularly, the ideas held within them.

While 1984 and Brave New World offer scary glimpses of a future that some argue is already here, Fahrenheit 451 is filled with hope, and offers ideas for how people can resist -- not the government necessarily, but the shallowness and thoughtlessness of the age.

Let's look at a few specific lessons we can garner from Bradbury's classic.
If You Want Better Media, Vote With Your Clicks and Dollars

"You don't have to burn books to destroy a culture. Just get people to stop reading them."

In the dystopian future Fahrenheit 451 depicts, books slowly lost their value over time. As society began to move at a faster pace (quite literally -- cars travel so fast that billboards must stretch 200 feet long to be readable), the written word started to seem too slow and boring, especially in comparison to the new forms of media that became available. People preferred to stay home and watch the "parlor walls" -- giant television screens -- or go see a sporting event instead of reading. Publishers abridged books into shorter and shorter works to meet the needs of steadily atrophying attention spans, but demand for even these "Cliffs Notes" shriveled.

Eventually, the government simply banned books altogether, under the pretense that not having to deal with reading and difficult-to-digest ideas would make the public happier.

Looking at the current media landscape, it's a course of events that doesn't seem entirely far-fetched.

Articles and books have been made ever shorter (or substituted altogether for videos) in order to appeal to those who cry "TL;DR!" to anything over 500 words. News and debates are often conducted in soundbites and conveyed in 140-character tweets.

Many people shake their heads at these trends, and act as if they've been brought about by shadowy forces and greedy media corporations. "Those people" over "there" are to blame.

It's true that media companies do want to make money. But they're only able to do so by fulfilling what the consumer demands. If the consumer wants short, dumbed-down content, that's what is produced. Websites wouldn't create clickbait headlines if they weren't effective in soliciting clicks.

The reality is that it isn't corporations who are responsible for our media, but the public. You, me, and everyone else. How you direct your attention, what subscriptions you're willing to pay for, and what you click/share/re-tweet greatly determines the content that is put out by websites and media corporations.

If you vote for quality with your clicks, that's what you'll get. If you vote for bite-sized nuggets of fluff, an endless supply will be produced.

Until at some point, as in Bradbury's novel, all information becomes so trivial and seemingly useless, that it could be banned outright and only elicit a shrug of the shoulders.
Facts Are Useless Without Context

"Cram them full of non-combustible data, chock them so damned full of 'facts' they feel stuffed, but absolutely 'brilliant' with information. Then they'll feel they're thinking, they'll get a sense of motion without moving. And they'll be happy, because facts of that sort don't change. Don't give them any slippery stuff like philosophy or sociology to tie things up with. That way lies melancholy."

Our modern society has an obsession with acquiring information, most of it in the form of social media and internet articles. We think that reading about the news (in reality, often just the headlines of the news) and keeping up with what's happening with our Facebook friends, makes us smart, informed citizens.

And to some degree it does. Surely, having some knowledge of mere facts is better than none. The problem, especially today, is that by simply watching the news or reading articles on the internet, you can hear very different facts about the exact same subject. It's really hard to know who to trust, how to suss out what the truth is about a certain matter (if that's even possible at all), and how to develop a truly informed opinion about something. Rather than putting in the hard work of doing those things, we simply hit the "Share" button or re-tweet something after reading a headline that we think conveys some new information.

In today's world, being informed doesn't actually matter much, or set you apart. Simply knowing isn't enough, even though it can sure feel like it. As Bradbury writes above, when you're chock-full of information, you feel satisfied and enormously "brilliant." But are you really?

Our world isn't made better or moved forward by knowing facts. It's the "slippery stuff like philosophy or sociology" that enables progress of thought and action. It's thinking deeply, connecting ideas, knowing the context of those ideas, and solving problems by delving into your toolkit of mental models that matters.

As Montag's sage mentor, Faber, says:

"It's not books you need, it's some of the things that once were in books. ... There is nothing magical in them at all. The magic is only in what books say, how they stitched the patches of the universe together into one garment for us."

You don't need more information. You need new ways of stitching the world together.

To give a quick example, let's briefly look at Paleo dieting. Many folks in the last decade have taken up what they consider to be the diet of cavemen. Eggs every morning, plenty of meat/seafood, nuts, leafy greens, etc. This is based on the information that those foods are what our prehistoric ancestors -- who were presumably healthier than their modern, overweight descendants -- had available to them.

But it's not that simple. As Kamal Patel asked in his podcast with Brett, "Would paleo man have really eaten 3 eggs every morning?" It's far more likely that ancient humans had a varied diet based on what they could hunt and forage at that time and season rather than eating the same things every day. They likely had intermittent periods of fasting and gorging, and consumed many foods that are either now extinct or look very different than they did 10,000 years ago (though of course some are also remarkably similar).

On top of all that, can we really be sure that a caveman diet is what's best for everyone in the 21st century? It's more likely that folks have different needs and that various diet regimens can work for them.

See how adding a little bit of context from history, archaeology, and modern nutrition creates a very different picture than the simple facts of "knowing" what constituted a caveman's diet?

So what does one do to be able to look at ideas through different lenses, and not just amass facts but connect them together?

Read widely, both fiction and non-fiction. Consider both sides of an issue -- or take it a step further and dismiss both and come up with your own opinion or theory (one based on evidence, of course). Delve into various disciplines like biology, philosophy, psychology, sociology, physics -- spend more effort on trying to understand how the world works and less on understanding pop culture. An ancient Greek classic could end up giving you more insight into the modern world than a catchy internet headline (or even an evening newscast) ever could.
Don't Let Fictional Characters Become Your "Family"

As a man in my late 20s, in social situations it feels as if I'm expected to be in touch with every corner of popular culture. Inside jokes are based on an SNL skit, references are made to Breaking Bad's Walter White (even here on AoM), and of course, Queen Bey's upcoming twins are even a topic of conversation.

Frankly, it's a lot to keep up with. You truly can end up feeling out of the know if you're not aware of what's going on in the world of sports and entertainment. I've only fleetingly even heard of Chance the Rapper, so I felt rather out of touch when everyone was talking about his Grammy win a while back.

To be a Netflix or Hulu "binger" has become common (and yes, my wife and I are plenty guilty at times -- we plowed through The Crown and loved it).

And when we're not in front of a TV, our attention is bogarted by some other screen -- be it a phone or laptop or tablet. Americans are in fact consumed by screens for more than 10 hours a day. This can be a little misleading -- if you're working for 8 or 9 hours in an office, that's the bulk of it right there. And yet, if you're honest, you know that even outside the office a lot of your life is spent staring at backlit rectangles.

While this is partly just the new reality of the world we live in, it's also a sad testament to the inevitable loss of "analog" experiences -- the way digital gigabytes have become substitutes for flesh and blood relationships.

Guy Montag sees this happening in his own household and tries to quell it, asking his wife "'Will you turn the parlor [television] off?" To which she indignantly replies: "That's my family."

His wife can't bear the thought of turning off the tube because the characters provide her companionship.

This idea -- of the entertainment being her family -- is repeated throughout the novel, and really stuck with me. It's a little absurd, but when you think about it, our lives just aren't that different. The people in our screens -- be they internet celebrities or TV show characters -- in many ways have become our extended kin. We spend a lot of time with them, we quote them, we aspire to be like them. We plan our weeks and evenings around when certain shows are on (or when they'll be available online). We analyze the events in a fictional storyline and come up with "fan theories" about how those universes operate. All the while, we may be ignoring the many nuances, plot developments, and character arcs of our own loved ones and the communities right outside our door.

Make an effort to give a little less credence to your fictional family, and more time and effort to your IRL family. (That's internet slang for "in real life.")
Substance Matters; Conversation Matters

"'Sometimes I sneak around and listen in subways. Or I listen at soda fountains, and do you know what?'

'People don't talk about anything!'

'Oh, they must!'

'No, not anything. They name a lot of cars or clothes or swimming pools mostly and say how swell! But they all say the same things and nobody says anything different from anyone else.'"

If I'm being honest, many phone calls with family (especially the guys) are a little shallow. There's a lot of sports and weather chit chat. Sometimes there's a question about a house project. And of course I always give an update about how our son is doing and if he's added any words to his growing vocabulary.

But, generally, there isn't a ton of substance about how work is going, the general mood of the household (which fluctuates greatly with a toddler), our thoughts on current events, etc. And when those questions do pop up, I'm often guilty of a quick answer: "Things are going well!"

And I notice the same pattern when amongst friends too. We rarely dig deeper than the shallow topsoil of weather, sports, quick updates about work, etc. Sometimes it goes beyond that into deeper bedrock, but it admittedly takes some event for that to be the case -- being laid off, a breakup, an illness, etc.

While small talk and even seemingly shallow subjects are often what grease the wheels into deeper topics of conversation, you can't stay flat forever with the people you love and have repeated interactions with. Things lose momentum that way. Relationships become stale. The idea of any disagreement or conflict, or even simply not getting affirmation, leads us to not bring up our fears, dreams, even the interesting things we've maybe learned that day.

Guy Montag feels this throughout the book. Within his group of "friends," there is nothing of depth ever talked about. It revolves around complaining about kids, the latest gossip about town, political trivialities, and of course, the "family" in the TV parlor. When he tries to bring up bigger ideas about the society they live in, or even when he tries to read some poetry aloud, he's scolded and called crazy. Which in turn, makes him indeed feel crazy.

In order for life to have texture and meaning, we need to be able to talk about important things with other folks beyond just the latest smartphone apps or the new car you bought. As Susan Neiman rightly argues, asking big questions -- those of a moral and value-based nature -- are a sign of growing up.

My challenge to you is not simply to have those conversations and thoughts within yourself (that's Step 1, as noted above), but to share those thoughts and questions with your friends and family. Ask your wife or girlfriend what her dreams are (and ask repeatedly -- they'll probably evolve and likely even change entirely over the course of time). Share with your friends some thoughts you had about a book you recently read. Heck, read some moving poetry aloud! You might be literally laughed at, but you might not, and if you're among friends, there's really no risk.

Substance matters. Take a risk and bring up something important next time you're conversing with a friend or a loved one.

In a world of clickbait headlines and "hot takes" about current events and trends, being someone who can think for themselves, and takes seriously the value of community and family, makes you stand out amongst the crowd, and allows you not to be tossed about by whichever cultural current has the most steam that day. Be like Guy Montag. Rather than setting little fires of pop culture and political debate, and letting your attention span smolder into ashes, pause from time to time to extinguish the ever-burning glow of your smartphone and restore the values of deep knowledge, face-to-face relationships, and real conversation.

Schools Banning Kids From Having Best Friends
by The Common Constitutionalist

In 1968 singer/songwriter Harry Nilsson wrote and performed a theme song for a television program entitled, 'The Courtship of Eddie's Father,' starring the original Bruce Banner, Bill Bixby. The song was called, 'Best Friend.'

Read more of this post

Christian kids -- and their faith -- not 'SAFE' at school
Posted By Linda Harvey On 01/16/2018 @ 7:06 pm In APP Frontpage,Commentary,Opinion | No Comments

At Vashon Island High School in the state of Washington, thanks to a student "queer" group's advocacy, bathrooms are now open to all genders, and it's certain this will not end well.

And yes -- indoctrinated and misinformed student "change agents" accomplished this.

So this school is radically less safe -- and especially unsafe are students who are Christians, have high moral values and a stable sense of personal privacy. They are now the most vulnerable of all, chronically disrespected not just in body but in values and spirit.

I've been thinking a lot about the issue of child safety. We hear more and more about students who feel "triggered" by certain ideas or speech.

Well, in today's school climate, if anyone has a genuine right to feel threatened, it would be Christian kids.

Of course, they are not the only ones who might feel unsettled by messages at school. The expectation felt by most adolescents today is that they should accept in-your-face, bizarre and unnatural behavior as well as become sexually active.

The pressure comes unexpectedly not from peers or at a friend's party, but in the bathroom. Or in health class with all the lights on and other kids watching, as a degenerate teacher fits a condom on a plastic model.

Or selects two girls for a role-playing exercise to discuss "dating" -- as homosexuals.

It's manipulative and vulgar, and most kids will feel emotionally assaulted but hesitant to say anything.

Such pornographic sex ed programs are justified by the presumption that most kids are sexually active. But new research shows the opposite. Kids like and respond to abstinence messages.

Still, the school promotion of depravity continues.

At Westland High School in Columbus, Ohio, the principal sent out an email in December announcing that during a regular after-school teacher meeting, someone would be addressing them about "Gender identity/attraction/sex/expression, responding to anti-LGBT language and behavior in the classroom and hallways, how to respond/assist a student in the 'coming out' process, and dealing with preferred names."

What about parents' rights not to have the school help their child "come out"? And where in the "coming out" process would the faithful Christian teacher fit? Steering kids toward the unsafe arena of flagrant sin is not part of our faith, thank you very much.

GLSEN, the Gay, Lesbian and Straight Education Network, has grave concerns about "safety," or so they say. One GLSEN lesson plan for grade-school children has an acronym for SAFE: "Say what you feel, Ask for help, Find a friend, and Exit the area."

How do Christian students apply this? In a class where homosexual behavior and gender rebellion are explained and respected, a believing student might say, "I don't agree. The Lord teaches that homosexuality is an abomination. No man can marry another man, Jesus tells us. It defies our biology, and this lesson completely disregards and contradicts my faith."

According to GLSEN, that student should express concern ("Say what you feel"), then, "Ask for help." Here's a possible request: "Could you as my teacher end this lesson about condoms being used for unnatural anal sex?" Or about the all-gender bathroom policy, a student might say, "Could you as my principal tell the school board they have at least one student who feels extremely unsafe under the new policy, and could we return to separate boy and girl facilities?"

This student is unlikely to get a fair hearing -- "Find a friend" -- if these programs are already underway, and probably never treated with the tender deference another "triggered" student would be. A cross-dressing boy will get a fawning reception, but this student is likely to be treated like yesterday's trash.

So the principal and teacher will scoff at the student and ignore his comment. "Your views are very intolerant. There's no excuse for your bigoted behavior."

Instead, the school message is, "Go get birth control or experiment with a 'gay' relationship!" If your daughter is seriously stressed about offensive classroom content, most of the time she will remain silent. The information has already been absorbed -- she is an outcast if she doesn't go along.

And then there's the language or social studies class where a "social justice" narrative dominates. You know -- how there's systemic discrimination in America by entrenched groups, and the world is divided into the "oppressed" and the "oppressors." And guess who stands at the top of the list of oppressors?

Christians, people of faith and husband/wife authentically married couples.

Recently, a "privilege" questionnaire was given to kids at a school in West Bend, Wisconsin, with a checklist to assess the student's level of privilege. This classic stereotyping exercise featured questions like, "I have never tried to hide my sexuality," "I am comfortable in the gender I was born in," "My parents are heterosexual," "Nobody has tried to 'save me' from my religious beliefs."

This was given to middle schoolers.

The spiritual oppression in government schools is intense. The adults teaching this lunacy are smooth, full of misinformation, yet have the imprimatur of the entire school system. So your child will internalize, unless you have trained him or her ahead of time, one huge message -- my instincts are wrong, my family is wrong, and I must change.

How about if we don't put them in this situation to begin with?

The class instructed to call a boy by girl pronouns is not safe. This is mental and emotional assault, and children know this.

Yet leftists claim they want to keep children safe.

Back to what GLSEN teaches. According to the "SAFE" acronym mentioned above, the student has one more option: "Exit the area."

The Christian student's viewpoint and religious beliefs have been counted as nothing, so will the school be tolerant if he or she leaves school?

Probably not. But his or her parents should be.

Take your kids out of these schools, the sooner the better. They are truly, truly unsafe.

Article printed from WND: http://www.wnd.com

URL to article: http://www.wnd.com/2018/01/christian-kids-and-their-faith-not-safe-at-school/

Finally! U.S. Government Admits It's Not 'Equal Partners' With Parents

Following an outcry from parents and families, two federal agencies have backed off a policy that would have said the government is "equal partners" with moms and dads.

As reported by the Home School Legal Defense Association (HSLDA), the initial language was contained in a draft document by the US Department of Education and Department of Health and Human Services.

"It is the position of the Departments that all early childhood programs and schools recognize families as equal partners in improving children's development, learning and wellness across all settings, and over the course of their children's developmental and educational experiences," the statement says.


But the controversial language was removed. HSLDA contended that the language implied that schools had the same rights over children as parents. HSLDA's Will Estrada met with members of the Department of Education to explain the organization's concerns.


The statement now reads:

"Families are children's first and most important teachers, advocates, and nurturers. Strong family engagement in early childhood systems and programs is central -- not supplemental -- to promoting children's healthy intellectual, physical, and social-emotional development; preparing children for school; and supporting academic achievement in elementary school and beyond. Research indicates that families' involvement in children's learning and development impacts lifelong health, developmental, and academic outcomes."

But the document still contains problems, HSLDA's Lauren Mitchell explained in a post at the organization's website.

"The document's working definition of 'family' still includes not only a child's parents or legal guardians, but 'all adults who interact with early childhood systems in support of their child, to include biological, adoptive, and foster parents; grandparents; legal and informal guardians; and adult siblings,'" she wrote.

The problem? If there is a conflict between parents and other family members regarding educational choices, parents could lose under this definition.

"There is much work to be done before decades of federal overreach in K-12 education is reversed," Mitchell wrote.


The Transgender Stampede
Nov 16, 2017 Read More Articles by Lee Duigon [https://newswithviews.com/author/lee/]

I have come to believe that the transgender movement is the worst thing that has happened in my lifetime -- with the possible exception of Mao Tse-tung's Great Leap Forward, which killed at least 40 million Chinese in just five years.

But the transgender push has only just begun, and the whole ruling class of the Western world is behind it as if their very lives depended on it. Not just politicians, but movie studios, TV executives, teachers' unions and other -- ahem! -- educators, judges, lawyers, and business corporations: all are guilty.

Furthermore, the push has advanced with terrifying speed, so much so, just to report it has become a challenge. One is reminded of a herd of cattle, dying of thirst, stampeding toward a water-hole. Why this folly should seem like a water-hole to anyone is a thing beyond conjecture.

Even churches have leaped aboard the bandwagon. Recently the Church of England ordered all 4,700 of its schools, serving over a million pupils, to "allow children to experiment with their gender identity." No more "Be not conformed to this world" (Romans 12:2). No more "[M]ale and female created He them" (Genesis 1:27). We can't even say "Boys will be boys" anymore. How the church squares this with God's Word is more than I can understand. Maybe they don't bother to try.

Last week the New York City Transit Authority forbade its employees to say "Ladies and gentlemen", lest some "transgendered person," Heaven help us, among millions of subway riders, be offended. "Ladies and gentlemen" is taboo because it is not "inclusive." That little word has done a great deal of damage to our culture.

A recent Pew Research poll found that 77 percent of Democrats with four or more years of college now believe that "sex is not determined at birth". True, that's Democrats for you, we can expect no better -- but what hath "college" wrought? Do people really wind up believing whatever pure crapola that they learn in college? Is it really that powerful? Imagine if it were ever used for some constructive purpose. But that may not be possible.

And note the language creep. Throughout the poll, Pew employed the formula "gender assigned at birth." Assigned by whom? If there's any assigning going on, there must be an assigner. Some of us have always thought that was God, but now we're told we're wrong. We are not told who does the assigning, but it seems we're expected to do it ourselves -- as if we were God: as in Satan's everlasting con job, "Ye shall be as gods." Whatever we say we are, we are. We "self-identify" as muskrats, so that makes us muskrats.

Now this is both madness and abomination. It is a rejection of reality, a revolt against God's created order. And it's come so far, so fast, like a runaway train, that we have no time to predict where it will carry us.

Do you want to live in an order created by charlatans and idiots?

But we are not gods. Our inane and foolish words do not define reality. Why is it even necessary to point this out? Say you can fly, jump off the roof, and see what happens. There is no way this will turn out well for us.

God will eventually carry out His plan of regeneration and salvation mo matter what our worldly rulers say and do. I don't think He listens to the New York City Transit Authority. But because of what these imbeciles say and do, and because of the mindless multitudes who follow them, it's going to be an unimaginably rough ride. Whether it ends with a thunderous crash or a soft and sickening plop doesn't much matter.

2017 Lee Duigon -- All Rights Reserved

E-Mail Lee Duigon: leeduigon@verizon.net
Additional Articles by Lee Duigon [https://newswithviews.com/author/lee/]

The "Why" Of Racism In America
Dec 07, 2017 Read More Articles by Frosty Wooldridge [https://newswithviews.com/author/frosty/]

This week, former NFL quarterback Colin Kaepernick received his "Muhammed Ali Legacy Award" from singer Beyonce' at the annual banquet. Beyonce's fame stems from her Superbowl "Black Power" songs that criticized White Americans for being racists.

Kaepernick spoke about the inequality facing Blacks in America. In the last bastion of racial equality in America, on the sports field, he created a national division of Whites and Blacks by kneeling against the National Anthem and America's Stars and Stripes.

He blames White Americans for African-Americans' struggles in a racist society. However, he never mentioned that American taxpayers spent in excess of $3 trillion in the past 50 years since Lyndon Baines Johnson created "The Great Society" welfare system. Very little of that money changed Black Americans' behavior or conditions in the inner-city projects, jobs, 70 percent children from out of wedlock births, millions on food stamps and Section 8 Housing.

How does White racism figure into this national tragedy? Are Whites at fault for Black men fathering 7 out of 10 children out of wedlock? Are whites guilty that as high as 78 percent Black students drop out of high school? Are Whites guilty of not providing jobs for illiterate Black kids who drop out of high school?

Unfortunately, the call for endless diversity and multiculturalism by America's elites creates conflict, confusion and bewilderment. Americans stand guilty as to racism, xenophobia, Islamophobia and nativism.

Racism In Choices and Nature

But after centuries of mixing different ethnic groups, diversity becomes a pariah and misnomer. Every night on local news stations, racial unrest dominates most big cities.

African-Americans struggle with racism in America because they remain a minority ethnic group. Where they dominate in Africa, other races struggle to survive racism. Racism in Mexico remains a steadfast component to keep people of color at the lowest economic echelons. Japan features strong racism, so much so, it does not allow immigration into that country.

In reality, from my worldwide travels, I discovered 'racism' stems from biological differences. It stems from tribal dissimilarities. Every race, when in power, practices racism against subordinate ethnic groups. Racism plays out in the animal world everywhere on this planet.

At best, humans must come to respect one another when they cannot understand each other. They must honor each other's lives while they choose to remain in their own tribes.

Multiculturalism Creates Racism in All Countries

Sweden, once the most peaceful and vibrant country in the world, today, struggles with rapes, crime, car bombings, failing schools, parallel societies, conflicting religions and a fragmenting society.

What changed? Sweden along with the rest of Europe began immigrating Moslems from the Middle East and Africa. They imported Indians from the Sub-Continent. They introduced aberrant cultures and religions into their midst as a grand social experiment by intellectuals bent on proving that ethnic groups and cultures might live in happy celebration of their cultures within an alien culture.

One Moslem imam boasted: "Sweden will become Europe's first Moslem caliphate."

France faces similar consequences to its endless immigration.

French writer Giulio Meo said, "In 2017, the French authorities are sending compensation to more than 2,500 victims of the jihadist attacks in Paris and Saint-Denis, who will be compensated with 64 million euros. Important victories were also attained by anti-terrorism forces. According to an enquiry by the weekly L'Express, in the last two years, 32 terrorist attacks were foiled, 625 firearms were seized, 4,457 people suspected of having jihadist links were searched, and 752 individuals were placed under house arrest. But the general impression is that of a country "failing from within".

"After two French girls were murdered by an Islamist in Marseille last month, the social commentator wrote that France is experiencing a process of national and civilizational decomposition that authorities have decided to accompany and moderate, without claiming to fight and overthrow it, as if it were unavoidable."

Fact: every culture strives for dominance. When it finds itself in large enough numbers, any culture competes with any adjoining culture. Today, Moslems contend for dominance in every city their numbers grow in Europe. Moslems struggle for dominance in Australia, Canada and America. Today, Chinese immigrants in Vancouver, Canada control that city via their majority numbers. The Canadian Chinese ran native Canadians out of that city with money, businesses, hiring, housing and numbers. Vancouver no longer remains a Canadian city.

Multiculturalism decomposes any country where it takes a foothold. It starts small, such as a city like Lewiston, Maine; Minneapolis, Minnesota; Freemont, California and Dearbornistan, Michigan. Take a look at Spanish Miami, San Diego and Los Angeles. Look at Chicago, Illinois.

All of them decompose into mini-third world countries: poverty, failing schools, illiteracy, welfare, crime, drugs and loss of the rule of law.

I spoke about the "Perfect Storm Gathering Over America" at a political club last fall. If you want to be shocked into what's coming, this 42-minute video needs to be seen all over America. Why? Because your children face this future with an added 100 million immigrants within 30 years.

"Perfect Storm Gathering Over America" by Frosty Wooldridge

With every 1.1 million added immigrants added to the USA annually and another 100 million by 2045, our culture cannot nor will it survive the onslaught of multiculturalism. It's that simple. We either stop immigration or we become the victims of it.

"Islam Is Not a Nice Religion" by Anne Marie Waters [actually, it is an ideology and form of government that attempts to control every aspect of not only your life, but everyone else's, as well]: This 8-minute video profoundly exposes Islam's intentions and actions:

View this video to see uselessness of endless immigration. It solves nothing, but in fact exacerbates population growth:

In a five-minute astoundingly simple yet brilliant video, "Immigration, Poverty, and Gum Balls", Roy Beck, director of www.numbersusa.ORG, graphically illustrates the impact of overpopulation. Take five minutes to see for yourself:

As you can see from the video, no amount of immigration will solve the starvation, misery, suffering or hopelessness of people around the world. Why? Because they keep adding 80 million, net gain, annually.

But on a sociological level, America, Europe, Canada and Australia find their countries becoming "Everybody Else's Countries." Whether it's the impact of cultural conflict, religious conflict or linguistic chaos -- first world countries will not survive the "Clash of Civilizations."

As stated, all cultures and ethnic groups compete for dominance. With 100,000,000 added immigrants from 196 different countries by 2050, the USA finds those millions pulling for their own culture, ethos, language and religions. America today, already fractures and fragments in the big cities with Black Panthers and Black Lives Matter calling for a separate Black Country. With the advent of more terrorist Muslims, you will see them demanding Islamic caliphates in the USA much like Europe.

Our country faces ultimately pulling apart at the seams. It will not be able to hold in the center as "Americans." Kaepernick and Beyonce' work to make that happen.

2017 Frosty Wooldridge -- All Rights Reserved

E-Mail Frosty: frostyw@juno.com
Additional Articles by Frosty Wooldridge [https://newswithviews.com/author/frosty/]

College prof defends slavery, rape under Islam
Muslim convert argues: 'Are you more morally mature than the prophet of God?'

Government Rewrites History in American Schoolchildren's Books, Exhaults Mohammed and Muslims

For some examples of what various textbooks say, that American children are being required to read, see "Houghton Mifflin" and other links at:

What The? Now Facts Erased From Schoolbooks
You Won't Believe What's Intentionally Left Out From Key U.S. Date
(1984: NWO Elites and Government Re-Write History to Better Indoctrinate Our Youth With)
Published: 22 hours ago by Drew Zahn

Drew Zahn is a former pastor who cut his editing teeth as a member of the award-winning staff of Leadership, Christianity Today's professional journal for church leaders. He is the editor of seven books, including Movie-Based Illustrations for Preaching & Teaching, which sparked his ongoing love affair with film and his weekly WND column, "Popcorn and a (world)view."More ?Less ?
Who perpetrated the terrorist attacks of Sept. 11, 2001 -- a group of men merely fighting "for a cause," or a band of radical Muslims bent on violent jihad?

According to a new, comprehensive study of 6th-12th grade textbooks used by schools across the country, America's children are being taught a very different answer to that question than many alive to witness 9/11 remember.

The non-profit organization ACT! for America Education studied 38 textbooks from popular publishers like McGraw Hill and Houghton Mifflin, for example, to determine whether American schoolchildren are being taught the truth about Islam and its role in 9/11.

The report, titled "Education or Indoctrination? The Treatment of Islam in 6th through 12th Grade American Textbooks," compares what it found in the textbooks with 275 historical sources, listing 375 footnoted citations, to conclude that America's textbooks are laced with "historical revisionism."

"This report shines a bright light on a pattern of errors, omissions and bias in the textbooks reviewed," explained ACT! for America Education founder Brigitte Gabriel in an email. "To give you just one example of the errors our research uncovered, in discussing the 9/11 attacks, the textbooks typically fail to mention the perpetrators were Muslims or that they acted in the cause of Islamic jihad. In one book the terrorists are portrayed as people fighting for a cause.

"In just a few years after Sept. 11," she continues, "the history of what happened on that tragic day was rewritten in our school textbooks. Omitting this vital information, that jihad was the motivation for the attacks, makes it difficult, if not impossible, for today's young teens, who don't remember 9/11, to really understand what happened that day -- and why."

According to the executive summary of the report, "The full report reveals a pattern of historical revisionism, omissions and bias in the presentation of all aspects devoted to Islam in these textbooks. These aspects include its theology and doctrines, its role as a world religion, its ongoing struggle with Western tradition and its intrinsic anti-Semitism."

The summary continues, "Textbook errors identified in the report range from egregiously false historical statements to significant omissions and subtle half-truths. Some are blatant and obvious, others are subtle and deceptive. The errors in these textbooks are not grammatical or typographical. They are substantive, significant and often repetitive."

For example, the report notes the textbook "World History: Patterns of Interaction," published by McDougal Littell/Houghton Mifflin in 2007, glosses over the violent birth of Islam and paints its founder, Muhammad, in a glowing light.

"In Medina, Muhammad displayed impressive leadership skills," the textbook asserts. "He fashioned an agreement that joined his own people with the Arabs and Jews of Medina as a single community. These groups accepted Muhammad as a political leader. As a religious leader, he drew many more converts, who found his message appealing."

But did Muhammad win converts among and build a peace accord with the Jews? The study's founders cite several sources and recorded histories in asserting this description is a bald-faced lie.

"This language is a gross falsification of the relationship between Muhammad and the Jews of Medina," the report states. "Muhammad ... expelled two of the Jewish tribes from Medina and destroyed the third, beheading the men and selling the women and children into slavery. This important and essential historical fact of the Medinan period is commonly omitted in the textbooks reviewed, and it is impossible for students to accurately understand the rise of Islam without it."

The report also questioned the textbooks' descriptions of jihad.

"An Islamic term that is often misunderstood is jihad," asserts Houghton Mifflin's 2003 textbook "Across the Centuries." "The term means 'to struggle,' to do one's best to resist temptation and overcome evil. Under certain conditions, the struggle to overcome evil may require action. The Qur'an and Sunna allow self-defense and participation in military conflict, but restrict it to the right to defend against aggression and persecution."

"The term jihad is, indeed, 'often misunderstood,'" the report replies, "primarily because faulty definitions like this are prevalent in academia and the media.

"First, this passage redundantly and incorrectly asserts that jihad warfare is solely defensive in nature," the report continues. "According to the Qur'an , the mandate of jihad includes aggressive warfare for the explicit purpose of making Islam supreme over the entire world. For instance, Surah 9:5 commands Muslims to 'fight and slay the Pagans wherever ye find them, And seize them, beleaguer them, And lie in wait for them in every stratagem (of war)' (parenthetical in original). Surah 9:29 commands Muslims to make war upon 'People of the Book [Christians and Jews], Until they pay the Jizya with willing submission, And feel themselves subdued.'"

The report's executive summary concludes, "It is clear that the textbooks examined throughout this report contain extensive amounts of material that is seriously historically flawed and often unmistakably biased."

Specifically, the report details dozens of ways in which it contends the textbooks stray from accurately teaching about Islam, including the following list, quoted directly from the report's summary:

* The doctrine of jihad is omitted, incorrectly defined, inaccurately described, or understated.
* Faulty description of women's rights under Islam: The oppressive and discriminatory nature of Shari'a law with respect to women is omitted, mischaracterized or understated.
* Omission or minimization of the Islamic slave trade, in sharp contrast with what is typically an extensive and appropriately critical examination of the Atlantic slave trade operated by Europeans.
* Aggrandizement and elevation of Muhammad's character that is contradicted by accepted historical facts.
* Omission or minimization of Muslim conquest and imperialism, in sharp contrast with what is typically an extensive and appropriately critical examination of European and other imperialism.
* False claim of Islam's historical tolerance of Jews and Christians.
* Misrepresentation of Shari'a Law in such areas as its applicability to non-Muslims and the separation of church and state.
* False presentation of the Crusades as the cause of the animosity between Christianity and Islam.
* Faulty historical narrative of the Crusades. Muslims in the Holy Land are commonly depicted as innocent victims of unprovoked aggression who were defending "their" lands against Christian invaders, rather than what is historically accurate: (1) that Muslims invaded and conquered the Holy Land centuries prior to the Crusades; (2) that Christians and Jews were victims of Muslim conquest and aggression centuries prior to the launching of the Crusades; and (3) that the Crusades were launched to wrest back control of the Holy Land from the Muslim invaders and conquerors.
* Chronological revisionism of the historical development of Judaism, Christianity and Islam which incorrectly portrays Islam as preceding Judaism and Christianity and the Muslims/Arabs as the indigenous people in the Holy Land, resulting in the delegitizimation of Israel.
* Treatment of Islamism as though it has no origins within classical Islam and Islam's Holy Books.
* Islamist Holocaust revisionism that attributes the creation of Israel to world guilt over the Holocaust and incorrectly maintains that Arabs were forced to give up land for the survivors of the Holocaust.
* Omission of the fact that the United Nations created a two-state partition for Palestine, one for the Jews and one for the Arabs.
* Omission of the fact that the Arabs refused to accept the offer of an independent Arab state contained in the 1947 United Nations Partition Plan for Palestine.
* False claim of Israel's responsibility for the Palestinian refugee problem.
* Omission of the fact that the PLO's recognition of Israel's right to exist was and remains a verbal recognition only, contradicted by the unrevised PLO charter.
* Inaccurate claim that most Middle Eastern terrorist groups have roots in the Israeli-Palestinian conflict.
* Omission of the fact that Islamic jihadists target Americans not only for their support of Israel but also for what they consider the "decadent nature" of Western way of life that threatens the spread of Islam throughout the world.
* Failure to explain why the Islamic jihadists targeted the World Trade Center and the Pentagon and to identify the fourth target as the White House.
"Perhaps the greatest disservice done to students," the report concludes, "is the net effect of the accumulation of these errors -- the creation of a faulty historical narrative that not only misrepresents Islam but creates an inaccurate comparison between Islam, Christianity and Judaism, and between the Muslim world and the West. Regardless of the issue -- slavery, conquest and imperialism, the Crusades, the Arab-Israeli conflict, to name a few -- Islam and the Muslim world are not generally held to the same rigor of historical analysis that the textbooks apply to Christianity, Judaism and the West."

But to many Americans, the politically correct nature of handling 9/11 may be the most surprising.

The report, for example, quotes the textbook "Horizons," published by Harcourt in 2005: "On Sept. 11, 2001, the United States was the target of a horrible act of terrorism, or violence to further a cause."

The report explains, "The statement that the 9/11 attack was carried out to 'further a cause' is left undefined. There is no mention that the 'cause' was Islamic jihad."

It continues, "Rarely are the terrorists identified as Muslims, and the jihadist motivations for their actions are omitted. Omitting these two critical facts leaves students with an incomplete, and thus inaccurate, understanding as to why 9/11 happened."

ACT! for America Education claims it has sent the executive summary of its finding to over 70,000 state and local school board members nationwide. In addition, the executive summary contains a list of recommended actions on its final pages, for those who, according to Gabriel, want to "wake up America to what this report has uncovered."

Textbook analysis report released today!
March 19, 2012

Textbook analysis report released today!


A special message from Brigitte Gabriel, President, ACT! for America Education

It is with great delight that I announce to you that today we released "Education or Indoctrination? The Treatment of Islam in 6th through 12th Grade American Textbooks."

ACT! for America Education Executive Director Guy Rodgers and I began discussing this project nearly four years ago. Today, that project is a reality -- and I believe that one year from now you and I will look back on this as a truly historic accomplishment that helped change the course of education in America.

This report shines a bright light on a pattern of errors, omissions and bias in the textbooks reviewed. Our children deserve better. Our children deserve facts and accuracy, not historical revisionism.

To give you just one example of the errors our research uncovered, in discussing the 9/11 attacks, the textbooks typically fail to mention the perpetrators were Muslims or that they acted in the cause of Islamic jihad. In one book the terrorists are portrayed as people fighting for a cause. In just a few years after September 11th, the history of what happened on that tragic day was rewritten in our school textbooks. Omitting this vital information, that jihad was the motivation for the attacks, makes it difficult, if not impossible, for today's young teens, who don't remember 9/11, to really understand what happened that day -- and why.

Please forward this email to anyone and everyone you know. Help us get the word out far and wide! Over the next few months we hope to wake up America to what this report has uncovered!

To access the report log on to www.ACTforAmericaEducation.org. Once there you will find the following:

The Executive Summary of the Report, which was mailed to over 70,000 state and local school board members nationwide;
The full Report;
Sub-reports, sorted by each textbook publisher;
A plan for taking action.

The few have always made a difference in this crazy, dangerous but wonderful world we live in. This is our time, those of us who "get it" and are concerned about the direction of our future, to come together and work together to make a difference for our country and our future generation.

I am honored to put my hand in yours and work with you to ensure our children receive the best historical education, and America remains the greatest and brightest nation on earth.

Brigitte Gabriel

Education or Indoctrination? Islam in Our Schools
Home > Political Islam > In the US > Legal Issues > Education or Indoctrination? Islam in Our Schools
By Martin Mawyer Sunday, October 29, 2017
From the U.S. government's course 'Access Islam
From the U.S. government's course 'Access Islam' (Photo: Video screenshot)

The following article represents the opinion of the author. Clarion Project welcomes your thoughts on this subject. For a submission or comment, please write by clicking here.

There is a question that we all struggle with, and one that many people may find difficult to answer:

When does teaching the facts about Islam morph into becoming religious brainwashing, indoctrination, propaganda or evangelizing?

I don't think many parents are opposed to teaching students about the history of Islam, its achievements, its failures, its struggles and even its victories -- as long as these studies are taught accurately, without political or religious motive, and are not given favorable treatment over other major religions of the world.

Perhaps most of us can agree that this should be the educational standard for presenting the subject of Islam in the public schools. But does such a definition really work?

Even the most obvious attempt at evangelizing public school children into Islam can easily be explained away by some as giving students nothing more than the facts about Islam.

Muslims believe in the Five Pillars of Islam. That's a fact. Islam preaches Allah is the one true God. That's a fact. The Quran teaches that Muslims must accept Muhammad as God's messenger and prophet. That's also a fact.

These are facts, but they can also cross over from presenting the basic tenets of Islam to aggressively pushing religious indoctrination or evangelizing.

For example, let's say a public school teacher said this to his or her class: "The Bible says if you don't repent and accept Jesus Christ as your Lord and Savior, and believe He died on the cross for your sins, then you're going to spend an eternity in hell."

Would such instruction be considered teaching a fact about Christianity or, more likely, an attempt to convert children into the Christian faith?

The answer to that question would probably depend on how the teacher said it. Was it delivered mockingly, seriously, with a wink, dryly, with a fist pounding on the desk, with pointed fingers, perhaps with a smirk or rolling eyes?

Whether presenting facts about religious tenets is considered indoctrination or education is difficult to answer and brings to mind the 1964 U.S. Supreme Court decision that attempted to define what constitutes obscenity.

Justice Potter Stewart, who found it nearly impossible to define when someone's free-speech rights crossed the line into illegal obscenity basically threw up his hands and said, "I know it when I see it."

We find ourselves somewhat it the same predicament when attempting to clearly define the line between education and indoctrination when it comes to presenting the facts about the religious tenets and beliefs of Islam.

Earlier this year our organization, the Christian Action Network, exposed what we considered to be an Islamic indoctrination program funded by the Department of Education. It's called "Access Islam."

In this program, children grades 5-12 are taught the shahada (the Muslim profession of faith), asked to draw posters of the Five Pillars of Islam, told to watch a video on how to pray as a Muslim, were also asked to read Islamic scriptures, explain the meaning of those scriptures and told to explain how Muslims use those verses found in the Quran in their everyday lives.

We found these lesson plans to be clear examples of Islamic indoctrination activities that go well beyond what is legally permissible for public schools when discussing religion.

But our opponents in the media and certain educators disagreed and said the program does no more than teach children the facts about Islam.

I might add that the Department of Education has no similar program that teaches even the most basic tenets of the Christian faith.

So which is it? Is "Access Islam" an example of religious indoctrination? Or is it simply a program that gives children Islamic facts?

First, let's understand the definition of indoctrination.

Indoctrination occurs when you present opinions as fact without presenting opposing views.

Saying that Islam teaches "Allah is the one true God" is of course a fact, but the statement itself is widely disputed by billions of Christians worldwide, who believe the claim is false.

When schools present Islamic beliefs, without balancing those beliefs with opposing views from other religions or even to present secular opposition, then a line has been crossed into indoctrination.

And this is why the public schools should never be used to teach students the tenets of a religion -- unless it is presented in an elective religious studies class that teaches comparative religions.

But we all know here that Islam is not being taught to school-age children in religious study classes. No. Islam is being taught in geography, history and social studies classes.

And the tenets of Islam are, in many cases and in many examples you'll see in our film (see below), being taught as indisputable facts in these classroom settings.

If you want students in a social studies class to understand the culture of Muslims in the Middle East -- and teach them how in certain areas women are forced to wear burqas, hands are chopped off for minor offenses, homosexuals are thrown off tall buildings, that Christians are forbidden to own a Bible or build a church, that's fine. Because these are indisputable facts.

But if you want to give the religious tenets that are used to justify these human rights abuses, then present them in an elective religious studies class where opposing views to these beliefs are equally available.

By giving students a one-sided view of Islamic beliefs, I believe this is nothing more than an attempt to convert our children into Islam and not only that, but in some cases an attempt to turn our children into evangelists for Islam.

When children are asked to draw the Five Pillars of Islam to be displayed in the classroom or posted up-and-down the school hallway, this is attempt to use children to spread the message of Islam.

Clearly, having children engaged in such activity goes well beyond any argument that students are simply learning the basic facts about Islamic beliefs.

And I assure you, that if children were tasked with a project of drawing a poster of John 3:16 to be displayed in the classroom -- and throughout the school -- the ink would not be dry on the poster board before the courts would rule this activity unconstitutional.

There are plenty of examples in the public schools where children have not only been asked to draw posters of the Five Pillars of Islam, but have been asked to draw pictures of the Prophet Muhammad, sing an Islamic song, asked to wear Islamic clothes, draw "There is no God but Allah and Mohammed is His prophet" in calligraphy, construct a 3-D model of a mosque, design an Islamic prayer rug and even be asked to make an Muslim pamphlet to help third grade students understand and accept Islam.

But the problem of Islam in the schools go well beyond giving students the supposed facts about this religion, or getting them to become evangelists for the religion, because students are also being forced to accept as truth the disputed claims of Islam.

For example: In Union County, North Carolina children were told to write the following statements: "Islam, at heart, is a peaceful religion." I think that can be disputed. And then there is this one: "Most Muslims have a stronger faith than the average Christian."

Let me pause right there for a moment.

I don't need a show of hands on this, but how many of you have seen news stories, or even watched videos, of Christians being lined up by Muslim extremists and then beheaded?

Whose faith is actually stronger in those horrible, wretched examples of Islamic butchery?

In Syria, Muslims burned six Christian men who worked at a bakery after they refused to convert to Islam. And as horrible as that sounds, an image that is absolutely frightful and terrifying, what happened next was worse.

I'll read you the words of Alice Assaf as she told them to The New York Post: "After that, they caught some 250 kids and kneaded them like dough in the bakery dough machine. They were put in the dough mixer. They were kneaded. The oldest one of them was four-years-old."

Do not tell me that Muslims have a stronger faith than the average Christian. Last year alone, 7,000 Christians were killed for their faith. Some studies have reported even greater number of Christian martyrdom.

What we are witnessing in the world today is not weakness among Christians, which is the most persecuted faith in the world. Instead, we are witnessing Christian strength, courage, fortitude and faithfulness that is facing a religion that produces gutless cowards who will stab you, run you over with a vehicle, set you on fire, thrown acid in your face, mow you down with a gun, blow you up in an airplane or with an airplane, and even feed you into a dough-making machine.

Words are cheap. And to have our Christian, public school students write, "Most Muslims have a stronger faith than the average Christian," is to force them to engage in a lie, to degrade their own religion and to insult the thousands of Christian martyrs who are now dying every year in defense of their faith.

In LaPlata, Maryland students are told, "Allah is the same god that is worshipped in Christianity and Judaism." This is wrong and not a fact. And in Revere, Massachusetts, children had to write this answer to the question of what is the First Pillar of Islamic belief. They wrote: "I bear witness that there is no God but Allah."

When you require students to write, "I bear witness that there is no God but Allah," this is forcing the students to agree with that statement.

Let's flip the coin for a moment.

If teachers were educating students about white supremacy, would they dare have students write the white supremacist creed, "We must secure the existence of our people and a future for white children."

Any teacher attempting to do so would be rightfully fired.

But how is this any different than making Christian students write, "I bear witness that there is no God but Allah."

I say, there is no difference.

Perhaps the strangest, saddest and most outrageous lie being taught to students also occurred in LaPlata where students had to write that Muslim conquerors treat those whom they conquer with "tolerance, kindness and respect."

Tell that nonsense to the Yazidis in Iraq who, in 2014, had their homes pillaged, their women raped, their men tortured and killed, and those who were left alive, forced into converting into Islam and made into slaves, or sold as slaves, at the hands of ISIS.

What part of any of this is an act of "tolerance, kindness and respect?"

These Islamic lesson plans, which we are bringing to your attention today, are not about teaching children the facts of Islam. It's about indoctrination and brainwashing, conversion and proselytizing, lies and propaganda.

Jonathan Gruber, the architect of Obama Care, was confident Congress would pass the Affordable Care Act because he believed in "the stupidity of the American voter. "

But Obama Care didn't really pass because of the "stupidity of the American voter," did it?

It passed because of the stupidity of elected officials, highlighted by one of the most stupid political statements ever made by a lawmaker, Nancy Pelosi, who said, "We have to pass it to see what's in it."

We are not a stupid people. We are not ignorant. And we are not easily deceived.

And when educators come against our children and grandchildren in an effort to minimize and defame our Judeo-Christian beliefs, supplant our God and Savior with that of Allah and a false prophet, and try to force-feed children into accepting myth as a fact, rest assure parents will not only see it and know it, but they will also show these educators who really does have the stronger faith.

Click here to watch a video of the event "Islam in the Schools: A National Awakening"


Pro-Islam Indoctrination in Public Schools?

Whitewashing Islam in Public Schools

What's Going on in Tennessee? Teaching Islam in Public Schools

Pro-Islam Indoctrination in Public Schools?
Home > Political Islam > In the US > Public Issues > Pro-Islam Indoctrination in Public Schools?
By Meira Svirsky Monday, August 28, 2017
From a cartoon depicting the 'Five Pillars of Islam'
From a cartoon depicting the 'Five Pillars of Islam' (Photo: video screenshot)
Access Islam

Parents across the U.S. have objected to a Department of Education program called "Access Islam." The federally-funded program is directed at children from grades 5-12 and is also featured on various websites, including PBS Learning Media.

The Smithsonian also promotes the course as does the Indiana Department of Education and the United Nations.

Parents charge that the course amounts to nothing less than proselytizing about Islam in public schools. In addition, they note that the Department of Education provides no comparable study or promotion of any other religion.

A video from the course prominently features a Christian convert to Islam, who declares emotionally how he has found the true religion without any "intermediaries."

In addition to videos, students are given worksheets to learn the Five Pillars of Islam and how to pray. Children are also expected to memorize verses from the Quran and know the meaning of those verses.


As part of the school's "World History" curriculum, high school students in Maryland were taught extensively about Islam -- without any context of current events -- and required to list the benefits of the religion.

In one homework assignment obtained by a news outlet, the question was asked: "How did Muslim conquerors treat those they conquered?" The correct answer was, "With tolerance, kindness and respect."

One parent, John Kevin Wood, who objected to the mandatory class said, "I don't force my religious views on them, so don't force your religious views on me."

His wife, Melissa, noted, "We cannot discuss our Ten Commandments in school but they can discuss Islam's Five Pillars?"

The couple asked that their daughter be excused from this part of the curriculum and given an alternative assignment, a request which was refused. The father was told that the assignment must be done or his daughter would receive a zero. Students are allowed to opt out of other modules in the high school, for example, sex education.

New Jersey

Two mothers who spoke up about the courses on Islam that they charge amounted to indoctrination about Islam were smeared with the label of "Islamophobes" after bringing up the issue at a school board meeting.

The mothers objected that their children were required to learn intricacies of Islam but no similar courses were being taught about Christianity or Judaism.

One of the mother's also noted that her son her was previously censored for proselytizing when he was in fourth grade for a presentation he made about giving to the poor which cited a line from the Bible.

An op-ed written against them for a local newspaper generated a considerable amount of hate mail on social media sites and even animosity at the grocery store.

The following are two examples of the course materials the mothers objected to:


Charges that teaching materials about the Middles East are biased and funded by Saudi, Palestinian, and other Arab states were levied against Newton high schools.

One of the books the schools recommend as reading material included extremist writings by Muslim Brotherhood leaders Sayyid Qutb and Yusuf Qaradawi, who is known for his sermons calling for the murder of Jews and homosexuals.

Newton schools officials have continuously refused to make school curricula and teaching materials available to residents.

Public pressure previously forced the high schools to discontinue using the Saudi-funded Arab World Studies Notebook, which makes spurious charges against Israel. The book has been rejected by a number of other school districts as well.

School officials claimed the book helped to develop the students' "critical thinking skills."

A number of anti-Semitic incidents were reported in Newton high schools during use of the book. School officials, in violation of mandatory reporting procedures, failed to inform parents and police of the escalating incidents.

Watch below a video about the indoctrination of high school students in Newton:


Concern about a course in Islam, which parents charged amounted to religious indoctrination, reached all the way to the Tennessee state legislature where a bill was passed allowing local school boards to decide how they want to teach about religion.

Parents were concerned about a course teaching about the Five Pillars of Islam that they charge was giving false information to children. As a result, in many locations in Tennessee, the curriculum was streamlined and in some cases, the course was been cut out entirely.


In 2015, parents and students protested after a teacher asked students to copy the shahada, the Islamic declaration of faith, as an example of Arabic calligraphy.

The shahada states: "There is no God but Allah, and Mohammed is his messenger."

Some students refused to complete the assignment and a number of parents protested to the school, calling the assignment "indoctrination."

As a result, the school district announced that "a different, non-religious sample of Arabic calligraphy will be used in the future."

New York

A lesson plan developed in New York State and promoted by the New York State Education Department called "Dying to be a Martyr," featured video interviews with Islamic terrorists who explain why their attacks on Israelis were justified. The lessons plan contains no instructions for teachers to denounce the views. In addition, the plan does not contain an Israeli response.

The plan was offered to teachers for a decade through the taxpayer-funded Public Broadcasting Service's "LearningMedia" website.

After a request was made for a comment by state officials, NYSED's website was changed and the lesson plan was dropped. However, the plan continued to be listed on another NYSED website as well the promotion of a video titled "Story of Islam: A History of the World's Most Misunderstood Faith."


Why is the Dept. of Education Promoting Islam to School Kids?

Maryland High School Under Fire Over Islam Curriculum

NY Public Schools Promote Course Justifying Suicide Bombings

What's Going on in Tennessee? Teaching Islam in Public Schools
Home > Uncategorized > What's Going on in Tennessee? Teaching Islam in Public Schools
By Meira Svirsky Thursday, October 15, 2015

A Tennessee lawmaker has introduced a bill into the state legislature to prevent courses containing "religious doctrine" from being taught before tenth grade. The bill is in reaction to objections by parents to a three-week curriculum under the topic of world religion for middle-school students that covers the "Five Pillars of Islam."

The bill is the result of a grass-roots campaign by parents reacting to course requirements that obligated their children to write assignments about Islamic principles of faith, such as "Allah is the only God." Parents have called it indoctrination.

Parents particularly objected that no other religion was taught at the same time, and that the amount of time spent on Islam was considerably more than that which will be spent on Christianity, Buddism, Hinduism and other religions.

The bill also states that any teaching of "comparative religion" does not focus on one religion more than another.

Rep. Sheila Butt, R-Columbia, who introduced the bill, agrees. "I think that probably the teaching that is going on right now in seventh, eighth grade is not age appropriate," said Butt. "They are not able to discern a lot of times whether its indoctrination or whether they're learning about what a religion teaches."

The parents asked for help from the American Center for Law and Justice (ACLJ), a law firm that addresses constitutional and human rights worldwide. In the course of its investigation, ACLJ ask to looked at the teaching materials from the course but school districts refused to hand them over.

Tennessee law states that the Bible may be used in class, as long as the course doesn't include the "teaching of religious doctrine or sectarian interpretation of the Bible or of texts from other religious or cultural traditions."

"If you're teaching the Middle East, then of course you're going to mention the religion that was prevalent in that area," commented Butt, a long-time Sunday school teacher. "But to teach the doctrine is another thing. It's just a bill about balancing the teaching of religion in education."

Based on her experience, Butt said, "Junior High is not the time that children are doing the most analysis. Insecurity is in Junior High a lot of times, and students are not able to differentiate a lot of things they are taught."

Charges of indoctrination by Tennessee parents are reminiscent of a case in California where a federal lawsuit was filed against the Byron Union School District concerning a three-week course about Islam seventh-graders that used the workbook, Islam, A simulation of Islamic history and culture.

In the California school, 12-year old students were told:

"From the beginning you and your classmates will become Muslim"
Dress up as a Muslim and try to be involved to guarantee an excellent grade.
Pick Islamic names and wear them around your neck as ID tags.
Read the fatiha, the opening chapter in the Koran and recited by Muslims at every daily prayer.
Play a dice game called Jihad by declaring a jihad against another group.
Jihad is a struggle by Muslims against oppression.
Complete the phrase required for conversion to Islam.
Complete the Five Pillars of the Islamic Faith.
Analyze certain verses from the Koran.

The Ninth Circuit Court of Appeals, in a ruling marked "Not for Publication," decided that course did not contain "overt religious exercises" that violated the Establishment Clause of the First Amendment.

Although Islamist organizations have argued that the Tennessee bill is "anti-Islam," it is reasonable for parents to be concerned about such curriculum. Separation of "church and state" is foundational principle and primary right in the U.S. and should be enjoyed by every individual.

The teaching of religion as religion has no place in America's public schools.

ISIS Hacks 800 School Websites Across the US
Visitors were redirected to ISIS propagandaRead

Dr. Qanta Ahmed, a British Muslim, recently wrote: "The need for strong surveillance of Muslim communities in the West has never been greater.... From inside the communities where Islamists hide, we can deter Islamism.... the state must outlaw Islamist groups." (Image source: Fox News video screenshot) [from https://www.gatestoneinstitute.org/11318/new-york-city-islam]
New York City Submits to Islam

by Judith Bergman
November 7, 2017 at 4:30 am

Summary points:

The media began to paint Muslims as the victims of Saipov's attack -- not the dead and the wounded victims of the terrorist.

"As a Muslim committed to fighting Islamism, I appeal to you: The need for strong surveillance of Muslim communities in the West has never been greater.... Counterterrorism experts and politicians must know that far from being Islamophobic, the scrutiny is supported by Islam.... Nations seasoned in combating Islamism -- most recently, Egypt.... have identified mosques as critical nerve centers for Islamism. Mosques in Egypt, for example, are monitored by the state....Islam itself demands no less." -- Dr. Qanta Ahmed, Muslim physician, Newsday.

New York has adopted, in its entirety, the European response to Islamic terrorism: Appeasement and genuflection to Islam. Historically, such behavior was required by non-Muslim citizens of Islamic states, known as dhimmis, in exchange for "protection". The question is why American citizens, who live in the United States and not in an Islamic state, feel obliged to submit to Islam?

(see full article at above link)

Access Islam: US Department of Education
The United States Department of Education has developed an Islamic indoctrination program for public schools called, 'Access Islam.' The lesson plans are written for grades 5 through 12. They include worksheets and videos to help students perform the 5 Pillars of Islam - prayer, fasting, alms giving, pilgrimage to Mecca and the proclamation of Muslim faith. This short video contains excerpted clips taken from the "Access Islam' program which not only teaches children how to perform a Muslim prayer, but asks students such questions as: 'What does a Muslim prayer sound like?' 'What do the movements look like?' and 'What are some of the things Muslims say during prayer?' Children are also expected to memorize verses from the Quran and give the meaning of those verses. Taken as a whole, the U.S. Department of Education's 'Access Islam' program is nothing short of a Sunday school class on Islam.

"They're converting your kids to Islam!" Muslims infiltrating our education - Brigette Gabriel

The Muslim Brotherhood in American Schools | Brigitte Gabriel
"I am waging a Bloodless Revolution in America's Public Schools..." - Shabbir Mansuri (Founder and Director of the Council on Islamic Education)

This is How you Confront the Pro-Muslim Officials; Take Notice Americans! (about muslim indoctrination of our kids in schools)

Islam In Public Schools - DOE Asked To Remove Islamic Indoctrination Program - Tucker Carlson

Brigitte Gabriel on Islam in American Schools

Radical Islam? The Plan to Destroy America from Within: Brigitte Gabriel

Brigitte Gabriel Reads the Muslim Brotherhood Plan for America

Arab lady talks truth on Muslims / Jihad and their violence "Islam the religion of peace"

1400 shocking years of Islam in 5 minutes

Islamist ideology "Far More Dangerous" than just terrorism - Raheel Raza (Creeping Sharia / Welfare Jihad / Stealth Jihad / called "Hijrah" in the Koran and Mosques)
Raheel Raza is a Canadian muslim reformer. She is President of The Council for Muslims Facing Tomorrow (http://muslimsfacingtomorrow.com) and author of the book "Their Jihad-- Not My Jihad!: A Muslim Canadian Woman Speaks Out". She is also a founding member of the Muslim Reform Movement, based in Washington D.C. Here's an article by one of their members: http://www.nationalreview.com/article... Their YouTube channel: https://www.youtube.com/channel/UCyAH...

Brigitte Gabriel's Epic and Brilliant Answer To "Most Muslims Are Peaceful..."
Note that Stealth Jihad is more dangerous than Jihad with the sword, and most muslims, including those in the West, support Sharia and tithe a portion of their income to organizations that support terrorism and Jihad, as well as work ceasingly to convert their host countries to Sharia by demanding continual concessions, voting for sharia-compliant legislators (using our own laws against us -- Jihad by lawfare), and having as many muslim children as possible in order to change the country to sharia by demographics.

Raheel Raza: No Sharia, one law for all - Islam in a secular democracy

"Islam in a Secular Democracy" Q&A highlights - Douglas Murray, Maajid Nawaz, Raheel Raza

"Should we tolerate theocracy?" - Maajid Nawaz on The Drum
Why does separation of church and state only apply to Christianity but not to Islam?

Undercover camera exposes the hate taught to Muslim children

'Muslims need to move into the 21st Century'

Islamist ideology must be terminated and Islam must be reformed - Maajid Nawaz
Maajid Nawaz argues there is historical precedent for Islamic secularism (separation of religion & state) and Islamic reform. He also criticizes the Regressive Left, who don't understand (or refuse to recognize) the difference between muslim apologists and muslim reformers.

Maajid Nawaz: Why Not Calling ISIS "Islamic" Hurts Muslim Reformers

My Fellow Liberals: Please Stop Saying This Has Nothing to do With Islam

What happened to Christian Lebanon? - Brigitte Gabriel

Religion of Peace: A Brief History of Islam - Brigitte Gabriel

Islam - The Undeniable Truth - A quick lesson in the history of Islam - WS 2015 Brigitte Gabriel
Brigitte Gabriel was born in the Marjeyoun District of Lebanon to a Maronite Christian couple, a first and only child after over twenty years of marriage.[10] She recalls that during the Lebanese Civil War, Islamic militants launched an assault on a Lebanese military base near her family's house and destroyed her home. Gabriel, who was ten years old at the time, was injured by shrapnel in the attack.[1][11] She says that she and her parents were forced to live underground in all that remained, an 8-by-10-foot (2.4 by 3.0 m) bomb shelter for seven years, with only a small kerosene heater, no sanitary systems, no electricity or running water, and little food.[12] She says she had to crawl in a roadside ditch to a spring for water to evade Muslim snipers.[12][13][14] According to Gabriel, at one point in the spring of 1978, a bomb explosion caused her and her parents to become trapped in the shelter for two days.[15] They were eventually rescued by three Christian militia fighters,[16] one of whom befriended Gabriel but was later killed by a land mine.[17] Gabriel wrote that in 1978 a stranger warned her family of an impending attack by the Islamic militias on all Christians. She says that her life was saved when the Israeli army invaded Lebanon in Operation Litani. Later, when her mother was seriously injured and taken to an Israeli hospital, Gabriel was surprised by the humanity shown by the Israelis, in contrast to the constant propaganda against the Jews she saw as a child.[12][18] She says of the experience: I was amazed that the Israelis were providing medical treatment to Palestinian and Muslim gunmen...These Palestinians and Muslims were sworn, mortal enemies, dedicated to the destruction of Israel and the slaughter of Jews. Yet, Israeli doctors and nurses worked feverishly to save their lives. Each patient was treated solely according to the nature of his or her injury. The doctor treated my mother before he treated an Israeli soldier lying next to her because her injury was more severe than his. The Israelis did not see religion, political affiliation, or nationality. They saw only people in need, and they helped.[12][19] Opinion editor Michael Young of NOW Lebanon and Franklin Lamb of Al-Ahram Weekly claimed that Gabriel over-simplifies the conflict in South Lebanon as a Muslim war against the Christians.[20][21] Lamb alleged that she lived relatively normally during the Lebanese Civil War; Young, by contrast, described Gabriel's account of her experiences as "overdone" and described her persona and campaign as a "con act."[20][21]

Brigitte Gabriel and Dave Rubin: Terrorism, The Muslim Brotherhood, and Linda Sarsour
Brigitte Gabriel (National Security Expert) joins Dave Rubin to discuss her childhood under brutal terrorism in Lebanon, why national security is an American issue, the Muslim Brotherhood, her views of Linda Sarsour, the "gullible" women's movement in America, and much more.

Brigitte Gabriel keynote speaker at United Nations
"Global Anti-Semitism: A Threat to International Peace and Security." Brigitte Gabriel speaks on behalf of Israel. "Israel, the Jewish state, the only democracy in the Middle East, continues to shine as a beacon of light in the darkest region of the world."

Brigitte Gabriel Interview, A survivor of Islamic terror warns America!

Brigitte Gabriel On Reason Why Muslims Won't Assimilate Into Western Culture
Previously, we selected the best immigrants who would make America stronger, and screened them for diseases, criminal history, mental illness, having a skill that there was a shortage of (so they wouldn't take American jobs), had them sign a paper acknowledging that they'd be deported if they applied for any form of welfare, made sure that they spoke English and had enough money and job skills so that they wouldn't be a burden to America's hardworking taxpayers, and would assimilate and thereby make our country stronger; that's why they used to call America the "Great Melting Pot". "Multiculturalism" is the global elite's plan to weaken the West and enable its conversion to Sharia Law. The biggest problem is the freeloaders who are taking advantage of the situation to come from Africa and other countries and live at taxpayers' expense while they pop out endless muslim babies to change the countries to Sharia via demographics, while weakening the countries via "Jizya" (in Koran and Mosques) or slave tax / welfare for their many wives and children. Even the legitimate refugees are better helped at a much lower cost if we leave them in a muslim country and support and protect them there, instead of bringing them here at 15X the cost, and the muslims would be far happier -- they hate Christians and democracy and openly state this if we would listen to them!

Ayaan Hirsi Ali and Dave Rubin on Political Islam, Sharia Law, and "Islamophobia" (Full Interview),The Rubin Report
Ayaan Hirsi Ali (Human Rights Activist) joins Dave Rubin to discuss the preaching of Islam, the left's alliance with Islamists, the dangers of political Islam, Sharia law, "Islamophobia", her serious fight against the practice of female genital mutilation as well as, her political and idealogical awakening, her foundation and activism, and much more.

Senate Homeland Security Committee, w Ayaan Hirsi Ali (6-14-17)

Ayaan Hirsi Ali on the West, Dawa, and Islam

The "islamophobia" narrative, free speech & the Left's double standard on islam - Sarah Haider

Douglas Murray - How to Deal with Apologists for Islam
Douglas Murray directly tackles an apologist that is obfuscating and obscuring the issues surround Islamic extremism.

The Solution to Stop Islam
The Illinois Family Institute (IFI), Chicago, IL graciously hosted Aynaz Anni Cyrus and others at "The Danger of Islam" seminar on Oct. 08, 2017. Anni Cyrus of the Glazov Gang. A child bride in her home country of Iran, abused and imprisoned as a teen, she escaped to America and now advocates for women and girls, suffering under Sharia. Her mission is to bring hope and healing to women and girls who have been unfortunate enough to be exposed to the plague of Islamic ideology. She experienced, first hand, the horrors of living under Islamic theocracy in Iran.

"They're not our friends" US Marine's anti-Islam post goes mega viral

Why We Are Afraid, A 1400 Year Secret, by Dr Bill Warner

New London Mayor: Submit or You Will be Less Safe

Islam Exposed a.k.a. "The Basics of islam" by Robert Spencer

Robert Spencer: The speech the U.S. Catholic Bishops don't want you to see

School district instructs students to recite Islamic prayer, read textbooks minus sections for Judaism and Christianity. Please send email to elected school board members.
From: Florida Family Association

School district instructs students to recite Islamic prayer, read textbooks minus sections for Judaism and Christianity.
Click here to send your email to urge elected Seminole County School District Board Members to rectify this situation.

WFTV's 9 Investigates reports the following:

SEMINOLE COUNTY, Fla. -- A history book used in school districts across the state is sparking controversy in Seminole County.

A parent called 9 Investigates after finding out his son was learning too much about the Islamic religion in a public classroom.

Ron Wagner read from part of his son's world history book, "There is no god, but God. Muhamad is the messenger of God."

Wagner is not reading the Five Pillars of Islam from the Quran, but rather his son's 10th-grade world history book from Lyman High School.

"Students were instructed to recite this prayer as the first Pillar of Islam, off of the board at the teacher's instruction," Wagner claims.

Wagner, who is not religious, said he had no idea the public school was teaching so extensively about religion until he spotted a text on his son's phone from a teacher reminding him to complete a prayer rug assignment and study an Islam packet.

"For it to be mandatory and part of the curriculum and in the textbooks, didn't seem right," Wagner said.

Inside of the book is a chapter dedicated to the "Rise of Islam," including prayers and scriptures from the Quran. What's more disturbing for Wagner is that the first 100 pages discussing Judaism and Christianity are missing. The district blames a manufacturer defect in 68 books that are only a year old.

According to Wagner, Dr. Michael Blasewitz, who oversees the high school curriculum, said, "The Pillars of Islam are benchmarks in the state curriculum."

Wagner's concerns prompted a district investigation that found the teacher never tried to indoctrinate or convert students.

Some other students interviewed by administrators said they were not required to recite the prayer aloud. They did discuss a video played during class about the religion, but Blasewitz got frustrated and stormed out when 9 Investigates asked whether the district is considering changes to the curriculum.

"You're just going to walk away from our interview when we're trying to get information," said investigative reporter Daralene Jones.

Before Blasewitz walked out, he further justified the curriculum, saying students learn specific Judaism doctrine, the Bible and its scriptures, in earlier school years.

"If anything, it's a little imbalanced toward Christianity and Judaism," Blasewitz said.

Federal law allows schools to teach aboutreligion, because it's part of history. But public schools may not teach religion.

"There's a difference between teaching of the significance or the impact of a religion and teaching the specific tenets of a religion," Wagner said.

9 Investigates was told the district will reconsider this book when the contract is up in three years. Some districts in South Florida have requested the publisher rewrite portions because of the controversy.

Public schools funded by tax dollars should not be instructing students to participate in the religious practices of Islam including but not limited to reciting prayers. Such activities go beyond education.

How is it possible that school officials and teachers did not notice that 100 pages related to Judaism and Christianity were missing from textbooks?

Mr. Blasewitz's numerous statements to WFTV's 9 Investigates appears to justify the recitation of Islamic prayer and omission of the 100 pages. Blasewitz said "The Pillars of Islam are benchmarks in the state curriculum." Blasewitz "further justified the curriculum, saying students learn specific Judaism doctrine, the Bible and its scriptures, in earlier school years. "If anything, it's a little imbalanced toward Christianity and Judaism," Blasewitz said. His arrogantly walking out of the interview after giving this position is incriminating.

Florida Family Association has prepared an email for you to send that urges Seminole County School District Board Members to rectify this situation.

To send your email, please click the following link, enter your name and email address then click the "Send Your Message" button. You may also edit the subject or message text if you wish.

Click here to send your email to Seminole County School District officials.
For contact information please click here.


Email: ffa@floridafamily.org

Florida Family Association, Inc.
P.O. Box 46547, Tampa, FL 33646-0105
Telephone 813-264-5888

Please write to your senators and congressman and ask them to tell the DOE that they should not claim that there is a "separation of church and state" for one religion but not for another; the government has no business indoctrinating our children!

The United States Department of Education provides no similar program for any other religion. If the DOE insists on doing things like this, please eliminate the DOE and let the states control education, like the Constitution says they should. Government agencies shouldn't be allowed to excessively tax us, especially when many of us are having a very hard time economically now, and use that money to control state governments and make the states follow a federal agenda. Please make this illegal.

Video: Dept of Education's Islamic indoctrination program for public schools
March 29, 2017 / creeping

via CAN

The United States Department of Education has developed an Islamic indoctrination program for public schools called, 'Access Islam.'

The lesson plans are written for grades 5 through 12. They include worksheets and videos to help students perform the 5 Pillars of Islam -- prayer, fasting, alms giving, pilgrimage to Mecca and the proclamation of Muslim faith.

This short video contains excerpted clips taken from the "Access Islam' program which not only teaches children how to perform a Muslim prayer, but asks students such questions as: 'What does a Muslim prayer sound like?' 'What do the movements look like?' and 'What are some of the things Muslims say during prayer?'

Children are also expected to memorize verses from the Quran and give the meaning of those verses.

Taken as a whole, the U.S. Department of Education's 'Access Islam' program is nothing short of a Sunday school class on Islam.


Another example of the Islamic infiltration of the U.S. public school system sent by a reader recently.

Below are links to information published in the Communique -- the official newsletter of the National Association of school psychologists.

In the November 2016 issue of the communique there is the 3rd of a series of articles about muslim students. The current article is titled "Meeting the Needs of Muslim American Students."

To access the online document you would need to be a NASP member. The second and 3rd links show the conference brochure for Arizona Association of School Psychologists. A 3-hour session is devoted to accommodating muslim students.





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MARYLAND: Designated terrorist group CAIR condemns the alleged distribution of anti-Islam educational literature to many homes in the state
by BareNakedIslam

See Muslims' quotes about why they are immigrating here:









Four Stages of Islamic Conquest from LSA on Vimeo

Hamas-linked Muslim Brotherhood front group, CAIR-Maryland, said the cartoon-like tracts by the CAIR-designated 'hate' group Chick Publications, titled "Camel's in the Tent," include true claims that Muslims seek the "conquest" of America by taking over the country "little by little, one city at a time." Last year, CAIR condemned distribution of the same so-called 'hate' literature in Maine.

CAIR "While bigots have the same right to free speech as any other Americans, those who reject hatred and prejudice of all kinds have a duty to speak out in support of the American tradition of racial and religious inclusion," said CAIR Maryland Outreach Manager Dr. Zainab Chaudry.
Copies of an anti-Islam comic book-like leaflet by a controversial Christian evangelist called 'Camel's in the Tent,' a 2012 publication by the late Jack Chick warning of a Muslim invasion, that were left on hundreds of vehicles in Maine last year, were recently left at many Mayland homes.

The County.me According to Presque Isle Police Chief Matt Irwin, there were no formal complaints about the material being left, but someone did bring copies to the police station to report what happened.
It is not clear if the comic books were left in other locations, Irwin said. The police department is not investigating the matter, though Irwin said the police would investigate if property owners reported that the person distributing the publications was trespassing.

A spokesperson for the Maine Attorney General's office said Wednesday that the office has not been made aware of the pamphlets left in Presque Isle or elsewhere. By themselves, the publications do not violate the Maine Civil Rights Act. Only acts that involve physical force or violence against a person, damage or destruction of property, or threat of such warrant action by the attorney general's office.
The leaflets left on the vehicles in Presque Isle are from Chick Publications, an Ontario, California-based Christian evangelical publishing house. The 'Camel's in the Tent' alleges that Muslims are secretly plotting a worldwide 'takeover' and offers what experts say is an inaccurate and stereotype-filled perspective on the creation of Islam and its modern practice.

The publication ends with a prediction of the second coming of Jesus Christ in conjunction with a war of religions taking place in Israel.
Karen Rockney, a spokesperson for Chick Publications, said the company was not aware who was distributing the booklets, or tracts in Presque Isle. 'Our tracts are sold around the world and purchased by individuals, bookstores, businesses and churches, so we would have no idea who is passing them out in Maine,' she said.

'They produce these bigoted tracts that are designed to be left in public places,' said Ibrahim Hooper, chief spokesjihadist for CAIR. 'I don't know how many people are impacted by them other than being mildly offended.'
Hooper said that the Council on American-Islamic Relations works to improve mutual understanding of Islam in America. He said the organization always has supported free speech, including when it comes to bigoted and offensive materials, and believes that most people do not subscribe to the type of views espoused in the Chick booklets.

'They're so clearly bigoted in their outlook,' Hooper said of the tracts. 'People can use their common sense to judge whether this is accurate. Muslims in America have nothing to hide.'
While Hooper said he was not familiar with similar incidents of anti-Islam propaganda appearing in New England, he said parts of the country are confronting more threats and hate crimes against Muslim communities.
'The distribution of this publication is symptomatic of a rise in anti-Islamic sentiment in our society,' Hooper said.


Muslims begin moving to non-Muslim countries in increasing numbers and the beginning of cultural conflicts are visible, though often subtle.

First migration wave to non-Muslim 'host' country.
Appeal for humanitarian tolerance from the host society.
Attempts to portray Islam as a peaceful & Muslims as victims of misunderstanding and racism (even though Islam is not a 'race').
High Muslim birth rate in host country increase Muslim population.
Mosques used to spread Islam and dislike of host country & culture.
Calls to criminalize 'Islamophobia' as a hate crime.
Threatened legal action for perceived discrimination.
Offers of 'interfaith dialogue' to indoctrinate non-Muslims.


Muslim immigrants and host country converts continue demands for accommodation in employment, education, social services, financing and courts.

Proselytizing increases; Establishment and Recruitment of Jihadi cells.
Efforts to convert alienated segments of the population to Islam.
Revisionist efforts to Islamize history.
Efforts to destroy historic evidence that reveal true Islamism.
Increased anti-western propaganda and psychological warfare.
Efforts to recruit allies who share similar goals (communists, anarchists).
Attempts to indoctrinate children to Islamist viewpoint.
Increased efforts to intimidate, silence and eliminate non-Muslims.
Efforts to introduce blasphemy and hate laws in order to silence critics.
Continued focus on enlarging Muslim population by increasing Muslim births and immigration.
Use of charities to recruit supporters and fund jihad.
Covert efforts to bring about the destruction of host society from within.
Development of Muslim political base in non-Muslim host society.
Islamic Financial networks fund political growth, acquisition of land.
Highly visible assassination of critics aimed to intimidate opposition.
Tolerance of non-Muslims diminishes.
Greater demands to adopt strict Islamic conduct.
Clandestine amassing of weapons and explosives in hidden locations.
Overt disregard/rejection of non-Muslim society's legal system, culture.
Efforts to undermine and destroy power base of non-Muslim religions including and especially Jews and Christians.


Open violence to impose Sharia law and associated cultural restrictions; rejection of host government, subjugation of other religions and customs.

Intentional efforts to undermine the host government & culture.
Acts of barbarity to intimidate citizens and foster fear and submission.
Open and covert efforts to cause economic collapse of the society.
All opposition is challenged and either eradicated or silenced.
Mass execution of non-Muslims.
Widespread ethnic cleansing by Islamic militias.
Rejection and defiance of host society secular laws or culture.
Murder of 'moderate' Muslim intellectuals who don't support Islamization.
Destruction of churches, synagogues and other non-Muslim institutions.
Women are restricted further in accordance with Sharia law.
Large-scale destruction of population, assassinations, bombings.
Toppling of government and usurpation of political power.
Imposition of Sharia law


Islam becomes the only religious-political-judicial-cultural ideology.

Sharia becomes the 'law of the land.
All non-Islamic human rights cancelled.
Enslavement and genocide of non-Muslim population.
Freedom of speech and the press eradicated.
All religions other than Islam are forbidden and destroyed.
Destruction of all evidence of non-Muslim culture, populations and symbols in country (Buddhas, houses of worship, art, etc).

SOURCE: CivilusDefendus

Educating The Public on Islam
by Steve Amundson
Today we had a good public outreach educating the public on Islam. Amazing how still many many people just do not understand the enemy's doctrine. There is nothing good in Islam for the non-Muslim. And many Muslims lead miserable lives under Sharia because they are not Muslim enough. Take a minute to download our factual trifold brochures. All are factual, truthful, short and easy to read. Just click on the trifold brochure button and then select which ones you want to download to educate your neighbors, friends and co-workers. We pass out over 1,000 brochures each time we set up our booth and answer many questions from the public.

Hungarian Prime Minister Hits Nail On The Head: Refugees Are Actually "Muslim Invaders"
by Tim Brown
Hungarian Prime Minister Viktor Orban doesn't mince words when it comes to the Muslim invasion in Europe and specifically to his own country.

Read more of this post (see above link)

Hungarian PM: Europe's Migrants Aren't Muslim Refugees, They're 'Muslim Invaders'
by creeping
'We believe that a high number of Muslims necessarily leads to parallel societies, because Christian and Muslim societies will never unite,' the Hungarian PM.

Read more of this post

Dwyer: Hostile Sophistry
by The Publisher
The claim that immigrants from all countries are good for America, as well as calling those who question it "racists", are invalid and are consequences of hostile sophistry that the Liberal ideology has become. In the context of the fury brought by the latest (alleged) rant emanating from the mouth of Trump, they are merely [...]

GERMAN T.V. for Kids -- Try to stay calm
by BareNakedIslam
Brutal German state propaganda promoting children to be Muslims?
NOTE: I expect the hired actress will come to regret accepting that job.

(Posted by Susan K - h/t VladTepes)

Muslim Woman Gave Christmas Gifts Filled with Poison to Christian Neighbor Who Left Islam
by creeping
Muslim neighbors have started taunting Madina's children by calling them infidels.
Read more of this post

Pope Francis Says That 'Rejection Of Migrants' Is Now A Sin As Vatican Pushes For Open Borders
by Geoffrey Grider

Pope Francis has defined hostility and rejection of refugees and migrants as sin, encouraging people to overcome their 'fully comprehensible' fears that these new arrivals might 'disturb the established order' of local communities.

"And upon her forehead was a name written, MYSTERY, BABYLON THE GREAT, THE MOTHER OF HARLOTS AND ABOMINATIONS OF THE EARTH." Revelation 17:6 (KJV)

EDITOR'S NOTE: One of the perks about owning a counterfeit copy of Christianity is you get to make up your own rules. The Vatican wants open borders, even though the Vatican sits behind a massive stone wall, so out comes the pope who now declares that rejection of migrants is 'a sin'. Security fences and border walls to protect upir citizens? Nope, those are only allowed at the Vatican.

At his invitation, several thousand migrants, refugees and immigrants from 49 countries joined Francis at Mass in St. Peter's Basilica on Sunday, a day the Catholic Church dedicated to the issues and contributions of those who leave homelands in hope of a better life.

New arrivals must 'know and respect the laws, the culture and the traditions of the countries that take them in,' he said. Local communities must 'open themselves without prejudices to their rich diversity, to understand the hopes and potential of the newly arrived as well as their fears and vulnerabilities.'

'It is not easy to enter into another culture, to put oneself in the shoes of people so different from us, to understand their thoughts and their experiences,' Francis said.

'As a result, we often refuse to encounter the other and raise barriers to defend ourselves. Local communities are sometimes afraid that the newly arrived with disturb the established order, will 'steal' something they have long labored to build up.'

Similarly, he said, newcomers also are afraid: 'of confrontation, judgment, discrimination, failure.'

'These fears are legitimate, based on doubts that are fully comprehensible from a human point of view,' Francis continued in his homily.

'Having doubts and fears is not a sin,' the pope said. 'The sin is to allow these fears to determine our responses, to limit our choices, to compromise respect and generosity, to feed hostility and rejection.'

Francis elaborated: 'The sin is to refuse to encounter the other, the different, the neighbor,' instead of seeing it as a 'privileged opportunity' to encounter God.

In his almost five-year-old papacy, Francis has stressed the Catholic church's mission to welcome vulnerable and marginalized people. His focus comes as wealthier countries, including several European Union nations and the U.S., are intent on increasing physical or legal barriers to migrants.

@realDonaldTrump - you should build a wall like that of Vatican City where the Pope lives!!#TrumpWall #Trump2016 pic.twitter.com/esABI74dy0

-- World Affairs (@GMOChannel) March 23, 2016

Later, greeting about 25,000 people in St. Peter's Square, Francis advocated responding to the migrations that 'today are a sign of our times' in four ways: 'welcome, protect, promote and integrate' migrants.

9 of Top 10, and Majority of Top 50 Countries Most Dangerous to Christians are Islamic
by creeping
2018 World Watch List report ranks the top 50 countries Where It's Most Dangerous to Follow Jesus. Most are Muslim countries.

Read more of this post

Austria: Mahmoud took the money and went home!
by Ann Corcoran

They are trying it all over Europe---paying the migrants to go home!

It is something we have advocated here as well. Believe me, it is cheaper than incarceration and deportation and way cheaper than migrants of all stripes living (for years!) off the generosity of the US taxpayer for food, shelter, education and medical care.

Here is the story from NPR (hat tip: Joanne):

158,000. That's roughly how many refugees are stuck in limbo in Europe right now.

Many of them got to Europe in late 2015, when the refugee crisis reached its peak, and have been waiting since then to see if they'll be formally accepted into the European Union.

To cut down on the wait time and economic impact of this massive influx, some countries and nonprofits in Europe have embraced a new idea -- pay refugees to go back to the countries they left in the first place.

Mahmoud Abdelwahab is one of the people who has been waiting. He's 25, and originally from Mosul, Iraq. In early 2016, he quit his job as a cook and came to Europe, ending up in Vienna.


....the Austrian courts have been overwhelmed by applications. When the migrant crisis reached its peak back in 2015, the number of people wanting to stay in Austria tripled.

Instead of waiting longer, Mahmoud late last year made a tough decision. He decided to leave Austria and go back to Iraq.

"He saw other Iraqi people receiving the negative decision that they have to go back," Epaid says. "And that's why he decided for himself to back, before he got a negative."

That decision -- to voluntarily leave the country -- is exactly what the Austrian government wants refugees to do.

Last spring, Austria announced that it would give 1,000 euros (roughly $1,219 USD) to the first 1,000 refugees who signed up to leave on their own.

The program was successful, and the government extended the offer to more refugees. It's an incentive that's gaining traction across Europe.


He's taking the buyout, he says, to go home and use the money to buy a car and become a cab driver.
"Two years ... [I] was here for nothing," Mahmoud says as Epaid translates. "It didn't make any sense to come here."

More here.

And, LOL!, if I could run the immigration program (in any country) I would hire Mahmoud for a huge sum of money and have him filmed saying that in public service announcements to be shown all over the Middle East and Africa!

And, for my readers who just want to see them arrested and taken in chains to an airport, I don't want to hear from you so don't bother commenting. (Of course there would have to be all sorts rules put in place, like they can't come back next week. I know that!)

Heck, if we could pay the supposedly educated DACA kids (the Dreamers!) to go back to their countries of origin they might actually (if they have been educated by the US) help their people and their homelands improve themselves, and the world would be a better place.

Come on President Trump, give it a try. Offer to pay them to return to where they came from, with maybe a little starter money, and see how many will sign up. Call the program Dreams from my Father's Homeland!

There would be a little humorous side benefit for us as we watched the Dems scream bloody murder about wasting taxpayer dollars....

(I'm shutting up! I'm getting carried away!).

Click here to see all my posts on the 'Invasion of Europe.'

Tomi Lahren Is Hopping Mad! Destroys New CA Sanctuary Law With 7 Words
While conservative talk show host Tomi Lahren may love how beautiful it is to live in California, she doesn't appreciate it's governor and his liberal ways of trying to regulate everything, except illegal immigration, reports Fox News. Lahren destroys the recently passed law that...




Creeping Sharia's Islam in America, 2017: Part 4 (Oct -- Dec)
by creeping
Another quarter full of jihadi plots, Muslim immigrant perpetrated frauds, Islamic infiltration in public schools and more.

BRITISH EX-MUSLIM says: "If it wasn't so dangerous for Muslims to leave the faith, Islam would collapse"
by BareNakedIslam
Once again, proving the point that the best kind of Muslims are ex-Muslims. Please keep them safe and allow their voices to be heard in the worldwide media.

The Islamization of Germany in 2017: Part I
by creeping
@SoerenKern reviews the rapid spread of Islam and submission to sharia in Germany during the first six months of 2017.

Raheem Kassam, Editor-in-Chief of Breitbart London, says, "London is being turned into a "shithole" by Muslim Mayor Sadiq Khan"
by BareNakedIslam
FYI: Kassam is an ex-Muslim, the only kind of Muslim who will tell you the truth about Islam.
Raheem Kassan is the author of "No Go Zones" where non-Muslims are afraid to enter and Sharia Law prevails.

Canadian Man Tells The Truth About Islam
March 4, 2017 Daniel J Towsey A Truth Soldier 3 Comments

Also see. https://worldwarthreereports.wordpress.com/2017/03/03/canadas-islam-muslim-silent-take-over-no-longer-silent/



White Canadian Man Tells The Truth About Islam Peel District School Board Ignores Him -- Eric Brazau

SOUTH DAKOTA Republican lawmaker under fire for attacking Islam in an interfaith meeting asking, "If you don't have the freedom to leave a religion, is there freedom of religion in that faith?"

South Dakota State Senator Neal Tapio created quite the scene at the capitol building in Pierre, when after awkwardly agreeing to be photographed with an interfaith gathering, he turned on them, launching into one of his familiar rants attacking Islam and condemning the gathering as a "political movement."

Think Progress Tapio contended that he had been called "an extremist, a racist, an Islamaphobe and a hater" for saying that the "war on terror" was about people that consider themselves Muslim and who believe that you should be killed for leaving Islam. "If you don't have the freedom to leave a religion, is there a freedom of religion? ...That's the question we have to asks ourselves as a state."


When someone contradicted that claim, Tapio insisted, "When 14 Islamic countries kill you for leaving Islam, don't you think we would want to keep those people out?" "I want you to go home and I want you to look into what laws of apostasy and laws of blasphemy are," he said. "...There are 14 countries in the world that will put you to death for what you believe, or what you say. Those values are antithetical to the values that are found in our Constitution."

"Refugee resettlement and interfaith dialogue is a part of war"-Sen. Neal Tapio. The full story and video: https://t.co/ZdEq13dNK4 pic.twitter.com/Xt6BlHKVAE
-- Sam Caravana (@samcaravana_) January 11, 2018

As he was leaving, Tapio stopped to answer questions from reporters. He called Interfaith Day "a political event." He said, "Last year, I brought a resolution to thank President Trump for his fight against radical Islamic terrorism and [Interfaith Day organizers] were the opposition.
These are political people. ... They oppose the naming of it as radical Islamic terrorism because they don't want to correlate Islam with terrorism. ... If we're fighting and sending troops to die ... we have to identify who we're fighting, doesn't that make sense?"

During the interfaith gathering, Tapio also held a concurrent ceremony in the capitol to honor a veteran who served in Iraq and Afghanistan and was critically wounded, as well as the parents of a soldier killed in Iraq. It was after that ceremony that he encountered the interfaith group posing for their photo and the awkward incident took place.


Tapio had actually lambasted the event one day earlier, in a lengthy press release. In it, he accused the interfaith group of having "contempt for those Americans concerned about an endless war on terror," reiterating his belief that Muslims predominantly believe people should be killed for leaving Islam.


"Patriotic Americans simply believe it is our responsibility to identify the real source of terror and to keep that hateful and deadly ideology out of the United States, out of South Dakota and out of our local communities," he wrote.


"While cultural messages of inclusiveness are important, I think it's far more important that we respect the sacrifice and tremendous grief of South Dakota's military families and those who have suffered so deeply in this ongoing war against Islamic terror, both at home and abroad."


He went on to describe Islam as "a hateful and deadly ideology." Tapio said, "There were 50 Somali people in Minnesota who joined ISIS, an organization that chops the heads off of men. Why do you think they join? They weren't refugees, they were children of refugees."


Tapio has made a habit out of commenting publicly about his well-founded fears regarding Islam. Last May, for example, he introduced prominent anti-Islam expert David Horowitz [https://www.splcenter.org/fighting-hate/extremist-files/individual/david-horowitz] at a GOP Freedom Rally using the very same attacks on Islam that he rolled out on Wednesday.


What Happens When Socialists Run Out of Other People's Money
by Daniel Greenfield
Prime Minister Thatcher once famously observed that socialists "always run out of other people's money." But what actually happens when socialism runs out of money?

Canada's Islam Muslim silent take over no longer silent
March 3, 2017 Daniel J Towsey A Truth Soldier 4 Comments

see part one here https://worldwarthreereports.wordpress.com/2016/02/03/canadas-islam-muslim-silent-take-over-beware/





this post well get more content added.
A Letter That A Parent Wrote To An Islamic Extremist Public School in Canada

Published on Feb 28, 2017

Islam has taken over Boyne Public School in Milton, Ontario. The white teachers and faculty there are forcing all the children in the school to adopt Islam.

This parent, Nicole McKenzie protested and the school punished her children for not becoming Muslims.

This is an interview with that brave lady who had to move her children to the Catholic School Board just to keep her children safe from Radical Muslim elementary school students.

Peter Marshall -- Principal

Gary Levante -- VP

Contact information for Boynes Public School, let them know how you feel about this story.

Kevin J. Johnston
Journalist & Social Commentator
Ontario Premier Kathleen Wynne Forced To Sit In The Back Corner of A Mosque by Sexist Muslim Men

Published on Feb 15, 2017

Do I really need to elaborate? Ontario Premier Kathleen Wynne Forced To Sit In The Back Corner of A Mosque by Sexist Muslim Men!!!!!!

Kevin J. Johnston
Journalist & Social Commentator

Girl Sexually Assaulted by Muslim Boys on The Toronto Subway. Nobody Helps.

Published on Mar 3, 2017

Canada, when you see girls being molested and assaulted on trains, buses or ANYWHERE in the country, YOU HAVE TO SPEAK UP and HELP OUT.

Justin Trudeau and Iqra Khalid are working hard to turn Canada into a rape-haven for Muslim men and we have to fight to keep this country safe for women.

A crowded TTC train is the perfect place for Muslim perverts to ejaculate all over Canadian women and we all must join forces and stop them. If you see Muslims assaulting women, photograph them and send their photos to me right away. I'll publish them without fear!

Kevin J. Johnston
Journalist & Social Commentator


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[--]Physalia-Physalis 713 points 10 months ago
It will get worse if Trudeau keeps bending over backwards to these people just to appear progressive.

[--][deleted] 143 points 10 months ago
A byproduct of the excessive inbreeding in the Muslim world is rage and inappropriate aggression and it doesn't help the media gives them a guilt complete combined with shifting to a culture where rape is not condoned.
Your wife is in extreme danger if she ever crosses paths with him again, no doubt he has been fantasizing about what he would do by now.

[--]jpatt 30 points 10 months ago
The statistics on 1st cousin or worse marriages from Muslim majority countries is awful.. In the UK there was a recent study stating they only amount to 3% of the births but over 1/3 of the birth defects and major mental impairments.

[--][deleted] 42 points 10 months ago
next time mohammed will just start swinging with a knife. most muslims won't use their fists because they're too weak
OP's wife needs to carry pepper spray

[--]Halld243LA 11 points 10 months ago
This. Educate yourself in self defense and practice what you learn. Glad everyone is ok.

[--]ronburgundiKS 15 points 10 months ago
*bear spray

[--]zaphas861776 13 points 10 months ago
*a Glock

[--]ronburgundiKS 7 points 10 months ago
Canada can't into guns for concealed carry.

[--]zaphas861776 8 points 10 months ago
I know, I know, they're dumb. No lie though, as the saying goes, I'd rather be tried by 12 than carried by 6.

[--]chumchillaUSMC 6 points 10 months ago
A very sturdy metal pen [or rat tail comb] that can double as a stabbing weapon.

[--]urmakingitupasyougoARMY 239 points 10 months ago
I am happy your wife is okay. Is it legal to carry pepper spray/mace in Canada? I just replaced my wife's as the old one expired. It is a key chain size can and it was only about $10.00 American at my local gun shop.

[--]JustinTrudeauCastroCAN[S] 178 points 10 months ago
It is legal, and this is something I should definitely do for her. Shit man, this was too close.

[--]Justin_is_Fidels_SonFRA 112 points 10 months ago
No it isn't [legal]

[--]JustinTrudeauCastroCAN[S] 110 points 10 months ago
Shit. Neither is mace. Well that's just terrifying.

[--]sharkiness 124 points 10 months ago
Wasp spray [or fluorescent paint -- plus it makes it easier for cops to find them]. Perfectly legal, and one hell of a nerve agent. Get a face full of that and you're going to be real fucking sorry.

[--]humanhumannukanukaIL 89 points 10 months ago
A pregnant woman shouldn't spray wasp spray in a confined place. Shit is going to blow back in her face.

[--]sharkiness 57 points 10 months ago
Sorry, I forgot about the pregnancy. Disregard my previous statement.

[--]humanhumannukanukaIL 48 points 10 months ago
It's all good, just goes to show the lengths people have to put themselves at risk when a society refuses to allow them to self-defend with a firearm (the safest measure available acc the CDC)

[--]jbaum517 12 points 10 months ago
Not just that but the society openly supports practicing anti-freedom, militant Islam ideology. It's too cucked. Scary and sad!

[--]Machiknight 15 points 10 months ago
Get some good old fashioned builders foam in a spray can, that shit is sticky as all get out and blowback shouldnt be too much of a problem.

[--]twopercent_throwawayKEK 31 points 10 months ago
If the situation warrants wasp spray, the alternative to the spray blowing back would probably be worse. I'd say carry it and use it if the situation ever warrants it.

[--]humanhumannukanukaIL 22 points 10 months ago
better off using a real weapon that can be controlled. if your self-defense measure ends up blinding you and rendering you somewhat incapacitated it just makes it easier to be raped. if the method has to be some kind of spray device you can carry with plausible deniability better to carry hairspray + a lighter. I'd use a gun personally. Let them try prosecuting a pregnant woman for shooting her rapist.

[--]Pootisburd44MAGA 23 points 10 months ago
They would though. Which is 50 shades of fucked up.

[--]iamnotboolCAN 4 points 10 months ago
It's Canada, mate - they'd probably charge her for racism, too.

[--]TheSunTheMoonNStars 20 points 10 months ago
the fact he was that aggressive to a pregnant person is extra terrifying and telling...

[--]hidarez 8 points 10 months ago
forget about wasp spray what about bear spray?

[--]sharkiness 16 points 10 months ago
Carry it in a shopping bag. Just picked it up at the store, it was the first thing I could get my hands on, et cetera... Other than that, keep your fucking mouth shut and don't answer any questions without an attorney present. Probably shouldn't even say that.

[--]SnapIntoASwoleGym 41 points 10 months ago
Better to be judged by the police than to risk stabbing by the inbreds. Knowing how vicious they are they'd probably go for the belly too.
Happy the three of you are safe. Stay so.

[--]CaptainAssPlundererFL 19 points 10 months ago
Yep, I'll be judged by 12, not carried by 6.

[--]Justin_is_Fidels_SonFRA 30 points 10 months ago
Leitch wants to legalize it (because of Justine Castro importing shitty people).

[--]TheManWhoPandersCAN 29 points 10 months ago*
Just an aside, the greatest evidence that feminists are fucking hypocrites is that none of them are rallying around Leitch. Former surgeon turned politician that wants laws that keep women safe.
And yet, crickets from the feminists.

[--]MegaYanm3gaCAN 18 points 10 months ago
Leitch doesn't fit the leftist self-hating white guilt feminazi narrative, thats why they hate her

[--]Tzar34CAN 21 points 10 months ago
Yep.... my fiance was on the train last week and some drunk guy wouldn't leave her alone and then two other sketchy fuckers followed her when she got off the train... said she went to the bathroom to get away from them but when she came out of the bathroom they were standing there... Canadians need to seriously consider how we are able to protect ourselves. It's not right to prevent people from protecting themselves. I may get her a knife as that seems to be the only thing you can carry legally in this stupid country...

[--]TheSunTheMoonNStars 16 points 10 months ago
hiding in a bathroom can be a bad idea because if they follow her in there she is cornered

[--]lethpardCA 6 points 10 months ago
You can legally carry a knife, but if ever asked about it by the authorities, its purpose has to be as a "tool" and not a "weapon" (even for self-defence), the latter being illegal.

[--]siryljCA 14 points 10 months ago
Get bear mace, or wasp spray.

[--]momamma3MAGA 14 points 10 months ago
They make tactical defense pens that your wife could carry. It hooks to a purse or bag and is a real working writing instrument but can be used to protect oneself if attacked. I got one for my daughter at college where no pepper spray was allowed. I also purchased a "screamer" that makes a super ugly high pitched loud noise to draw attention to the situation if she were to be attacked. I got both from Amazon. They were fairly inexpensive too.
I pray it was a one time thing and your wife doesn't encounter this again.

[--]LowetronicTX 10 points 10 months ago
You're welcome to move to Texas LEGALLY. Get a gun and MAGA

[--]Shister6022 5 points 10 months ago
MAGA one round at a time I say!

[--]CentipedeSteve 4 points 10 months ago
Bear spray is legal in Canada. That would fuck up a potential rapefugee and even a bear.

[--]GrabHerByThePEPEUSA 3 points 10 months ago
May I recommend bacon grease cooking spray

[--]Kiefyking 14 points 10 months ago
Holy fuck what's wrong with Canada, no pepper spray or tasers?! So if someone just wants to mug you, you can only protect yourself through years of karate.

[--]LilMsMuffett 5 points 10 months ago
And even then you can be charged with excessive force if your kung fu is just that much better than theirs. Essentially if you harm an attacker you have a chance of being prosecuted yourself.

Lived in SK. Never again.

[--]iamnotboolCAN 6 points 10 months ago
This is true - they tried to charge my father with "excessive force" because he was a 4th dan and the guy had no training in fighting. Every try just not fucking attacking people?

[--]LilMsMuffett 5 points 10 months ago
Only in a libs mind is it the victim's fault.

[--][deleted] 10 points 10 months ago
Our self defense laws are complete garbage. [Call your legislators and demand that they change them!]

[--]rufrignkidnmeUSA 4 points 10 months ago*
You can't carry "mace" or "pepper spray" for use against humans.. but it is totally legal to carry Bear or Dog spray.. Animal deterrents are legal.. when 'people' act like animals treat them like animals..

[--][deleted] 6 points 10 months ago
Holy shit. That's insane.

[--]TheManWhoPandersCAN 24 points 10 months ago
Self-defense of any kind (including fists) is illegal in Canada. I wish I was joking.
Unless you can mount a clear cut case that your life was in imminent danger (and not just threat of harm, but death) you will go to jail for defending yourself here.

[--]muhfeefee1776 17 points 10 months ago
Man, we need to send you guys a shipment of freedom. Only problem is were running low on it here. Liberals keep setting it on fire.

[--]packersmcmxcv 9 points 10 months ago
Not true, from the Criminal Code:
(1) Every one who is unlawfully assaulted without having provoked the assault is justified in repelling force by force if the force he uses is not intended to cause death or grievous bodily harm and is no more than is necessary to enable him to defend himself. Extent of justification (2) Every one who is unlawfully assaulted and who causes death or grievous bodily harm in repelling the assault is justified if

(a) he causes it under reasonable apprehension of death or grievous bodily harm from the violence with which the assault was originally made or with which the assailant pursues his purposes; and (b) he believes, on reasonable grounds, that he cannot otherwise preserve himself from death or grievous bodily harm. 37. (1) Every one is justified in using force to defend himself or any one under his protection from assault, if he uses no more force than is necessary to prevent the assault or the repetition of it.

[--]TheManWhoPandersCAN 10 points 10 months ago
he causes it under reasonable apprehension of death or grievous bodily harm

This is the key line. "Grievous bodily harm" has a high standard for acceptance. It typically refers to the kinds of wounds that can kill (gunshot, stab, etc).
There's also the fact that you easily get charged with "excess force", like this man who stabbed an attacking home invader.
People are incredulous that Canada's self-defense laws are so backwards. No one believes it's actually this stupid.

[--]packersmcmxcv 3 points 10 months ago
That's only if the defender causes grievous bodily harm. The key line is the force for force line. You are limited to reacting to an attacker, which is counter intuitive and ridiculous, i agree.

[--]Skunk-BearCAN 25 points 10 months ago
Nothing is legal here. She would be charged for doing anything to defend herself. [Contact your legislators and demand that the laws be changed! Keep contacting them; don't give up!]

[--]GrassyknowMAGA 7 points 10 months ago
Start wearing GoPros or bodycams everywhere.

[--]Skunk-BearCAN 11 points 10 months ago
I just carry a big folding saw, if the police ask I am an urban arbor.

[--]urmakingitupasyougoARMY 11 points 10 months ago
Yeah man for sure pick her up one. I don't know if you have Dick's sporting goods or Gander Mountain but any sporting goods store should carry them 10.00 15.00 bucks is well worth the peace of mind.

Get her a Bowie Knife.

[--]LowVoltz 5 points 10 months ago
Not even close to legal. Prohibited weapon, same as an AK-47 or a hand gernade. Carry dog spray (same thing) and never ever say it is carried for defense against anything other than a dog attack.

[--]DogfoodEnforcerDTOM 5 points 10 months ago
Unfortunately the government does not want us to be able to protect ourselves or our families from attackers/invaders. Even if you did use something, you better hope the court would see it as your life being in danger, otherwise you're screwed.

They expect you to run out of your house screaming when an intruder enters, not confront them and protect your family/property. They value the rights of criminals more than law abiding citizens.

[--]Original_DanksterCAN 3 points 10 months ago
Definitely not legal.

But these are:

The crown on that thing will crack a skull if you hit with a hard chopping motion.

[--]fettuccine_albertoTX 8 points 10 months ago
They need to start making pepper spray with a pinch of pork fat

[--]SuperHans__USMC 94 points 10 months ago
Spoiler alert: Trudeau's forced immigration policy will never affect him or his family. The peasants like us are the ones that feel the direct effects every day. The day he is defeated in the polls he will go live in his gated residence.

[--]JustinTrudeauCastroCAN[S] 38 points 10 months ago
And he will be a "hero". It makes me sick.

[--]ZonseBTFO 39 points 10 months ago
He'll never be considered a hero. He'll be remembered as that fucking asshole who took in tons of "refugees" while the country was in a total economic depression, all while giving away millions of our tax dollars to foreign countries for "women's health".
Oh, and he changed our fucking national anthem. That shit won't be forgotten.
EDIT: Forgot to mention, the thing he said that pissed me off the most: "The only thing hurting men today is their own toxic masculinity". Totally forgetting about the fact that men commit suicide at a rate 5x higher than that of women.

[--]Sawyex 8 points 10 months ago
Not an asshole, an animal.

[--]PracticalOnionsKEK 106 points 10 months ago
Muzzie gets mad when people find him creepy, imagine my shock.

[--][deleted] 28 points 10 months ago
young muslims are just a huge gaggle of man-children on the verge of a beta snap
lack of respect tends to do that. it's why they rely on violence. no one respects them otherwise

[--]Shister6022 9 points 10 months ago
On the verge of a beta snap!
Oh shit that is almost too accurate.
They come here and get no [girls] so they lash out. So much makes sense now...

[--]LeighDeplorable 51 points 10 months ago
I am so glad she is OK. Invading personal space is a common intimidation tactic of the occupiers.

[--]JustinTrudeauCastroCAN[S] 20 points 10 months ago

[--]dromeodromeo 4 points 10 months ago
and then when people are uncomfortable it's because they're racist

[--]MamemooKEK 38 points 10 months ago
Glad your wife is safe! Seriously, I hope Canada wakes the fuck up soon before we have to come in to liberate you guys.

[--]Skunk-BearCAN 18 points 10 months ago
Wake up from what? People think that this isn't the way Canada has been all along? We are fucked up here dude, those of us with brains are just patiently waiting for liberation before we get turned into a caliphate.

[--][deleted] 23 points 10 months ago
Is there concealed carry in Canada?
hahahahahaha just kidding

[--]TrumpCanada 20 points 10 months ago

Toronto Pede? You don't say.

Tell her to at least find the cart with the driver guy for a worst case scenario. Wish I was on the fucking train cart. More than once I've stood up for people being harassed on there, but this sounds pretty next level. I don't even recognize my country anymore. Move out of Toronto. I'm in the process now. I'm sorry your wife had to deal with that. She should have slammed the yellow emergency strip! Fucking ******. Be safe. Hope to find more like you in the city.

[--]JustinTrudeauCastroCAN[S] 21 points 10 months ago
There is still a handful of us. A dying handful.
She definitely should have pushed for emergency, but she answered back and stared him down. As dumb as I think that was, I have never been more proud. Don't mess with a pregnant woman.

[--]TrumpCanada 13 points 10 months ago
See if she can report the story to the news. Maybe wake some people up to these fucking scumbags infesting our city. I can't even go to wal-mart anymore by my house. When I go there it's all people in weird dresses staring at me like I just broke in to their house. Like I don't think so motherfucker you're in my home. I call it little Syria.

[--]IshtatsuyaGA 11 points 10 months ago
The headline would be something like this. "Racist woman accused Muslim man of rape after he spoke to her."

[--]Shelbykid500 19 points 10 months ago
My wife was at the self checkout at a Walmart in London, Ontario (quickly becoming "Little Somalia". Refugees kid was sitting on the scale and wouldn't allow her to pay while his dad was harassing a Walmart employee to activate his credit card over the phone because he couldn't speak English. My wife kindly asked the child to get off the scale, and the man immediately turned around and yelled "DO NOT TALK TO MY CHILD!". My only wish is that I had been there to set this guy straight.
I guess that's what we get for being infidels in a "foreign" country.

[--]ROLLIN_DUBS 18 points 10 months ago
Its only going to get worse. The democrats have already planted the victim card in their heads.

[--]AnimblenavigatorYugeKD% 17 points 10 months ago
Tell your wife to bring a gun with her if she uses the subway off peak hours

[--]tdlindsayPD 26 points 10 months ago
They're leafs, they can't even bring pepper-spray with themselves.
The best thing they could carry would be a small pocket knife that isn't usable as a weapon.

[--]AnimblenavigatorYugeKD% 21 points 10 months ago
Carry a gun anyway.
Better to be alive.

[--]humanhumannukanukaIL 14 points 10 months ago
concealed is concealed

[--]AnimblenavigatorYugeKD% 10 points 10 months ago
Plus at the same time you send a message to *** that want to mess with pregnant ladies everywhere in Canada.
Don't mess with Canadian mama bears! They will maul you!

[--]Thy_Weapon_Of_WarNC 25 points 10 months ago*
Another blessing of die-ver-SHITTY. Celebrate it. Your Marxist overlords love you.

[--]telltruthpl 11 points 10 months ago
Your wife was so smart to stare at him. She asserted herself NOT to be a victim. Scary at 8 months pregnant. But I would worry that he frequents this train if it a routine for her. Fun fact. Wierdos come out in force when you are about 6 months pregnant. Its really creepy.

[--]bokchoyfokboy 10 points 10 months ago
Leave Toronto.
Flood the US with Canadian refugees who want to help make America great again.
Hit the new refugee cap with Canadian patriots.
Annex Canada to save its citizens, make it great again.

[--]ravonafVA 9 points 10 months ago*
Are there so few men left in Canada? Why didn't someone get up to defend the pregnant women getting screamed at by a stranger?

[--]JustinTrudeauCastroCAN[S] 7 points 10 months ago
You said it... there are few men left in Canada

[--]elopez4024USA 9 points 10 months ago
Sorry to hear that. You better red pill your fellow Canadians before it gets to a point of no return.

[--]Skunk-BearCAN 11 points 10 months ago
Canada has always been at the point of no return, we are not America, we were never America, this has been our destiny from the start unfortunately. We need liberation.

[--]zy43434dDTOM 3 points 10 months ago
I think annexation of Canada is not a matter of if but when. 2040? 2050? 2100? 2300? 2500? Plenty of time for it to happen. Remember that every human generation has believed that they live in the Dankest Timeline (and potentially the last).

[--]DudeManFoo 8 points 10 months ago
She should have pepper sprayed his ass... don't be shy with the pepper spray... they like spicy...

[--]Skunk-BearCAN 13 points 10 months ago
Illegal here, like all forms of self defense.

[--]DudeManFoo 3 points 10 months ago
I would not send my wife or two girls out without it illegal or not... penalty would prbly not be that great anyway...
Also, a defense class would be in order... even the strongest mans connective tissue in his knee is no match for a teenage girls properly thrusted foot.... nothing satisfies me more than a little girl folding a predators knee backwards.

[--]TheyBernedTheirCashFL 7 points 10 months ago
Come join us in the US, legally of course.

[--]honda_fastTX 6 points 10 months ago
In Texas she would have just pulled a gun from her purse...story over.

[--]tdee3000NJ 7 points 10 months ago
Her response ; "I moved because you smell like bacon. "

[--]phantom1942OK 6 points 10 months ago
Dude. You don't do that here. We aren't liberal degenerates. I'd be on alert any time a Mid-Easterner was/is around me.

[--][deleted] 12 points 10 months ago
Because yelling "Why did you fucking move" shows how sad he is for the perceived racism :(
It's not like personal safety and freedom of choice matter to culturally cucked idiots anyway.

[--]perpdance 11 points 10 months ago
Get her a hijab! Much safer.

[--]AwakeAwareNow 6 points 10 months ago
I hope she reported it to the police. Maybe she can press them for an escort in the morning. They won't do it probably but at least and make them say no.

[--]diversity_is_racism 4 points 10 months ago
Sounds like this would have resulted in rape if she had not challenged him. Attackers love to know the victim is meek before proceeding.

[--][deleted] 6 points 10 months ago
Buy her some pepper spray tomorrow. Like bear strength pepper spray.

pepper spray is illegal here. we have bear spray, but if u spray someone with that it is likely you will get charged for using it as a weapon, regardless if you're trying to defend yourself.

[--]RolandDelacroixMAGA 5 points 10 months ago
Good reason to upgrade to .40S&W.

[--]Coach_DDSDTOM 4 points 10 months ago
Reason #2,167 why I refuse to live anywhere that prohibits me from carrying a firearm daily.

[--]canadianbacon22CAN 3 points 10 months ago
We always have space for you in Quebec.

[--]PedostasREEmails 4 points 10 months ago
Trudeau is Castro's son. He's a globalist shill. You are fucked if you don't vote him out
Spez: just noticed your username, haha. Spot on.

[--]Get-Em-OutTX 6 points 10 months ago
Just one of those things that makes your blood boil...

[--]g35spaceshipCA 5 points 10 months ago
Triggered him from denial

[--][deleted] 4 points 10 months ago
this is getting more and more common on TTC, just heard of another women who unknowingly had her pants ****ed on while she was riding the Spadina line subway

[--]Original_DanksterCAN 3 points 10 months ago
Just be thankful it wasn't a "Ficke, Ficke!" situation like they get in Germany (also known as the "sexual emergency").

[--]gabetheredditor 3 points 10 months ago
Something tells me you live in the GTA...

[--]surlyratbastardCAN 3 points 10 months ago
why don't you take the subway tomorrow. what city was this in? hell man i may join you.

[--]NRGizerMAGA 3 points 10 months ago
I am a woman. If I had been there, I would have acted like I'd known her and asked her to come over and chat. I would also be glaring at any 'men' that did nothing to help when he started yelling. Such BS. Happy everything is alright.

Canada's Islam Muslim silent take over BEWARE


America being invaded by Islam

Islam is not a religion. Islam is a totalitarian, expanionist, militaristic, seditious political system:









Muslims say they will make it legal to rape white women when they take over Europe



SHOKING ! muslims in france soon all europe !

Canada's Islam Muslim silent take over no longer silent



Bone chilling speech about threat of Islam in Europe

Katie Hopkins - Get Furious and Fight Back

'We Don't Need Anymore Migrants In Europe' - Katie Hopkins Praises French President Macron

Paul Weston: How to Destroy a Country

Speech on Islam in the Swedish Parliament - Richard Jomshof (SD) (ENGSUBS
Richard Jomshof, representative for the social conservative nationalist party The Sweden Democrats holds a speech about Islam and its growing influence in Europe. I added subtitles so that people from other countries can hear what this debate sounds like in Sweden. Keep in mind that his views are considered "extreme" and "racist" by the politically correct establishment. Even though everything he says is true, in Sweden you will be called a racist, nazi, or right wing extremist as soon as you declare yourself even slightly critical of Islam. People have even lost their jobs when it has been revealed that they associate with the Sweden Democrats, even though they are the only ones taking the threat of Islamization seriously. What happened to democracy?

The Suppressed & Hidden History of Islam

Ayaan Hirsi Ali on the Preaching of Islam and the Left's Alliance with Islamists (Pt. 1)

Ayaan Hirsi Ali on Sharia Law and Political Islam (Pt. 2)
Ayaan Hirsi Ali (Human Rights Activist) joins Dave Rubin to discuss her political and ideological awakening, the dangers of political Islam, Sharia law, the tolerance of intolerance, and more.
This woman is amazing. Such lucidity of thought, such clear analysis of theese social issues is so rare. It has so little representation in the media, and that's a shame.
Thank you Ayaan.
As someone from The Netherlands, I am disgusted with how you were treated, how you didn't get the protection you deserved, how my government rather ducks the deceptive bullets of Islamophobia and racism instead of standing up for the freedom you fought for. I'm embarrassed you had to seek a safe haven where we couldn't provide this. Please know there are many who were disgusted and still are. Keep fighting the good fight!?

Ayaan Hirsi Ali on Female Genital Mutilation and "Islamophobia" (Pt. 3)

7 Times Ayaan Hirsi Ali Went Beast Mode

Ayaan Hirsi Ali and Dave Rubin on Political Islam, Sharia Law, and "Islamophobia" (Full Interview)

Ayaan Hirsi Ali with Maajid Nawaz -- Alan Howard

Ayaan Hirsi Ali Rips Apart Avi Lewis On Islamophobia

A True Heroine: Ayaan Hirsi Ali Dismantles Islam

Senate Homeland Security Committee, w Ayaan Hirsi Ali (6-14-17)

Ayaan Hirsi Ali and Douglas Murray - Is Islam is a Religion of Peace? [2010]

Ayaan Hirsi Ali on Mohammed, the Anti-Innovator

CBC calls sharia law "nothing to fear"
Rebel Media

Ex-Muslim Drops Hammer on Reza Aslan, Conservatives, Liberals
--Sarah Haider, American writer, public speaker, activist and a founder of Ex-Muslims of North America, joins David to discuss her organization, her reasons for leaving Islam, and the reaction from different communities: http://www.exmna.org/

Sarah Haider: This is Why Leftists Hurt Minorities Within Minorities the Most
PhilosophyInsights [https://www.youtube.com/channel/UCZViJTyN0OXTTuPQ2mimNWw]
Sarah Haider is American writer, speaker, and activist. This was part of an interview about why university safe spaces are dangerous at the Bread and Roses TV with Maryam Namazie.
Full interview, quoted under fair use: https://www.youtube.com/watch?v=-JnXwu9ef98
This channel aims at extracting central points of presentations into short clips. The topics cover the problems of leftist ideology and the consequences for society.
If you like the content, subscribe to the channel!

Tammy Bruce: How the Left builds on Narcissism

Islam's ERASURE of distinct cultures & histories - Sarah Haider (with Gad Saad)

Islam, Narratives, And Media Bias - Sarah Haider
Recorded as a part of Ex-Muslims of North America's 'Normalizing Dissent' tour at Virginia Tech Hosted by Campus FreeThinkers of Virginia Tech

Sarah Haider on progressives, shaming & those justifying violence
Ex-Muslims of North America [https://www.youtube.com/channel/UCXEPxzERO6Ph7OBypo9UtlQ]
Recorded as a part of Ex-Muslims of North America's 'Normalizing Dissent' tour at Virginia Tech.
More information: https://exmuslimtour.com

Sam Harris & Sarah Haider on Islam & Politics (Part 1)
The audio in this video is from Sam Harris' Waking Up Podcast Episode #81 -- Leaving Islam
In this episode of the Waking Up podcast, Sam Harris speaks with Sarah Haider about her organization Ex-Muslims of North America, how the political Left is confused about Islam, "rape culture" under Islam, honesty without bigotry, stealth theocracy, immigration, the prospects of reforming Islam, and other topics.

Sarah Haider and Dave Rubin Talk Ex-Muslims, Paris Attacks, and Atheism [Full Interview]

Ex-Muslim Sarah Haider at Portland State (5/26/17)

Ex-Liberal Eric Allen Bell tells the truth about Islam and Liberalism on Fox News (all segments)
I have been spending much of my time at Eric Allen Bells' Facebook page and new website for the past month or so. You may not know him yet, but he is a liberal film maker and writer who had a drastic change of view about Islam, and much of everything else, as a result of doing a documentary on the mega-mosque in Murfreesboro Tennessee. For Eric, the impetus to look at Islam again was a conversation he had with a Christian Coptic Cab driver in which the driver disagreed with him that the changes happening in Egypt are a good thing. The driver told him a regime change would be fatal to his family back home. For me the impetus was the responce of Muslims and non-Muslims, around the world and online, to Pastor Terry Jones's Burn A Koran Day almost two years ago. Eric is very blunt and right on in his assertions about Islam, most specifically that Islam is "the worst, most deadly idea in the history of the world". I think all three videos are a must see as rarely have such truths about Islam been spoken freely on any mainstream media. Eric has been studying Islam now for about 2 years and he knows his stuff and is very articulate.

Mohammed's History: Exposing Islam's Hidden Truths of Radical Muslims (William Federer)

Islam Exposed [collection] (2017)

Allah is the god of Muhammad and Cannot be the God of the Bible - Here is the Proof - Usama Dakdok

Islam, The Eloquence of Evil ! MUST WATCH ENTIRE VIDEO !!!

Why Muslims Killed Arab Scientists?

50 Shades of Grey (Islamic Version)

Muslim man says all followers of false prophet Muhammad of Islam will enter HELL and Never come out

NEW EVIDENCE: Islam is Wrong and the Koran is Man-Made !!

Quran Biggest Error

Pre-Islamic history of the Middle East

History of Islam - The false prophet and his religion EXPOSED - holytext.org
EPHESIANS 6:12 Islam was created by the Vatican & Rome. They will use this as part of their agenda promoting Catholicism & the pope as the true righteous religion. For those who know, Christ is NOT found in a building, nor is He short of cash! Every catholic church is filled with pagan idols whose worshipers are clueless/veiled drones who don't even realize they're praying to ishtar [mary] or that they sacrifice Christ @ every pagan mass & celebrate His death, instead of His resurrection. Islam, like Catholicism, is a creation by the enemy to cause division, to cause war, to cause chaos....sound familiar? Problem, Reaction, Solution: Hegelian Dialectic! liked n shared m8 for the history lesson, but there is overwhelming evidence to support the catholic's creating Islam & all worldly religions....causing division...paving the way for the son of perdition....(imho) sir!?

A Short History of Islam: From Muhammad to ISIS

Islam will take over the World in 50 Years

"Islam does NOT mean peace" Muslim sets the record straight

Dr. Bill Warner Exposes Islamic master Plan

Dr. Bill Warner - The True History of Muslim Conquests - Hour 1

Islam and Slavery

Islam and Slavery - Jay Smith


Jay Smith - The Latest Research On Early Quranic Manuscripts

Jay Smith on the Historical beginnings of Islam

Aussie Imam makes shocking confessions about Islam

DISCOVERY: Oldest Quran Found Has Little Similarity To Modern Version

Three Quran Verses Every Christian Should Know (David Wood)

The Oldest Quran Found: Allah Predates Islam, and Jesus Predates Allah

Examining the Newest Historical Research on Islam and the Earliest Quranic Manuscripts - Jay Smith

Allah & Muhammad had nothing to do with the Quran or Islam - Islam is founded on Lies & Deception

We now come to our final and 7th Episode in this series of Historical Problems with Islam.
In this video Jay and Tony review what has been said in the initial 6 episodes, proving that much of what we know of the Qur'an, of Muhammad, the creation of Islam, the Islamic slave trade, and of Islamic Spain is all a myth, fabricated over the last 1400 years, not only by the Muslims themselves, but helped often by Westerners, and academics, who have an agenda to show only the 'benign' side of Islam.
Dr Smith made it clear throughout these 7 episodes that the material he and Dr Janosik were introducing was not researched by them, but was researched by some of the most capable historians in the world today. Jay, Dan and Tony were only the messengers who were given the task to communicate what they were finding to you, those who are interested and can use this material.
What has been important in these 7 episodes, is that while much of these historical facts are new and controversial, they are as neutral as one could hope to find,

Is Islam a religion of peace?
Jay Smith has spent the last 25 years in the United Kingdom and spoke every week at the famous Speakers Corner on the edge of Hyde Park in central London. Jay has engaged with many Muslims over the years and ha on numerous occasions spoken with Sheikh Mohammed Bakri and Amjan Chowdhry on the merits of the Bible verse the Quran and minsters under the organisation called 'Islam Pfander Centre of Apologetics' and can be reached via email info@Pfander.uk This interview is a must for anyone who is serious about wanting to also engage with Muslims, especially radical Muslims.

Whitewashing Islam: 20 Errors on 20/20 (ABC News)

Muslims Trained To Ask Questions But Not To Learn: (David Wood)

Convert To Islam; But Read The Quran First: (David Wood)
Too many people convert based on what they are told, not read or watch. Your Understanding Islam would be helpful to watch before. Heck, all your videos are insightful as to why the religion of peace isn't peaceful?

Robert Spencer 2017 - A struggle of life vs. death

Islam Religion Exposed.....13 Facts Revealed by Robert Spencer!

Politically Incorrect Guide to Islam and the Crusades | Robert Spencer

Nabeel Qureshi // Why I stopped believing Islam is a religion of peace

NEW EVIDENCE: Islam is Wrong and the Koran is Man-Made !!

Jesus Gives a Strong Warning: Avoid the Islamic Mark and Islamic Image of Worship to a False God

Quran Itself Proves Islam is a False Religion

Proving Islam wrong is Easy | Is Muhammad the Last or False Prophet?

Robert Spencer The Politically Incorrect Guide to Islam and the Crusades II

"You Are A LIAR!" Brigette Gabriel SHUTS UP Linda Sarsour On LIVE TV

The life of prophet Muhammad (Jay Smith)

Carl Goldberg - The "Logic" of Islam
Keith Patterson
Those who don't study and understand exactly what this man is enlightening people about will end up either as slaves to Islam, converts to Islam, or dead. It's pretty simple to those with a mind that hasn't been hijacked and polluted by the NEWSPEAK misinformation (Orwell's 1984) of the LameStream Media and left wing governments like ours. Fortunately, the FAKE NEWS and left wing government in the USA are about to lose their choke hold on our society. Praise God!!?
the logic is not so difficult to understand . think about logic of primitive violent aggressive group of young warriers that want to conqwer the world and use all the humanity and u ll understand their logic.?
Robert E. SilentWarrior
Robert E. SilentWarrior
1 week ago (edited)
This is what a lot of people don,t understand. Islam is a ruling system. It,s a political ideology dressed as a religion. Like Dr. Bill warner said: It is "Communism with a god". A false one in this case, named satan. It contradicts the bible for 100%. Now you may not be a Christian believer, but if you study Bible and Qr,an, you will find out that Islam was invented for a reason....Syria and Turkey were once the first Christian nations. Look what happened when Islam took over! Turkey was the center of the Islamic Ottoman empire (Caliphate) and it,s the goal of Mr. Recep Tayyip Erdohan to re-establish the Caliphate! Modern day secular Turkey, founded by Mustapha Kemal Pasha (Ataturk), is changing rapidly. The Leftists are doing Islam a big favor untill they realize that they also must become "sharia-compliant". Our leaders have simply no knowledge.?
This speech should be mandatory viewing in schools universities libraries or any public arena , sadly with the malignant leftists mindset that runs what's left of western society I doubt this will ever happen if anything the reverse , those saying this would be prosecuted or in the case of Germany and Sweden imprisoned and criminalized.?
Heather Flowers
"The Muslims are in control of the media."
Laughable start he got himself off to, but good presentation otherwise.?
Star Dust
Reading the Koran will not make you change. same as the Bible, reading it won't change you... but if you have a choice--- which you do... you will see which one is evil and which is love ... you can follow either path.. you own path even... but you best be on the right path if you want to have God pure love, pure mercy and pure grace and most of all, his protection ...?

Dr. Bill Warner - The True History of Muslim Conquests - Hour 1

Six Deadly Questions of Islam | Questions Muslims Ask

The Million-Dollar Question: (David Wood)
Rafaela Mora
I agree with Paul. I agree with Jesus Christ. Mohammed is a hate filled man. I believe mohammed hated his mother for abandoning him. That's why his teachings show no love.
william townsend
God is not something to Believe, it is something to know. It is the only thing to know. You can choose to believe anything else...
What is the prerequisite for any and all things? The vital ingredient, the origin... Nothing... That is God. It's also love absolutely. All things are wrought through love from nothing. Hate then destroys.
Loving Jesus costs nothing and manifests everything you need?
Lilah Lilah
I hope and pray more muslims would know what real love is through our Lord Jesus. We are His masterpiece and the ransom was great on the cross. Everything is possible with Love.

Robert Spencer vs. David Wood: Did Muhammad Exist?
Light Peace Freedom
What a great idea; if you want to control and manipulate people and at the same time justify their wrong doings and conquests: invent a prophet. You can make him say and do anything you want, and therefore get his little blind doggy followers to do and say anything you want them to, too. You can play on people's weaknesses (like their sexuality and greed) any which way, instead of expecting them to take responsibility for themselves and be good citizens. Promise and false promise them anything and then they will do anything because you've got them by their *alls, which they will gladly and stupidly follow up any tree what so ever.?
Andre Sabio
David Wood and Robert Spencer are such a peaceful people,who open our eyes about evil islam and it's hidden agenda for muslims to subjugate the whole world to iSLAM(allah and his messenger).Thanks God for the people like David and Robert and other man,may the Lord Jesus Christ Protect them from evil islamic haters,Amen.
john phelan
Perhaps the allegedly embarrassing parts of the Koran were invented by the guys who wrote it in order to excuse or condone what they themselves may have been doing??
Lucius Zedaker
Thanks Robert Spencer. I am now a Mohammed denier -- to go along with my global warming and evolution denying -- thanks!?

Debunking The History of Islam - Jay Smith

Jay Smith - 7 Areas Christianity Always Wins

Know Thy Enemy....an Islamic Antichrist?

Who Speaks for Islam: What a Billion Muslims Really Think

Muslims Today: A Radical Reform - Tariq Ramadan with John Esposito
Prominent Islamic scholar Tariq Ramadan joined John L. Esposito in a conversation exploring the challenges of confronting the status quo and promoting radical reform in Islam and the Muslim world. Tariq Ramadan is Professor of Contemporary Islamic Studies at the Oxford University and President of the European think tank European Muslim Network in Brussels. His most recent publications include What I Believe, Islam, The West and the Challenges of Modernity, and Radical Reform: Islamic Ethics and Liberation. John Esposito is University Professor, Professor of Religion & International Affairs and Founding Director of the Alwaleed Center for Muslim-Christian Understanding at Georgetown University. Editor-in-chief of The Oxford Encyclopedia of the Islamic World, The Oxford History of Islam and Oxford Islamic Studies Online, his most recent books are: The Future of Islam; Who Speaks for Islam? What a Billion Muslims Really Think (with Dalia Mogahed); and Unholy War: Terror in the Name of Islam.

Reforming Islam?
In her new book, 'Heretic: Why Islam Needs a Reformation Now,' Ayaan Hirsi Ali writes: "Without fundamental alterations to some of Islam's core concepts we shall not solve the burning and increasingly global problem of political violence carried out in the name of religion." As a follow-up to our interview with Ayaan Hirsi Ali, The Agenda convenes a panel to respond and discuss her call to reform Islam.

Islam: Time for a Religious Reformation?

Islam - 'Wife Beating Etiquette' (BIZARRE!)

99.99999997% of all Muslims have Never Seen This [Dr. James White]

Bone chilling speech about threat of Islam in Europe

Douglas Murray explains Swedish migration disaster

Shocker: UN Admits Migrant Crisis Plan To Overthrow West

Migrant Trojan Horse World War 3 plan World War Three Reports
The information in this post should make the intelligent ones among-est you begin you realize that this whole migrant refugee event is a master Trojan war plan to invade and bring down the whole evil world wide bankster empire that took control of this planet.....this is the third and last world war..
add to this the planned economic collapse now happening that will financially disarm this world wide money based satanic empire that has corrupted and damaged the whole of our planet..and do realize that this like all other world wars means that much death and destruction will happen...
But as I have said before our planet needs to be rescued and saved from the grips of the world wide satanic banskster empire that is killing mother earth.
You will also learn that the United Nations is the ones that are planting this Trojan horse...(excerpt: see link)

Swedish Lady Tells The Truth About Muslim Migrants

A Moment of silence for the sick dying trees

The Media Can No Longer Hide the Truth About Fukushima -- the Entire World is in Danger




Women in Toronto fearful of Muslim migrant sexual assaults
March 5, 2017/in Commentary, Courts & Law, Policy, Politics, Religion, Social Issues /by Dr. Rich Swier

Following is a very disturbing an email from a concerned Canadian to Prime Minister Trudeau, Premier Kathleen Wynne and Minister Ahmed Hussen about an alleged incident of a sexual attack on the Spadina subway line in Toronto.

What this email raises is the early concerns of citizens in Sweden and Germany about bringing in Muslim migrants and the impact on their cultures. It may be too late for Europe, but not too late for Canadians to learn from what is happening in Paris, Berlin and Brussels, Belgium.

The first step by Muslims is to attack the most vulnerable -- the women and children. It has been called a "rape intifada" and is sexual jihad of the worst kind.

Dear Prime Minister, dear Premier of Ontario and dear Immigration Minister,

I received a very disturbing email about an alleged incidence of a sexual attack on the Spadina subway line in Toronto.

The account is narrated by a person who received a complaint from a young lady who allegedly was sexually assaulted on the Spadina subway line in Toronto early in the morning by a group of alleged Muslim migrants who spoke a foreign language. According to the victim it could have been Arabic. Our situation is getting to the point similar to what they have in Germany, Sweden, France, The Netherlands, Belgium, the UK. In these countries the politically correct, left-leaning neo-liberal governments are inviting millions of migrants (they call most of them them refugees) from war torn Muslim-majority Middle Eastern countries where the values are incompatible with western and Canadian values by a majority of the population there. The majority of these migrants support and want Sharia law where women are second class citizens, and rape and assault are tolerated due to the secondary-class citizen status of women.

If we in Canada can not protect our women from these savage attacks, then who can? These people are roaming in groups, can intimidate women and nothing or little is being done about it. These "refugees" know that they are a protected class by the Canadian politically correct elite politicians. This must end and women should be able to go to our streets without fear of being sexually molested and attacked.

Before you start accusing me of Islamophobia, I am an immigrant who came to this country several decades ago. I abide with Canadian laws, integrated, learned English, paid taxes and became a productive member of the Canadian society. The values of most migrants from these Muslim-majority war torn countries bring the desire to work toward Sharia law, behave in accordance with Sharia Law, they have low or no education and it is questionable when and how they could become productive members of the Canadian society. Please read the account by the attached link below. It is a disgusting account and I directly blame Canadian politicians for this and other similar events.

This is bad and will be getting worse as long as we allow large number of refugees and migrants (can we differentiate between them?) from Muslim-majority countries without proper vetting -- how can we? Many of them do not have proper identification and proof of background (some even deliberately destroy their documentation and claim that they are below 18 years of age to get special treatment), so there is an enormous possibility that radical Islamic terrorists could slip into the country in the disguise of refugees. Terrorism may happen only years from now, the potential terrorists lay low now to avoid any detection. In western European countries the migrant influx and the terror actions had a time lag, they did not happen right away.

I am outraged after listening to the account in the attached link, if it, indeed happened. Please review it, and I implore you to do something to avoid future situations like this. It is a short, 5:28-minute video. I have no taped version of the alleged assault that actually proves it happened but the video, which describes the assault is extremely disturbing. It supports the reports we are getting from Germany, Sweden and several other western European countries where they have had a large influx of Muslim refugees in the past two years. Those countries tried to silence these reports because it would have been an open admission that their governments had made a huge mistake. The saddest thing is that nobody did anything about this situation on the subway while it happened. People are afraid of violence against them by these threatening thugs who are wandering in groups. People are also afraid that they will get prosecuted or mistreated by various government agencies by accusing them of being "Islamophobes". This situation must stop and we collectively need to protect our women.

Migrants must be rigorously vetted before their immigration is approved to Canada. In addition, more families and Christians rather than single, young men should be an immigration priority. Potential migrants must hold values that are compatible with Canadian values and laws. There is no place in Canadian society for migrants who support a Sharia parallel law system.

Here is the link to the short video: Girl Sexually Assaulted by Muslim Boys on The Toronto Subway. Nobody Helps.


Canadian Imams Call for Death of Jews by IPT News

EASY MEAT: The Muslims are 'raping our daughters'

Maine: Sudanese refugee pleads guilty in 2015 murder of teen

Girl Sexually Assaulted by Muslim Boys on The Toronto Subway. Nobody Helps.
Published on Mar 3, 2017
https://www.youtube.com/watch?v=tOIDW0RwhME (Video removed by YouTube -- naturally, since it shows the truth about what's happening and goes against the global elite's agenda of flooding us with muslim freeloaders who hate us and will work ceasingly to replace our government with Sharia law, thereby hastening the disappearance of national borders and ushering in the elite's New World Order / One World Government / One World Religion.)

Canada, when you see girls being molested and assaulted on trains, buses or ANYWHERE in the country, YOU HAVE TO SPEAK UP and HELP OUT.
Justin Trudeau and Iqra Khalid are working hard to turn Canada into a rape-haven for Muslim men and we have to fight to keep this country safe for women.
A crowded TTC train is the perfect place for Muslim perverts to ejaculate all over Canadian women and we all must join forces and stop them. If you see Muslims assaulting women, photograph them and send their photos to me right away. I'll publish them without fear!
Kevin J. Johnston
Journalist & Social Commentator

There are no more white knights because the feminist movement (and everybody's rush to be "politically correct" and gain peer approval) is cancer and has killed the instinct in men to protect a woman because that dude would be labeled racist or get his ass beat. We need to be vocal about this (the extreme harm that the feminist movement is causing to both women and men in all countries; political correctness; having so much concern about peer approval that people watch others being hurt, raped or killed and do nothing to help) and do everything we can to reverse it.

My Wife Harassed on the Subway (self.The_Donald)
submitted 10 months ago * by JustinTrudeauCastroCAN

My wife just called me. She had a scary encounter with what she says is a Syrian refugee.

My wife is 8 months pregnant.

She is standing on the subway leaning against a wall. The subway is empty. There are tons of available seats, and she is the only one standing. (she prefers to stand). At one stop, the Syrian guy gets on, and decides to stand directly in front of her. Plenty of space to stand or sit anywhere else, but he stands 1 foot away from her, facing her, staring at her.

She's already a little nervous. NOT THAT THE GUY IS SYRIAN, but that any random guy or girl would choose to stand a foot away from her when there is tons of space.

So she moves, and goes to stand somewhere else.

This guy yells at the top of his lungs "WHY DID YOU FUCKING MOVE?!?"

My wife says, "Because I wanted to."


She answers back "What, I'm not allowed to move?"


Realizing that this guy won't shut up, she doesn't respond, and stares at him until she gets to her stop.

I suppose this is Trudeau's Canada and Wynne's Ontario. By simply moving to open space my wife violated SJW law. I just thank God it didn't get violent.

EDIT: The PMs have started from never trumpers calling my wife and I racist liars.

EDIT2: A small example of the tolerant left http://i.magaimg.net/img/7jx.png


EASY MEAT: The Muslims are 'raping our daughters'
February 24, 2016/in Featured, National Security, Policy, Politics, Religion /by Dr. Rich Swier

Peter McLoughlin has written a book titled "Easy Meat: Inside Britain's Grooming Gang Scandal." [http://www.amazon.co.uk/Easy-Meat-British-Grooming-Scandal/dp/1943003068] The book provides a detailed account of how the British media, law enforcement and government looked the other way while an estimated 1 million underage white girls were groomed, by gangs of Muslim men, for the pedophile sex trade over a period of 25 years.

This all happened because of the "sinister power of political correctness" because the victims "were mostly white schoolgirls" while their abusers were "almost entirely Muslims with darker skins. This meant the grooming gangs "could operate with impunity.

This human tragedy and the subsequent cover-up was "more thru omission than through commission."

Gavin Boby, from the Law and Freedom Foundation, [http://www.lawandfreedomfoundation.org/] in the forward to the book notes that, "Despite [Muslims] being only 5% of the [English] population. They work out that Muslims look to be 170 times likelier to do this [groom under-aged children for the sex trade] than non-Muslims... There's not one case where the [under-aged] girl was a Muslim and the men [pedophile sex traffickers] non-Muslim."

Boby states, "They're raping our kids. We're not raping their kids."

In the introduction McLoughlin writes:

The sexual abuse of children takes different social forms: from sporadic child abductions, to organized child pornography rings, to abuse by parents or care-home staff. All of it is awful, and none of it should be ignored.

The phenomenon of gangs of [Muslim] men who loiter around schoolgirls, luring them into a life of addiction and prostitution is a distinct category of child sex abuse, but a category that the authorities in Britain have deliberately ignored for 25 years. They ignored it, despite it being clearly put on the national agenda as long ago as 2003, and being known as a local phenomenon in heavily islamized towns as long ago as the late 1980s.

If these groups of men had been white non-Muslims, then action would have been taken decades ago to eradicate the problem as soon as it was identified.

[ ... ]

[F]or decades, gangs of [Muslim] men could hang around school gates with impunity. What principally protected these men was the colour of their skin.

With the migration of millions of Muslims to Europe we are seeing this phenomenon now called sexual jihad. The rape and abduction of under-aged girls and boys has become an epidemic.

This book is timely in that it shows that when a duly elected government ignores the rape of its children then citizens take up the fight to protect the most vulnerable.

What lead to this void in enforcing the law against pedophilia?

The government and law enforcement ignoring:

Gangs of Muslim men hanging around school gates in cars.
Schoolgirls contacting police and social services and telling them that they had been abused.
Parents contacting police and social services with their fears and accumulated evidence.
Extended families of Muslim men being associated with the child abuse.
Schoolgirls being abducted or going missing for days on end.
Stories of men luring girls with gifts, then turning them into addicts.
Families having to abandon their daughters to stop the daughter luring other relatives into the clutches of the gangs.
Connections between the grooming gangs and drug dealers.

If you don't believe this is happening in the United States, think again.

According to the Federal Bureau of Investigation:

Human sex trafficking is the most common form of modern-day slavery. Estimates place the number of its domestic and international victims in the millions, mostly females and children enslaved in the commercial sex industry for little or no money. The terms human trafficking and sex slavery usually conjure up images of young girls beaten and abused in faraway places, like Eastern Europe, Asia, or Africa. Actually, human sex trafficking and sex slavery happen locally in cities and towns, both large and small, throughout the United States, right in citizens' backyards.

Appreciating the magnitude of the problem requires first understanding what the issue is and what it is not. Additionally, people must be able to identify the victim in common trafficking situations.

[ ... ]

Not only is human sex trafficking slavery but it is big business. It is the fastest-growing business of organized crime and the third-largest criminal enterprise in the world. The majority of sex trafficking is international, with victims taken from such places as South and Southeast Asia, the former Soviet Union, Central and South America, and other less developed areas and moved to more developed ones, including Asia, the Middle East, Western Europe, and North America.

Read more. [https://leb.fbi.gov/2011/march/human-sex-trafficking]

Easy Meat: Inside Britain's Grooming Gang Scandal is a must read for every parent, grandparent, concerned citizen and elected official. [http://www.amazon.co.uk/Easy-Meat-British-Grooming-Scandal/dp/1943003068]

RELATED VIDEO: Inside Britain's Grooming Gang Scandal


Somali 'Refugee' Influx Continues Unabated

The Next Syrian Refugee Crisis: Child Brides

African human smugglers getting rich off money transferred from U.S.

Muslim migrants gang rape 12-year-old boy while filming it

Read the Islamic State's Rules for Rape

VIDEO: Muslim 'Rape Culture' Threatens European Women

The Global Trade in Child Rape by Lori Handrahan

1400 shocking years of Islam in 5 minutes -- MUST WATCH!!!




Jobless Migrant Family Of 10 Demands Mansion, Council Has Perfect Response

LETTER TO JUSTIN TRUDEAU from Rick Bennett, retired Senior Manager in Canadian Security Intelligence Service

A Letter That A Parent Wrote To An Islamic Extremist Public School in Canada
Published on Feb 28, 2017

Islam has taken over Boyne Public School in Milton, Ontario. The white teachers and faculty there are forcing all the children in the school to adopt Islam.
This parent, Nicole McKenzie protested and the school punished her children for not becoming Muslims.
This is an interview with that brave lady who had to move her children to the Catholic School Board just to keep her children safe from Radical Muslim elementary school students.

Peter Marshall -- Principal

Gary Levante -- VP

Contact information for Boynes Public School, let them know how you feel about this story.

Kevin J. Johnston
Journalist & Social Commentator

SPLC: Selling hate
Posted By John Stossel On 01/16/2018 @ 6:54 pm In Commentary,Opinion | No Comments

Who will warn Americans about hate groups? The media know: the Southern Poverty Law Center.

SPLC, based in Alabama, calls itself "the premier" group monitoring hate. Give us money, they say, and they will "fight the hate that thrives in our country."

I once believed in the center's mission. Well-meaning people still do. Apple just gave them a million dollars. So did actor George Clooney.

They shouldn't.

Ayaan Hirsi Ali grew up in Somalia, where she suffered female genital mutilation. So now she speaks out against radical Islam. For that, SPLC put her on its list of dangerous "extremists."

Maajid Nawaz was once an Islamic extremist. Then he started criticizing the radicals. SPLC labels him an "anti-Muslim extremist," too.

While launching hateful smears like these, SPLC invites you to donate to them to "join the fight against hatred and bigotry."

SPLC once fought useful fights. They took on the Ku Klux Klan. But now they go after people on the right with whom they disagree.

They call the Family Research Council a hate group because it says gay men are more likely to sexually abuse children.

That's their belief. There is some evidence that supports it. Do they belong on a "hate map," like the Ku Klux Klan, because they believe that evidence and worry about it?

I often disagree with the council, but calling them a hate group is unfair. In my YouTube video this week, the group's vice president, Jerry Boykin, tells me, "I don't hate gay people. And I know gay people, and I have worked with gay people."

But once you're labeled a hate group, you are a target.

One man went to the Family Research Council headquarters to kill people, shooting a security guard in the arm before he was stopped.

The shooter told investigators that he attacked the FRC because he found them on SPLC's hate list.

Calling the council a "hate group" made its employees the target of real hate.

SPLC also smears the Ruth Institute, a Christian group that believes gays should not have an equal right to adopt children. The institute's president, Jennifer Roback Morse, says they're not haters.

"I like gay people. I have no problem with gay people. That's not the issue. The issue is, what are we doing with kids and the definition of who counts as a parent."

The institute doesn't argue that gays should never adopt. "There could be cases where the best person for a particular child would be their Uncle Harry and his boyfriend," Morse told me. But the institute wants preference given to "a married mother and father."

For that, SPLC put the Ruth Institute on its hate map. That led the institute's credit card processor to stop working with them. In a letter to the institute, the processor company said that it had learned that the "Ruth Institute ... promotes hate, violence, harassment and/or abuse."

"We went and checked our website," Morse told me, "and we were already down."

I suspect SPLC labels lots of groups "haters" because crying "hate" brings in money.

Years ago, Harper's Magazine reported that SPLC was "the wealthiest civil rights group in America, one that now spend most of its time -- and money -- on a fundraising campaign." People in Montgomery, Alabama, where SPLC is based, call its elegant new headquarters "the Poverty Palace."

"Morris Dees' salary is more than my entire annual budget," says Morse. "Whatever they're doing, it pays."

Dees, SPLC's co-founder, promised to stop fundraising once his endowment hit $55 million. But when he reached $55 million, he upped the bar to $100 million, saying that would allow them "to cease costly fundraising."

But again, when they reached $100 million, they didn't stop. Now they have $320 million -- a large chunk of which is kept in offshore accounts. Really. It's on their tax forms.

In return for those donations to SPLC, the world gets a group that now lists people like Ben Carson and Fox commentators Laura Ingraham, Judge Andrew Napolitano and Jeanine Pirro as extremists -- but doesn't list the leftist militant hate groups known as antifa.

SPLC is now a hate group itself. It's a money-grabbing slander machine.

Watch Stossels interviews:

Article printed from WND: http://www.wnd.com

URL to article: http://www.wnd.com/2018/01/splc-selling-hate/

Muslim converts to Christianity ask Pope in open letter to stop proselytizing for Islam, 'your teaching about Islam ...is dangerous'
Posted by Pamela Geller

Sadly, the pleas of these new, oppressed members of his flock will fall on deaf ears. The Pope considers himself a holy father of Islam as well as Catholicism.

Ask Pope in Open Letter To Change His Teaching on Islam
By Steve Skojec. Onr Peter Five, January 11, 2018 (thanks to Andrew Bostom):

A new, open letter to the pope is making the rounds on the Internet, and it has gathered over 2,600 signatures so far.

"Most Holy Father," it begins, "Many of us have tried to contact you, on many occasions and for several years, and we have never received the slightest acknowledgement of our letters or requests for meetings."

The letter is not from the dubia cardinals, or from the more than 800,000 signers of the 2015 Filial Appeal, or from the signatories of the Filial Correction, but from a group of Islamic converts to Catholicism, who want Francis to answer a simple question: why did they literally risk their lives to become Catholic if Islam is "a good religion in itself" as the pope "seems to teach"

It's a question he refuses to answer, despite endless platitudes of how important it is to be close to the marginalized and to accompany those on the peripheries of the Church. The signers, however, are not dissuaded in their pursuit of a paternal answer:

You do not like to beat around the bush, and neither do we, so allow us to say frankly that we do not understand your teaching about Islam, as we read in paragraphs 252 and 253 of Evangelii Gaudium, because it does not account for the fact that Islam came AFTER Christ, and so is, and can only be, an Antichrist (see 1 Jn 2.22), and one of the most dangerous because it presents itself as the fulfillment of Revelation (of which Jesus would have been only a prophet). If Islam is a good religion in itself, as you seem to teach, why did we become Catholic? Do not your words question the soundness of the choice we made at the risk of our lives? Islam prescribes death for apostates (Quran 4.89, 8.7-11), do you know? How is it possible to compare Islamic violence with so-called Christian violence? "What is the relationship between Christ and Satan? What union is there between light and darkness? What association between the faithful and the unfaithful?" (2 Cor 6: 14-17)In accordance with His teaching (Lk 14:26), we preferred Him, the Christ, to our own life. Are we not in a good position to talk to you about Islam?

The letter makes short work of the notion that Islam and Christianity can ever be compatible, or that Islam can serve as a path to salvation:

In fact, as long as Islam wants us to be its enemy, we are, and all our protestations of friendship cannot change anything. As a proper Antichrist, Islam exists only as an enemy of all: "Between us and you there is enmity and hatred forever, until you believe in Allah alone!" (Qur'an 60.4) For the Qur'an, Christians "are only impurity" (Quran 9.28)," "the worst of Creation" (Qur'an 98.6), all condemned to Hell (Qur'an 4.48), so Allah must exterminate them (Quran 9.30). We must not be deceived by the Quranic verses deemed tolerant, because they have all been repealed by the verse of the Sword (Quran 9.5). Where the Gospel proclaims the good news of Jesus' death and resurrection for the salvation of all, and the fulfillment of the Covenant initiated with the Hebrews, Allah has nothing to offer but war and murder of the "infidels" in exchange for his paradise: "They fight on the way of Allah, they kill and are killed." (Quran 9:11) We do not confuse Islam with Muslims, but if for you "dialogue" means the voice of peace, for Islam it's only another way to make war. Also, as it was in the face of Nazism and communism, naivet?n the face of Islam is suicidal and very dangerous. How can you speak of peace and endorse Islam, as you seem to do: "To wring from our hearts the disease that plagues our lives (...) Let those who are Christians do it with the Bible and those who are Muslims do it with the Quran. "(Rome, January 20, 2014) That the Pope seems to propose the Quran as a way of salvation, is that not cause for worry? Should we return to Islam?

The authors say that Islam can be no ally in the battle "against the powers that want to dominate and enslave the world" because "they share the same totalitarian logic based on the rejection of the kingship of Christ (Lk 4.7)." They contest the idea that speaking in an "Islamophilic tone" will help those Christians who are suffering persecution in Muslim countries, professing that "apart from the fact that Jesus has never indicated any other way than that of the Cross, so that we must find our joy therein and not flee with all the damned, we do not doubt that only the proclamation of the Truth brings with it not only salvation, but freedom as well (John 8.32)."

The letter also contrasts the stance of Islamic countries like Turkey and Saudi Arabia who "do not welcome any refugee" while Pope Francis preaches

the welcoming of migrants regardless of the fact that they are Muslims, something forbidden by Apostolic command: "If anyone comes to you but refuses this Gospel, do not receive him among you nor greet him. Whoever greets him participates in his evil works." (2 John 1.10-11); "If anyone preaches to you a different Gospel, let him be accursed!" (Galatians 1.8-9)

The signatories go on to give voice to the utter scandal of the pope's failure to carry out his evangelical mission as the Vicar of Christ to call home the members of the Islamic faith:

The pro-Islam speech of Your Holiness leads us to deplore the fact that Muslims are not invited to leave Islam, and that many ex-Muslims, such as Magdi Allam, are even leaving the Church, disgusted by her cowardice, wounded by equivocal gestures, confused by the lack of evangelization, scandalized by the praise given to Islam ... Thus ignorant souls are misled...

Taking the matter further, they warn, too, of the physical danger the pope's disposition toward Islam invites, saying that it has resulted in Christians

not preparing for a confrontation with Islam, to which St. John Paul II has called them (Ecclesia in Europa, No. 57). We are under the impression that you do not take your brother Bishop Nona Amel, Chaldean-Catholic Archbishop of Mosul in exile, seriously, when he tells us: "Our present sufferings are the prelude to those that you, Europeans and Western Christians, will suffer in the near future. I have lost my diocese. The headquarters of my archdiocese and my apostolate have been occupied by radical Islamists who want us to convert or die. (...) You are welcoming into your country an ever increasing number of Muslims. You are in danger as well. You must make strong and courageous decisions (...). You think that all men are equal, but Islam does not say that all men are equal. (...) If you do not understand this very quickly, you will become the victims of the enemy that you have invited into your home." (August 9, 2014) ". This is a matter of life and death, and any complacency towards Islam is treasonous. We do not wish the West to continue with Islamization, nor that your actions contribute to it. Where then would we go to seek refuge?

The signatories plea is that the pope will "quickly convene a synod on the dangers of Islam."

What remains of the Church where Islam has installed itself? If she still has civil rights, it is in dhimmitude, on the condition that she does not evangelize, thus denying her very essence. In the interest of justice and truth, the Church must bring to light why the arguments put forward by Islam to blaspheme the Christian faith are false. If the Church had the courage to do that, we do not doubt that millions, Muslims as well as other men and women seeking the true God, would convert. As you said: "He who does not pray to Christ, prays to the Devil." (14.03.13) If people knew they were going to Hell, they would give their lives to Christ. (cf. Quran 3.55)

It is a powerful letter giving voice to a rising desperation and alarm. Once again, we are reminded of the Gospel of Luke, chapter 11:

And which of you, if he ask his father bread, will he give him a stone? or a fish, will he for a fish give him a serpent?

Or if he shall ask an egg, will he reach him a scorpion?

It seems that every sincere request to our spiritual father, the pope, receives just such a response.

The signatories say that they will present the letter to the pope once it "reaches a significant number of signatories." But we have seen this before, and the pleas always go unanswered.

Nevertheless, if he will not answer the letter, we will do all we can to make it known. You can see (and sign) the full letter here.

Pamela Geller's shocking new book, "FATWA: HUNTED IN AMERICA" is now available on Amazon. It's Geller's tell all, her story -- and it's every story -- it's what happens when you stand for freedom today. Buy it. Now. Here.

Pamela Geller is the President of the American Freedom Defense Initiative (AFDI), publisher of PamelaGeller.com and author of The Post-American Presidency: The Obama Administration's War on America and Stop the Islamization of America: A Practical Guide to the Resistance.
Don't forget to follow D.C. Clothesline on Facebook and Twitter. PLEASE help spread the word by sharing our articles on your favorite social networks.

From former Muslims who became Catholics, and their friends, to His Holiness Pope Francis, about his attitude towards Islam
Posted on 25 December 2017

Here follows the text of an Open Letter to Pope Francis that you can sign if you so wish. We will present it as soon as it reaches a significant number of signatories. Thank you for helping to make it known. We base our initiative on Canon Law: "According to the knowledge, the competence and the prestige enjoyed by the faithful, they have the right and sometimes even the duty to give the Sacred Shepherds their opinion on what concerns the good of the Church and to make it known to the other faithful, keeping safe the integrity of faith and morals and the reverence due to pastors, and taking into account the common utility and dignity of people." (Canon 212 3):

From former Muslims who became Catholics, and their friends, to His Holiness Pope Francis, about his attitude towards Islam.

Most Holy Father,

Many of us have tried to contact you, on many occasions and for several years, and we have never received the slightest acknowledgement of our letters or requests for meetings. You do not like to beat around the bush, and neither do we, so allow us to say frankly that we do not understand your teaching about Islam, as we read in paragraphs 252 and 253 of Evangelii Gaudium, because it does not account for the fact that Islam came AFTER Christ, and so is, and can only be, an Antichrist? (see 1 Jn 2.22), and one of the most dangerous because it presents itself as the fulfillment of Revelation (of which Jesus would have been only a prophet). If Islam is a good religion in itself, as you seem to teach, why did we become Catholic? Do not your words question the soundness of the choice we made at the risk of our lives? Islam prescribes death for apostates (Quran 4.89, 8.7-11), do you know? How is it possible to compare Islamic violence with so-called Christian violence? "What is the relationship between Christ and Satan? What union is there between light and darkness? What association between the faithful and the unfaithful?" (2 Cor 6: 14-17) In accordance with His teaching (Lk 14:26), we preferred Him, the Christ, to our own life. Are we not in a good position to talk to you about Islam?

In fact, as long as Islam wants us to be its enemy, we are, and all our protestations of friendship cannot change anything. As a proper Antichrist, Islam exists only as an enemy of all: "Between us and you there is enmity and hatred forever, until you believe in Allah alone!" (Qur'an 60.4) For the Qur'an, Christians "are only impurity" (Quran 9.28)," "the worst of Creation" (Qur'an 98.6), all condemned to Hell (Qur'an 4.48), so Allah must exterminate them (Quran 9.30). We must not be deceived by the Quranic verses deemed tolerant, because they have all been repealed by the verse of the Sword (Quran 9.5). Where the Gospel proclaims the good news of Jesus' death and resurrection for the salvation of all, and the fulfillment of the Covenant initiated with the Hebrews, Allah has nothing to offer but war and murder of the "infidels" in exchange for his paradise: "They fight on the way of Allah, they kill and are killed." (Quran 9:11) We do not confuse Islam with Muslims, but if for you "dialogue" means the voice of peace, for Islam it's only another way to make war. Also, as it was in the face of Nazism and communism, naivet?n the face of Islam is suicidal and very dangerous. How can you speak of peace and endorse Islam, as you seem to do: "To wring from our hearts the disease that plagues our lives (...) Let those who are Christians do it with the Bible and those who are Muslims do it with the Quran. "(Rome, January 20, 2014) That the Pope seems to propose the Quran as a way of salvation, is that not cause for worry? Should we return to Islam?

We beg you not to seek in Islam an ally in your fight against the powers that want to dominate and enslave the world, since they share the same totalitarian logic based on the rejection of the kingship of Christ (Lk 4.7). We know that the Beast of the Apocalypse, seeking to devour the Woman and her Child, has many heads. Allah defends such alliances by the way (Quran 5.51)! Moreover, the prophets have always reproached Israel for its willingness to ally with foreign powers, to the detriment of the complete confidence they should've had in God. Certainly, the temptation is strong to think that speaking in an Islamophilic tone will prevent more suffering for Christians in those countries that have become Muslim, but apart from the fact that Jesus has never indicated any other way than that of the Cross, so that we must find our joy therein and not flee with all the damned, we do not doubt that only the proclamation of the Truth brings with it not only salvation, but freedom as well (John 8.32). Our duty is to bear witness to the truth "in season and out of season" (2 Timothy 4.2), and our glory is to be able to say with St. Paul: "I did not want to know anything among you except Jesus Christ, and Him crucified." (1 Corinthians 2.2)

As to Your Holiness's stance on Islam: even as President Erdogan, among others, asks his countrymen not to integrate into their host countries, and while Saudi Arabia and all the petrol monarchies do not welcome any refugee, expressions (among others) of the project of conquest and Islamization of Europe, officially proclaimed by the OIC and other Islamic organizations for decades; you, Most Holy Father, preach the welcoming of migrants regardless of the fact that they are Muslims, something forbidden by Apostolic command: "If anyone comes to you but refuses this Gospel, do not receive him among you nor greet him. Whoever greets him participates in his evil works." (2 John 1.10-11); "If anyone preaches to you a different Gospel, let him be accursed!" (Galatians 1.8-9)

Just as "For I was hungry, and you gave me no food." (Mt 25:42) cannot mean that Jesus would have liked to be a parasite, so "I was a stranger and you welcomed Me" cannot mean "I was an invader and you welcomed Me", but rather "I needed your hospitality for a while, and you granted it to me". The word (xenos) in the New Testament does not only have the meaning of stranger but of guest as well (Rm 16.23; 1 Co 16.5-6, Col 4.10; 3 Jn 1.5). And when YHWH in the Old Testament commands to treat foreigners well because the Hebrews have themselves been foreigners in Egypt, it is on the condition that the foreigner assimilates so well to the chosen people that he accepts their religion and practices their cult... Never is there mention of welcoming a foreigner who would keep his religion and its customs! Also, we do not understand that you are pleading for Muslims to practice their religion in Europe. The meaning of Scripture should not be supplied by the proponents of globalism, but in fidelity to Tradition. The Good Shepherd hunts the wolf, He does not let it enter the sheepfold.

The pro-Islam speech of Your Holiness leads us to deplore the fact that Muslims are not invited to leave Islam, and that many ex-Muslims, such as Magdi Allam, are even leaving the Church, disgusted by her cowardice, wounded by equivocal gestures, confused by the lack of evangelization, scandalized by the praise given to Islam ... Thus ignorant souls are misled, and Christians are not preparing for a confrontation with Islam, to which St. John Paul II has called them (Ecclesia in Europa, No. 57). We are under the impression that you do not take your brother Bishop Nona Amel, Chaldean-Catholic Archbishop of Mosul in exile, seriously, when he tells us: "Our present sufferings are the prelude to those that you, Europeans and Western Christians, will suffer in the near future. I have lost my diocese. The headquarters of my archdiocese and my apostolate have been occupied by radical Islamists who want us to convert or die. (...) You are welcoming into your country an ever increasing number of Muslims. You are in danger as well. You must make strong and courageous decisions (...). You think that all men are equal, but Islam does not say that all men are equal. (...) If you do not understand this very quickly, you will become the victims of the enemy that you have invited into your home." (August 9, 2014) ". This is a matter of life and death, and any complacency towards Islam is treasonous. We do not wish the West to continue with Islamization, nor that your actions contribute to it. Where then would we go to seek refuge?

Allow us to ask Your Holiness to quickly convene a synod on the dangers of Islam. What remains of the Church where Islam has installed itself? If she still has civil rights, it is in dhimmitude, on the condition that she does not evangelize, thus denying her very essence. In the interest of justice and truth, the Church must bring to light why the arguments put forward by Islam to blaspheme the Christian faith are false. If the Church had the courage to do that, we do not doubt that millions, Muslims as well as other men and women seeking the true God, would convert. As you said: "He who does not pray to Christ, prays to the Devil." (14.03.13) If people knew they were going to Hell, they would give their lives to Christ. (cf. Quran 3.55)

With the deepest love for Christ who, through you, leads His Church, we, converts from Islam, supported by many of our brothers in the Faith, especially the Christians of the East, and by our friends, ask Your Holiness to confirm our conversion to Jesus Christ, true God and true man, the only Savior, with a frank and right discourse on Islam, and, assuring you of our prayers in the heart of the Immaculate, we ask your apostolic blessing.

List of names of signatories and their email (certainly not all ex-Muslims will sign this Letter for fear of possible reprisals).
Latest Signatures

< >

To sign the petition



Switzerland: No citizenship for refugees and welfare recipients until money is repaid

SO MUCH FOR 'MUSLIM' MULTICULTURALISM...did you know that 2nd and 3rd generation Muslims in Europe are much more prone to support violent jihad to defend Islam than their parents or grandparents were?

Clean Our Excrement Every Day or Die': Muslim Persecution of Christians
by Pamela Geller
The Islamic oppression, subjugation and slaughter of non-Muslims living in Muslim countries is ignored by a leftist, sharia-compliant press unhinged by an administration that wants to do something about this ongoing genocide...
Read more of this post

The Left's ATTACKS on white people resemble the same demonization of JEWS before the great GENOCIDE
by JD Heyes
(Natural News) In case you haven't noticed lately, the Leftist-dominated popular culture has a new boogeyman: White people.

Read more of this post

Chinese Government Propaganda is Being Enthusiastically Embraced at U.S. Universities
by Michael Krieger

"Confucius Institute." It's a benign sounding name which immediately conjures up visions of enlightenment and ancient Eastern wisdom. Indeed, that appears to be precisely the intent. Effective propaganda always drapes itself in cuddly messaging in order to distract from the nefarious agenda underneath. This is exactly what's going on with Chinese government funded Confucius Institutes, which have sprung up at 500 universities worldwide, including 100 in the U.S.

Until yesterday, I had never heard of these entities, their direct connection to Chinese government propaganda, or the extent to which they're multiplying. I'm sure 90% of you are in the same boat. The only reason I know anything about them now is thanks to an excellent article published in Politico titled, How China Infiltrated U.S. Classrooms.

First, let's examine the direct links these institutes have to official Chinese efforts to propagandize overseas.

From Politico:

Read more of this post

USA; Founded and Policed by Freemasons and the Illuminati

California AG Warns Employers That They Will Be Prosecuted if They Cooperate in Upcoming ICE Raids
by Alex Thomas
With multiple media reports indicating that U.S. immigration officials are planning a large-scale sweep throughout the state, the California attorney general has warned businesses in the 'sanctuary state' that they will be prosecuted if they follow federal law by cooperating with ICE agents.
Read more of this post

WHICH NATION will win the race to become the first Islamic state in Western Europe?
by BareNakedIslam

Until recently, France had held a commanding lead with Muslim migrants comprising some 12% of its population. But Germany seems to be gaining fast, thanks to Angela Merkel's open door policy to Muslim invaders posing as asylum seekers, which added nearly 1.5 million more illegal aliens to its already significant Muslim population just since 2015. Belgium and the Netherlands are not that far behind, with the UK right on their heels and Sweden closing in on the leaders.

Thankfully, Austria has dropped out of the race, and joined the saner side of Europe to the East, where Hungary, Poland, the Czech Republic and Slovakia are adamantly refusing to take in any more Muslim migrants. Denmark has also slashed welfare benefits for migrants, in an effort to get them to settle elsewhere.
What the EU leaders are forcing on a mostly complacent populace is mass indoctrination and re-education of the Christian majority, with the goal of normalizing Islam, by pretending that Islam is just another religion, and not the supremacist theology and violent death cult that it is. German scientists are even suggesting that the population be drugged with oxytocin, which makes people more accepting of dangerous outsiders.

Sometimes A Picture Says It Best -- End Sharia Islamic Law
by Steve Amundson
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Exposing psychiatry as a fraud from top to bottom
by Jon Rappoport
'Promoting diabolically false science, psychiatry creates a gateway for defining many separate states of consciousness that don't exist at all. They're cheap myths, fairy tales.'(The Underground, Jon Rappoport)
Read more of this post

*GRAPHIC* Photos: Muslim slave-traders in Libya harvest organs, mutilate bodies, set fire to Nigerian slaves
by Pamela Geller
While the UN busied itself this week with fresh slew of resolutions condemning Israel, the most humane and moral country in the region, human rights crimes are epidemic in Muslim countries. Why is any decent, civilized nation a member of that savage cesspool?
Read more of this post

Trump pulls U.S. out of United Nations Global Compact on Migration -- thank you @POTUS!
by Pamela Geller
Thank you, Mr. President.
Read more of this post

NORTHERN ITALY: Locals protest the opening of yet another African Muslim illegal alien shelter
by BareNakedIslam
Like many towns in Italy, the small city of Ventimiglia is suffering, the direct result of the influx of African Muslim illegals posing as refugees. The tourist business is way down, shops are struggling, and women are afraid to go out on the streets at night, for fear of being attacked by the predominantly young male Muslim invaders.
They call them "unaccompanied teenage migrants," but most of them are adult men.

Newly uncovered documents reveal the FBI is nothing more than a criminal enterprise that must be stopped
by JD Heyes
(Natural News) If ever Americans needed a president like Donald J. Trump, now is the time, because only a chief executive not owned by or beholden to the stinky, disgusting D.C. swamp can fix what used to be one of the world's most competent, effective law enforcement agencies: The FBI.
Read more of this post

Illegal alien deported 20 times gets 35 years in Portland for sex assaults
by DCG
This post originally appeared at Fellowship of the Minds Illegal Martinez freed by officials in Oregon to commit assault Happened in a sanctuary city and county.
Read more of this post

UN agency to Congress: Drop dead
by The Publisher
-- Foreword -- The UN's cancer research agency's battle with other cancer scientists and agencies, as well as the US Congress, has taken some interesting turns recently. Not only is IARC the only agency claiming that the active chemical in the herbicide RoundUp is carcinogenic - the process it used to reach that determination is [...]
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Denzel: Missing dads, not prisons, to blame for black crime
by The Publisher
Oscar-winning actor Denzel Washington asserts that the failure and breakdown of black families are responsible for the prevalence of crime in their communities -- not the criminal justice system. 'It starts in the home,' Washington told theGrio in an interview during the screening of his latest film, Roman J. Israel, Esq., at New York's Henry [...]
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Britain: Books saying it's OK to beat wife found in Islamic schools
by creeping
Library books claiming hell is mostly full of women because they are 'ungrateful to their husbands' have been found in British Islamic schools.
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WATCH: Senator's Viral Tax Bill Video Exposes How Corrupt Politicians Pass Laws
by Rachel Blevins
Both Democrats and Republicans in the Senate came together to pass a massive tax bill early Saturday morning, and one senator called out the hypocrisy on Twitter, noting that he was handed a nearly 500-page bill just a few hours before he was expected to vote on it--and it included pages of illegible hand-scribbled notes.
Read more of this post

When Older Americans Die, Who Will Speak For Freedom?
by The Publisher
After writing a weekly conservative column for 12 years, one thing has become crystal clear. Only older Americans are reading and responding to what we write. When we say older Americans, we mean those over 70 years of age, with many of our responses coming from individuals well over 80.
Read more of this post

Trump is right! Don't bring Africa to America
by Ann Corcoran

This is an incredible report from Karin McQuillan at American Thinker thanks to reader George for sharing it.

What I Learned in the Peace Corps in Africa: Trump Is Right

It is one woman's account of a year in Africa in which she describes the huge cultural chasm between African countries and America and she begins with one literal difference that relates to Trump's supposed s***hole comment.

Africans in Concord
After you read the American Thinker piece, read this that came across my desk at the same time from "welcoming" Concord, NH. The liberal disconnect will be obvious. http://www.concordmonitor.com/Welcoming-in-Concord-14954581

Three weeks after college, I flew to Senegal, West Africa, to run a community center in a rural town. Life was placid, with no danger, except to your health. That danger was considerable, because it was, in the words of the Peace Corps doctor, "a fecalized environment."

In plain English: s--- is everywhere. People defecate on the open ground, and the feces is blown with the dust -- onto you, your clothes, your food, the water. He warned us the first day of training: do not even touch water. Human feces carries parasites that bore through your skin and cause organ failure.

Never in my wildest dreams would I have imagined that a few decades later, liberals would be pushing the lie that Western civilization is no better than a third-world country. Or would teach two generations of our kids that loving your own culture and wanting to preserve it are racism.

Continue reading, I promise it will be well worth every minute of your time.

Catholic Charities should not be funded by government!
by Ann Corcoran

That is the title of this excellent youtube clip from the Capital Research Center that echoes a major theme here at RRW. (Hat tip: John) Send it to your friends and family!


(The link to the video is here in case you can't play it above: https://www.youtube.com/watch?v=VxK3ILdN8SM&feature=youtu.be )

If you search USASpending.gov [https://www.usaspending.gov/Pages/AdvancedSearch.aspx] you should be able to find out how much government money is going to your local Catholic Charities. Be sure to check off grants and contracts and select years.

Some Catholic Charities are under the budget umbrella of the US Conference of Catholic Bishops (one of nine federal contractors for the resettlement of refugees), but that is not the only money CC is getting directly from you---the US taxpayer.

These are the nine federal contractors, for six of them the same message applies----religious groups should not be getting federal dollars! (Nor should the secular non-profits, but at least they aren't being as hypocritical as the supposedly religious ones.)

The number in parenthesis is the percentage of federal funding each received in 2015 or 2016, see here:

* Church World Service (CWS) (71%)
* Ethiopian Community Development Council (ECDC) (secular)(93%)
* Episcopal Migration Ministries (EMM) (99.5%)
* Hebrew Immigrant Aid Society (HIAS) (57%)
* International Rescue Committee (IRC) (secular) (66.5%)
* US Committee for Refugees and Immigrants (USCRI) (secular) (98%)
* Lutheran Immigration and Refugee Services (LIRS) (97%)
* United States Conference of Catholic Bishops (USCCB) (97%)
* World Relief Corporation (WR) (72.8%)

Social Justice Speaks


Values clarification is a movement that began in the late 1960s as a reaction against the social institutions that were perceived as oppressive regarding personal choice and action among them political and religious structures. To some people it is rooted in Carl Rogers client-based therapy; however, in short it is a process of teaching children about ethics and morality and how to make ethical and moral decisions.

From this perspective it reaches back to Socrates and the Socratic Method as Socrates was a classical humanist. Yes, Socrates begs the wedge phrase "secular humanism" in its classical raiment.

The National Educational Associating became involved in the values clarification movement and produced a book titled, To Nurture Humaneness. It made the book a building block in its platform that values clarification; that is, the premise that ethics and moral behavior are "value free" by which they meant there are no ethical or moral absolutes, in the curriculum it created to teach values clarification. Thus people are free to choose ethical and moral behavior that resonates with them. The book and ensuing curriculum state that ethics and morality is autonomous and situational needing no theological or ideological sanction for validity. Contrarily, theological and ideological dogma cannot be used to deny personal ethical and moral legitimacy.

This is anathema to the Roman Catholic Church because it is the very definition of "situation ethics" which the Church has always condemned because it makes the entire body of ethical and moral teaching of Church irrelevant. It is also anathema to Evangelicals, Fundamentalists, and other right-wing Christians because they see values clarification as subverting parental authority and biblical teaching of religious beliefs regarding ethical and moral behavior. They complain bitterly that when they try to point out these objections as being both reasonable and valid, they are branded as being bigoted and anti-intellectual.

Values clarification teaches there are three levels of every issue: fact, concept, and value. To illustrate these levels let us consider "evil." On the first level we identify specific evil acts for instance murder. On the second level we consider such questions as, "How do we define murder," and "Is murder always evil?" At the third level we relate facts and concepts e.g., the "values clarification process" to our own life. This is the connection between subject matter and personal behavior.

Thus we now can see that murder, defined as ending the life of a human being, may not always be an evil act. Certainly, murder in defense of one's own life is not an evil act. Neither is murder by accident because by definition for an act to be evil the negative consequence of the act must be intended. Capital punishment may be considered a violation of the 8th amendment's prohibition of "cruel and unusual punishment" in the minds of some people, but is not considered an evil act because the Constitution of the United States does not prohibit it.

The problem for the Roman Catholic Church and conservative right-wing Christians is that this process of "doing" ethics to arrive at a moral decision allows individuals to consider certain acts as moral and not evil when religious dogma and doctrine defines them as morally evil or even intrinsically morally evil. Examples include the Roman Catholic Church's position that abortion is always an intrinsically moral evil, that homosexuals are "objectively disordered" and consequently homosexual sex acts are always evil, and Evangelicals and other right-wing Christians who define homosexuality as an "abomination" and homosexual sex acts as always evil.

In their convoluted world and religious view, the Roman Catholic Church and conservative Christians claim that the three tiered method of values clarification is far from being "value free." Rather, they claim that it promotes the "value" that whatever decision is reached is morally just and not evil. Consequently, values clarification and its "value free" method create a value of its own that there are no absolute values and this is simply the wolf in sheep's clothing of atheists and secular humanists to destroy the authority of the Church, the Bible, and God as the reasonable and necessary teachers and guardians of what is and is not ethical, moral, and evil. To them, values clarification does this by eliminating the Natural Law, Magesterial teaching, and biblical inerrancy as the only valid agents of determining what behaviors are ethical and moral.

However, what must be understood regarding values clarification is that it is liberating. It is liberating because it facilities personal agency that allows people to determine for themselves, predicated on their informed conscience and not religious dogma or doctrine, what is ethical and moral. Thus values clarification speaks to the deepest regions of what it means to be a human being or in the words of Rudolph Otto "the core of our being."

For Otto "the core of our being" is found at the level of our soul. It is where the human person meets God. It is that spot where St. Paul teaches us, "He is in us and we are in him." No church, no religious dogma or doctrine, can presume to be greater than a person's soul connection with God. That connection is the "still, small, voice" we hear speaking to us that we call conscience and it is by our conscience that we must be governed in all of our ethical and moral decision making and behavior.

The Second American Revolution by John W. Whitehead
Customer Reviews: The Second American Revolution

The Abolition of Man by C. S. Lewis
Amazon_com C_ P_ Warman Chuck Warman CPA's review of The Abolition of Man

Is Public Education Necessary?
Customer Reviews: Is Public Education Necessary?

Conceptual Index -- Ayn Rand Lexicon

Objectivism -- Ayn Rand Lexicon

Subjectivism -- Ayn Rand Lexicon

Pragmatism -- Ayn Rand Lexicon

Lex, Rex, or The Law and the Prince; A dispute for The Just Prerogative of King and People:
containing The reasons and causes of the most necessary defensive wars of the Kingdom of Scotland,
and of their Expedition for the aid and help of their dear brethren of England;
in which their innocency is asserted, and a full answer is given to a seditious pamphlet,
entitled, "SACRO-SANCTA REGUM MAJESTAS," or The Sacred and Royal Prerogative of Christian Kings;
under the name of J. A., but penned by John Maxwell, the excommunicate Popish Prelate;
with a scriptural confutation of the ruinous grounds of W. Barclay, H. Grotius, H. Arnisæus,
Ant. de Domi. popish Bishop of Spilato, and of other late anti-magitratical royalists, as the author of Ossorianum, Dr. Ferne, E. Symmons, the Doctors of Aberdeen, etc.
In Forty-four Questions by the Rev. Samuel Rutherford, sometime Professor of Divinity in the University of St. Andrews

How A Society of Personal Debt is Preventing the Blessing of Children

Blaze Exclusive: Socialist Mantra Hidden in Grade School Chants
Mar. 2, 2011 6:49am Mike Opelka

The Promise Of America Is. . . Socialism? That's exactly what is being taught in many American public schools.

Under the guise of teaching children to read, the seeds of Socialism are being planted within the minds of young children. Do you believe that the Preamble to the Constitution of the United States mandates the following?

The People's basic needs must be met in a country. Needs for housing, education, transportation, and health care overseen by our government system.

Those are the words being chanted over and over and over by school children around the country. They are part of an educational program called Building Fluency Through Practice and Performance. (http://www.teachercreatedmaterials.com/reading/buildingFluency) This section is called 'The Promise of America' and it breaks down the fifty-two word single sentence that is the Preamble. (http://www.senate.gov/civics/constitution_item/constitution.htm) Here is the original:

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

Disguised as a reading exercise, the Preamble has been turned into a five page choral project with commentary planted inside this very simple sentence. Here is an example. Make note of what the children (R5, R6, & R7) are being asked to read after the words 'promote the general welfare':

We the people of the United States, in order to form a more perfect Union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, ...

"R7: People's basic needs must be met in a country.

"R5: Needs for housing, education, transporation, and health care are overseen by our government system.

"R6: Labor laws ensure that people work in safe environments and that they are paid fairly for the work that they do.

"People's basic needs must be met in a country." -- From #50113--Building Fluency through Practice and Performance (c) Shell Education

Needs for housing, education, transportation and health care, overseen by our government system.

When did the Preamble or the Constitution include the government meeting the people's needs for housing, transportation and health care?

Instead of teaching the Preamble and Constitution as it is written, schools from coast to coast are indoctrinating children to Socialism thanks to a company called Teacher Created Materials. TCM sells 'The Promise of America' to thousands of school districts all across the country as well as over 100 countries around the world. Several phone calls to TCM, its' printing company Shell Education and New York City sales outlet Sussman Sales provided little specific data on just how many schools are currently using the 'Promise of America, ' but one company rep told The Blaze the "Fluency program is really really popular."

This kind of training is reminiscent of Soviet-style indoctrination and the recent stories leaking out of North Korea in the summer of 2009 when Kim Jong il was reportedly close to stepping down and handing over control to his son.

Dong-A Ilbo (the country's official newspaper) stated that North Korea notified its diplomatic offices and is teaching its people a song in praise of the anointed leader.

The North Korean school children started learning the song first. Indoctrination starts with the young ones.

A tip of the hat to the brave volunteer from the 9/12 Project, a teacher who sent us this shocking hand out.

Two-Thirds of Wisconsin Public-School 8th Graders Can't Read Proficiently--Despite Highest Per Pupil Spending in Midwest
by Terence P. Jeffrey -

Two-thirds of the eighth graders in Wisconsin public schools cannot read proficiently according to the U.S. Department of Education, despite the fact that Wisconsin spends more per pupil in its public schools than any other state in the Midwest.

In the National Assessment of Educational Progress tests administered by the U.S. Department of Education in 2009--the latest year available--only 32% of Wisconsin public-school eighth graders earned a "proficient" rating while another 2% earned an "advanced" rating. The other 66% of Wisconsin public-school eighth graders earned ratings below "proficient," including 44% who earned a rating of "basic" and 22 percent who earned a rating of "below basic."

66% of 8th graders in Wisconsin scored below "proficient" in reading skills

The test also showed that the reading abilities of Wisconsin public-school eighth graders had not improved at all between 1998 and 2009 despite a significant inflation-adjusted increase in the amount of money Wisconsin public schools spent per pupil each year.

In 1998, according to the U.S. Department of Education, Wisconsin public school eighth graders scored an average of 266 out of 500 on the NAEP reading test. In 2009, Wisconsin public school eighth graders once again scored an average of 266 out of 500 on the NAEP reading test.

from 1998 to 2008, Wisconsin public schools increased 8th grade, per pupil spending by $4,245 in real terms yet did not add a single point to their reading scores
Meanwhile, Wisconsin public schools increased their per pupil expenditures from $4,956 per pupil in 1998 to $10,791 per pupil in 2008. According to the Bureau of Labor Statistics inflation calculator the $4,956 Wisconsin spent per pupil in 1998 dollars equaled $6,546 in 2008 dollars. That means that from 1998 to 2008, Wisconsin public schools increased their per pupil spending by $4,245 in real terms yet did not add a single point to the reading scores of their eighth graders and still could lift only one-third of their eighth graders to at least a "proficient" level in reading.

The $10,791 that Wisconsin spent per pupil in its public elementary and secondary schools in fiscal year 2008 was more than any other state in the Midwest.

Neighboring Illinois spent $10,353 per student in 2008, Minnesota spent $10,048 per student; Iowa spent $9,520 per student. Among Midwest states, Nebraska was second to Wisconsin in per pupil spending in its public schools, spending $10,565 per student.

Of these nearby states, only Minnesota did slightly better teaching reading to its public school students. In 2009, 39 percent of eighth graders in Minnesota public schools earned a rating of "proficient" or better in reading, and the average eighth grade reading score in the state was 270 out of 500.

Nationwide, only 30% of public school 8th graders earned a rating of "proficient" or better in reading skills
In Illinois, only 32 percent of eighth graders earned a rating of "proficient" or better in reading, and the average eighth grade reading score was 265 out of 500. In Iowa, only 32 percent of eighth graders earned a rating of "proficient" or better in reading, and the average reading score was 265 out of 500. In Nebraska, only 35 percent of eighth graders earned a rating of "proficient" or better in their public schools, and the average reading score was 267 out of 500.

Nationwide, only 30 percent of public school eighth graders earned a rating of "proficient" or better in reading, and the average reading score on the NAEP test was 262 out of 500.

The National Assessment of Educational Progress explains its student rating system as follows:

"Basic denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade. Proficient represents solid academic performance. Students reaching this level have demonstrated competency over challenging subject matter. Advanced represents superior performance."

In other words, despite the $10,791 that taxpayers were paying to educate students in Wisconsin public schools, two-thirds of eighth graders in those schools showed at best only a "partial mastery of prerequisite knowledge and skills that are fundamental for proficient work" at that grade level.

In fiscal 2008, the federal government provided $669.6 million in subsidies to the public schools in Wisconsin.

HT: CNS News
Two-Thirds of Wisconsin Public-School 8th Graders Can't Read Proficiently--Despite Highest Per Pupil Spending in Midwest

What We Don't Know Is Hurting Us
Nancy Coppock

One reason the conservative movement is faltering is because we are more like the dominant anti-fact culture than we would like to admit. To think that we are not tainted by the culture in which we live is not only dangerous, but irrational.

To properly understand our post-fact, anti-intellectual culture we must appreciate that objective truth has been delegated to a strictly personal value category. The anti-fact culture denies there is objective truth while also believing truth is whatever you want it to be. Objective truth, according to the anti-fact culture, only exists within an individual's personal value structure and that personal value structure has no connection to anyone else's personal value structure.

So, conservatives, how do you respond to those who read the Constitution and Federalist Papers as objective truth? Do you agree with what they say and then trail off into subjective nonsense upon uttering the word "but?" If you do, then you have achieved the Orwellian Feat of holding two opposing ideas within your mind simultaneously. You are a product of the anti-fact culture that you can see in others, but not yourself. You have dismissed the concept of objective truth in pursuit of your own opinion which is based on the magical ability of precedent evolution to make The Constitution mean whatever the last guy said it means, not what the words actually say.

It was our Founders' dedication and allegiance to what they knew to be true in regards to human nature, natural law, and transcendent principles that united them to withstand all manner of obstacles to achieve the victory for all men of equality, life, liberty, and the pursuit of happiness.

The only way to separate yourself from the anti-fact culture is to place your faith, trust, hope, and even your sacred honor in objective truth that remains fixed and unchangeable.

So, have you taken the opportunity to read the Constitution and Federalist Papers in order to fix in your mind what the documents actually say? Or are you still buying the lie that the "general welfare clause," "the commerce clause," and the "necessary and proper clause," give the federal government the power to do anything they want?

Those that dither asking "What are we going to do?" as yet more executive orders, congressional legislation, and bureaucratic overreach interferes with our daily lives typify the anti-fact culture's inability to fix in their mind what the Constitution says to do in such cases and then follow those rules accordingly.

We need more conservatives to commit themselves to learning The Constitution as explained by the Federalist Papers, then to accept those statements as objective truth, and finally to apply those rules so that unconstitutional lawlessness is met with swift consequences. Consequences will refresh the anti-fact culture that willful ignorance of Natural Law is nothing more than subjective opinion and self-delusional insanity. These are the actions of faith in the same understanding of human nature, natural law, and transcendent principles that united our nation's Founders to risk their life, their fortunes, their sacred honor so that all men could live as equals, in life, liberty, and pursuit of happiness.

Read more: http://www.americanthinker.com/blog/2013/01/what_we_dont_know_is_hurting_us.html

Feminism: The Caustic Explosion That is Destroying America

America is built on a foundation of principles that are everlasting: God and His righteous Laws, rights that are endowed to us by God, not by man, and a framework of government that is based on those two truths.

Through those foundations, a great nation was born. Every brick laid to raise this great land above the crumbling efforts of other government systems, was once mortared with a common understanding and agreement of the basic founding principles. This meant acknowledgement of the truth of Good vs Evil, and that the strength of a uniquely free society is found within the individual hand-built walls of personal freedom and responsibility that are forged by strong families with unwavering commitment to God.

Since feminism was mottled together out of a deep disdain for God's perfectly created order for men and women, it fueled the desire to rebel against the foundations of family. Therefore, the erosive movement was able to gain intense momentum as it was paired perfectly with a societal shift. Our nation became less concerned with foundations, more influenced by European Marxism, and sought out the Babylonian cry for feminism among women, and later brought along men, who all reject God. Suddenly, the use of the once sacred mortar of our foundations of God, Constitution and iron-clad families of strength, were abandoned to pursue anti-godly endeavors and selfishly built altars of sin.

It was inevitable by this point, that this movement would begin the most corrosive of all forces to weaken the fortress of family, and bring down the entire societal house of cards; from the inside out.

God defines the strength of women far differently from how the feminist and feminist-influenced society defines it.

"Who can find a virtuous woman? for her price is far above rubies." Proverbs 31:10

Read the entire chapter here

Proverbs 31:10-31 is one of several places in the Bible where God describes what He has designed women to aspire to. Rather, today, our culture follows Margaret Sanger, Gloria Steinem, Ashley Judd and whoever is on tap for a little shock presentation of rebellion against womanhood.

In history, it was a great honor to be a woman who was defined by her feminine nature! Now, these characteristics: Femininity, modesty, motherhood, compassion, loving spirit, gentleness, quiet industriousness, forgiveness, and joy-filled pursuit of God's will and His Kingdom are nothing more than "something women used to be" in the minds of most women in our nation. Women today are no longer measured (even in much of the Christian community) by these definitions, but rather by their material success, achievement and pursuit of feminist ideals. These "archaic" and God-defined characteristics today falsely reflect weakness and "oppression" in the minds of our depraved and indoctrinated culture.

Gloria Steinem, one of the first hippie feminists to lead the mainstream destruction of family, the sanctity of life and marriage, and a free society, put the goal quite simply when she said:

"We don't just want to destroy capitalism, we want to tear down the whole f** patriarchy!"

The women's movement has been led by the group, The National Organization of Women (NOW), and has essentially become the ideological side-car of the Democratic party. The feminist movement does not simply seek "equal rights," but rather has become the Marxist fuel behind the radical environmentalist movement, the abortion mill industry, homosexual "rights" and homosexual "marriage," and social justice agendas set forth on the foundations of redistributive wealth and entitlement socialism.

Radical feminism has truly been the best vehicle for dismantling the family unit, and indoctrinating generations of youth for their abominable causes that are united together with one commonality: "Anything that destroys the foundations of this free nation falls under our umbrella and becomes our brain-child."

"We want to destroy the three pillars of class and a caste society -- the family, private property, and the state." -- Peter Collier and David Horowith, Deconstructing the Left: From Vietnam to the Persian Gulf

The feminist movement likes to point to some mirage of history when they point out "all the housewives who were beaten, enslaved and without education" before feminism. Yet, they fail to remember that they are the very movement that has enslaved women. Prior to no-fault divorce, women and families that were abandoned were an extremely rare, nearly unknown happening. Marriage was for life, and fathers were the heads of the families. The ties that bound people together prevented an entire underclass of women that we have today.

"The number of displaced homemakers rose twenty-eight percent between 1975 and 1983 to more than three million women. Another twenty percent increase from 1983 to 1988 brought that number to more than four million. An astonishing sixty-one percent of those women suddenly left alone had children under the age of ten at home. Often without job skills and stranded without alimony or child support, as many as seventy percent of these women make less than ten thousand dollars a year, and fifty percent are employed at minimum wage or less. It is, thus, readily apparent why a full seventy-five percent of all Americans living below the poverty line in the United States are women and their children. "
Sylvia Ann Hewlett, A Lesser Life: The Myth of Women's Liberation in America (New York: William Morrow, 1986)

Today we have an entire generation of young adults who know nothing of how to raise children, care for a home, cook healthy and economical foods, stay within a budget, promote healthy lifestyles, etc. We are drug and doctor dependent. Once tried and true home remedies, healthy living, stability for children, bedtimes, routines and family unity were a given. Now they are rare. Shuttled back and forth between broken families, staying so busy with activities that we never have time to stop and contemplate the destruction that the large purchase of feminism has left us with.

Lacking strong fathers who will lead by example, discipline and require responsibility from their children, mothers are left to carry out their feminist leanings by playing both man and woman. Since that part cannot successfully be done by one gender, the prescription bottle often manipulates the child's psyche enough to eliminate some of the strain of discipline. The instances of young children on psychotropic drugs is skyrocketing, and does not bode well for the mental health of our upcoming generations.

With homes in chaos, mess and disarray, and kitchens largely left abandoned in pursuit of feminism, a generation has been raised on fast food not as a rare treat for a family, but as the staple diet. Few young ladies know how to cook. We've lost the tradition of the family dinner table that provides far more than nourishment for the body! It's where in our nation's precious history, great young minds learned the Bible, learned the Constitution, hashed out their disagreements, their desires and hopes, and learned to be respectful and mindful of those with more life experience than them.

Women have enjoyed the new liberation they have sought. Now, the some who are awakening from the great lie of feminism are complaining about "where have all the good men gone?" They are realizing their blasphemy of foundations and family have left them wanting. Young men must forge through vast seas of princess girls: raised on daddy debt, promiscuity and indulgence of self. Young "ladies" who dress like tramps, serve only self, and will cut and run the first time real life calls on them to be the women God calls them to be. Hating the idea of motherhood, pregnancy, and self-sacrifice, they are raised to be little she-males from the time they are young. Never to be tied to the home, they reject lifestyles that must be "below them," such as the very backbone of the Christian family: making a home for a husband, raising Godly children, and serving one's community by being a woman of virtue.

Nearly every piece of marital advice found today, even much within the Christian community, points to feminist influence. Blending and "sharing" gender roles is applicable for all in an effort to avoid "oppressing women" with straight talk about the blessing of actually being in love with fulfilling womanhood. Men are demasculinized, women are masculinized and de-feminized and God's Word on families is marginalized.

As this country slips more rapidly towards global Marxism than ever seen in history, we must realize that it is the feminist movement which has funded and propelled the destruction of our great nation more than any other philosophy. The hatred of God, men, (specifically white men) and traditional families has caustic reactions on our foundations. The erosion has turned to a great crumbling, and without a foundation of God, Constitution, and strong families, we are built of nothing more than reeds upon sinking sand.

Rotten to the Core: Obama's War on Academic Standards (Part 1)
By Michelle Malkin

1/23/2013 America's downfall doesn't begin with the "low-information voter." It starts with the no-knowledge student.

For decades, collectivist agitators in our schools have chipped away at academic excellence in the name of fairness, diversity and social justice. "Progressive" reformers denounced Western civilization requirements, the Founding Fathers and the Great Books as racist. They attacked traditional grammar classes as irrelevant in modern life. They deemed ability grouping of students (tracking) bad for self-esteem. They replaced time-tested rote techniques and standard algorithms with fuzzy math, inventive spelling and multicultural claptrap.

Under President Obama, these top-down mal-formers -- empowered by Washington education bureaucrats and backed by misguided liberal philanthropists led by billionaire Bill Gates -- are now presiding over a radical makeover of your children's school curriculum. It's being done in the name of federal "Common Core" standards that do anything but raise achievement standards.

Common Core was enabled by Obama's federal stimulus law and his Department of Education's "Race to the Top" gimmickry. The administration bribed cash-starved states into adopting unseen instructional standards as a condition of winning billions of dollars in grants. Even states that lost their bids for Race to the Top money were required to commit to a dumbed-down and amorphous curricular "alignment."

In practice, Common Core's dubious "college- and career"-ready standards undermine local control of education, usurp state autonomy over curricular materials, and foist untested, mediocre and incoherent pedagogical theories on America's schoolchildren.

Over the next several weeks and months, I'll use this column space to expose who's behind this disastrous scheme in D.C. backrooms. I'll tell you who's fighting it in grassroots tea party and parental revolts across the country from Massachusetts to Indiana, Texas, Georgia and Utah. And most importantly, I'll explain how this unprecedented federal meddling is corrupting our children's classrooms and textbooks.

There's no better illustration of Common Core's duplicitous talk of higher standards than to start with its math "reforms." While Common Core promoters assert their standards are "internationally benchmarked," independent members of the expert panel in charge of validating the standards refute the claim. Panel member Dr. Sandra Stotsky of the University of Arkansas reported, "No material was ever provided to the Validation Committee or to the public on the specific college readiness expectations of other leading nations in mathematics" or other subjects.

In fact, Stanford University professor James Milgram, the only mathematician on the validation panel, concluded that the Common Core math scheme would place American students two years behind their peers in other high-achieving countries. In protest, Milgram refused to sign off on the standards. He's not alone.

Professor Jonathan Goodman of New York University found that the Common Core math standards imposed "significantly lower expectations with respect to algebra and geometry than the published standards of other countries."

Under Common Core, as the American Principles Project and Pioneer Institute point out, algebra I instruction is pushed to 9th grade, instead of 8th grade, as commonly taught. Division is postponed from 5th to 6th grade. Prime factorization, common denominators, conversions of fractions and decimals, and algebraic manipulation are de-emphasized or eschewed. Traditional Euclidean geometry is replaced with an experimental approach that had not been previously pilot-tested in the U.S.

Ze'ev Wurman, a prominent software architect, electrical engineer and longtime math advisory expert in California and Washington, D.C., points out that Common Core delays proficiency with addition and subtraction until 4th grade and proficiency with basic multiplication until 5th grade, and skimps on logarithms, mathematical induction, parametric equations and trigonometry at the high school level.

I cannot sum up the stakes any more clearly than Wurman did in his critique of this mess and the vested interests behind it:

"I believe the Common Core marks the cessation of educational standards improvement in the United States. No state has any reason left to aspire for first-rate standards, as all states will be judged by the same mediocre national benchmark enforced by the federal government. Moreover, there are organizations that have reasons to work for lower and less-demanding standards, specifically teachers unions and professional teacher organizations. While they may not admit it, they have a vested interest in lowering the accountability bar for their members. ...This will be done in the name of 'critical thinking' and '21st-century' skills, and in faraway Washington, D.C., well beyond the reach of parents and most states and employers."

This is all in keeping with my own experience as a parent of elementary- and middle-school age kids who were exposed to "Everyday Math" nonsense. This and other fads abandon "drill and kill" memorization techniques for fuzzy "critical thinking" methods that put the cart of "why" in front of the horse of "how." In other words: Instead of doing the grunt work of hammering times tables and basic functions into kids' heads first, the faddists have turned to wacky, wordy non-math alternatives to encourage "conceptual" understanding -- without any mastery of the fundamentals of math.

Common Core is rotten to the core. The corruption of math education is just the beginning.


Rotten to the Core (Part 2): Readin', Writin' and Deconstructionism
By Michelle Malkin

1/25/2013 (This is the second part of an ongoing series on federal "Common Core" education standards and the corruption of academic excellence.)

The Washington, D.C., board of education earned widespread mockery this week when it proposed allowing high school students -- in the nation's own capital -- to skip a basic U.S. government course to graduate. But this is fiddlesticks compared to what the federal government is doing to eliminate American children's core knowledge base in English, language arts and history.

Thanks to the "Common Core" regime, funded with President Obama's stimulus dollars and bolstered by duped Republican governors and business groups, deconstructionism is back in style. Traditional literature is under fire. Moral relativism is increasingly the norm. "Standards" is Orwell-speak for subjectivity and lowest common denominator pedagogy.

Take the Common Core literacy "standards." Please. As literature professors, writers, humanities scholars, secondary educators and parents have warned over the past three years, the new achievement goals actually set American students back by de-emphasizing great literary works for "informational texts." Challenging students to digest and dissect difficult poems and novels is becoming passe. Utilitarianism uber alles.

The Common Core English/language arts criteria call for students to spend only half of their class time studying literature, and only 30 percent of their class time by their junior and senior years in high school.

Under Common Core, classics such as "To Kill a Mockingbird" and "The Adventures of Huckleberry Finn" are of no more academic value than the pages of the Federal Register or the Federal Reserve archives -- or a pro-Obamacare opinion essay in The New Yorker. Audio and video transcripts, along with "alternative literacies" that are more "relevant" to today's students (pop song lyrics, for example), are on par with Shakespeare.

English professor Mary Grabar describes Common Core training exercises that tell teachers "to read Lincoln's Gettysburg Address without emotion and without providing any historical context. Common Core reduces all 'texts' to one level: the Gettysburg Address to the EPA's Recommended Levels of Insulation." Indeed, in my own research, I found one Common Core "exemplar" on teaching the Gettysburg Address that instructs educators to "refrain from giving background context or substantial instructional guidance at the outset."

Another exercise devised by Common Core promoters features the Gettysburg Address as a word cloud. Yes, a word cloud. Teachers use the jumble of letters, devoid of historical context and truths, to help students chart, decode and "deconstruct" Lincoln's speech.

Deconstructionism, of course, is the faddish leftwing school of thought popularized by French philosopher Jacques Derrida in the 1970s. Writer Robert Locke described the nihilistic movement best: "It is based on the proposition that the apparently real world is in fact a vast social construct and that the way to knowledge lies in taking apart in one's mind this thing society has built. Taken to its logical conclusion, it supposes that there is at the end of the day no actual reality, just a series of appearances stitched together by social constructs into what we all agree to call reality."

Literature and history are all about competing ideological narratives, in other words. One story or "text" is no better than another. Common Core's literature-lite literacy standards are aimed not at increasing "college readiness" or raising academic expectations. Just the opposite. They help pave the way for more creeping political indoctrination under the guise of increasing access to "information."

As University of Arkansas professor Sandra Stotsky, an unrelenting whistleblower who witnessed the Common Core sausage-making process firsthand, concluded: "An English curriculum overloaded with advocacy journalism or with 'informational' articles chosen for their topical and/or political nature should raise serious concerns among parents, school leaders, and policymakers. Common Core's standards not only present a serious threat to state and local education authority, but also put academic quality at risk. Pushing fatally flawed education standards into America's schools is not the way to improve education for America's students."

Bipartisan Common Core defenders claim their standards are merely "recommendations." But the standards, "rubrics" and "exemplars" are tied to tests and textbooks. The textbooks and tests are tied to money and power. Federally funded and federally championed nationalized standards lead inexorably to de facto mandates. Any way you slice it, dice it or word-cloud it, Common Core is a mandate for mediocrity.

Michelle Malkin is the author of "Culture of Corruption: Obama and his Team of Tax Cheats, Crooks and Cronies" (Regnery 2010). Her e-mail address is malkinblog@gmail.com.


Rotten to the Core, Part III: Lessons from Texas and the Growing Grassroots Revolt
By Michelle Malkin

3/1/2013 Texas is a right-minded red state, where patriotism is still a virtue and political correctness is out of vogue. So how on earth have left-wing educators in public classrooms been allowed to instruct Lone Star students to dress in Islamic garb, call the 9/11 jihadists "freedom fighters" and treat the Boston Tea Party participants as "terrorists"?

Here's the dirty little secret: Despite the best efforts of vigilant parents, teachers and administrators committed to academic excellence, progressive activists reign supreme in government schools.

That's because curriculum is king. The liberal monopoly on the modern textbook/curricular market remains unchallenged after a half-century. He who controls the textbooks, teaching guides and tests controls the academic agenda.

That is how the propagandistic outfitting of students in Islamic garb came to pass in the unlikely setting of the conservative Lumberton, Texas, school district. As Fox News reporter Todd Starnes noted this week, a 32-year veteran of the high school led a world geography lesson on Islam in which hijab-wrapped students were banned from using the words "suicide bomber" and "terrorist" to describe Muslim mass murderers in favor of the term "freedom fighter."

Madelyn LeBlanc, one of the students in the class, "told Fox News that it was clear her teacher was very uncomfortable lecturing the students. 'I do have a lot of sympathy for her. ... At the very beginning, she said she didn't want to teach it, but it was in the curriculum.'"

But the headline-grabbing injection of moral equivalence into social studies and American history is just the tip of the education iceberg.

Top-down federalized "Common Core" standards are now sweeping the country. It's important to remember that while teachers-union control freaks are on board with the Common Core regime, untold numbers of rank-and-file educators are just as angered and frustrated as parents about the Big Ed power grab. The program was concocted not at the grassroots level, but by a bipartisan cabal of nonprofits (led by lobbyists for the liberal Bill Gates Foundation), statist business groups and hoodwinked Republican governors. As I've reported previously, this scheme, enabled by the Obama administration's "Race to the Top" funding mechanism, usurps local autonomy in favor of lesson content and pedagogical methods.

One teacher described a thought-control training seminar in her school district titled "Making the Common Core Come Alive." A worksheet labeled "COMMON CORE MIND SHIFTS" included the following rhetorical muck:

--The goal of curriculum should not be the coverage of content, but rather the discovery of content. ... If done well, Common Core will elevate our teaching to new heights, and emphasize the construction of meaning, while deepening our understanding of our students."

--"In our classrooms, it is the students' voices, not the teachers', that are heard."

Blah, blah, blah. In practice, Common Core evades transparency by peddling shoddy curricular material authored by anonymous committees. It promotes faddish experiments masquerading as "world-class" math and reading goals. Instead of raising expectations, Common Core is a Trojan horse for lowering them. California, for example, is now citing Common Core as a rationale for abandoning algebra classes for 8th graders. Common Core's "constructivist" approach to reading is now the rationale for abandoning classic literature for "informational texts."

Claims that Common Core bubbled up from the states are bass-ackward. A shady nonprofit group called "Achieve Inc.," stocked with federal-standards advocates who've been around since the Clinton years, designed the materials. They were rubber-stamped by the National Governors Association and the Council of Chief State School Officers (CCSSO) and subsidized by the Gates Foundation.

In states like Texas, which (SET ITAL) rejected (END ITAL) Common Core, similar secretive alliances prevail. The Texas Education Service Center Curriculum Collaborative, a nonprofit group led by government officials, designed the "CSCOPE" curriculum now used in 80 percent of the state's schools. The state Board of Education, local schools and parents were denied access to the online CSCOPE curriculum database -- which was exempted from disclosure rules. In fact, dissemination of the lessons was considered a crime until earlier this month. Only after parents and teachers across the state blew the whistle on radical CSCOPE lesson plans (including designing a new flag for a socialist lesson) did the state take steps to rein in the CSCOPE zealots.

Grassroots activists in Indiana, Alabama, Utah and nearly a dozen other states are now educating themselves and their state legislatures about the centralized education racket, whether it's under the guise of Common Core or any other name. Last week, in response to a passionate parent-driven protest, the Indiana state Senate passed legislation to halt Common Core implementation. Anti-Common Core bills are moving through the Alabama state legislature, where lawmakers are especially concerned about how Common Core's intrusive database gathering would violate student privacy.

As Texas goes, so goes the nation. The fight against the federalization of academic standards is a national education Alamo.

Michelle Malkin is the author of "Culture of Corruption: Obama and his Team of Tax Cheats, Crooks and Cronies" (Regnery 2010). Her e-mail address is malkinblog@gmail.com.


PUBLIC SCHOOLS, PUBLIC MENACE: How Public Schools Lie to Parents and Betray Our Children.
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Heritage Foundation, NAFTA, School Choice And The Destruction Of Traditional Education
By Charlotte Iserbyt

Public and private school choice proposals, being promoted by the Obama Administration, the Council on Foreign Relations (CFR), and the neoconservative Trotskyite/corporate conglomerate, if implemented, will spell the end of traditional education in the United States. Tax-supported school choice proposals affecting public, private, religious, and home school education are the vehicle to change not only the right of Americans to choose what kind of education they wish for their children, but may also result in changing our representative form of government to an unelected council form of government due to one form of school choice, charter schools, run by "unelected councils."

Under the proposed school choice proposals, including Parent Trigger laws, education is being surreptitiously converted from academics to socialist work force training necessary for the United States imminent merging into a global, collectivized economy.

Please see Marc Tucker's letter to Hillary Clinton, 1998, (http://axiomamuse.wordpress.com/2010/09/25/transforming-education-marc-tuckers-dear-hillary-letter/) and also a portion of the text of Carnegie Corporation's 1934 plan to bring about a planned economy through the schools (http://www.deliberatedumbingdown.com/OtherPDFs/Iserbyt_Experimentation.pdf), as well as the information in this article explaining the history of this conversion to a "womb to tomb" totalitarian society. Authentic documentation for the content of this article can be obtained here (http://www.americandeception.com/) and here (http://www.deliberatedumbingdown.com/) (The latter contains a Free Download of the out-of-print 700-page "the deliberate dumbing down of America"). A new abridged and updated (1999-2012) version of the original 1999 copy, which deals with corporate involvement in school to work plans, school choice, International Baccalaureate, the substitution of computers for academic teachers and traditional book learning, UN Agenda 21 (Sustainable Development), the century-long use of values-destroying mental health programs, etc. is available at Amazon.com)

The research used in this article documents the plan to change America from a free enterprise competitive economic system to a planned economy necessary for United States membership in the global economic system. The plan is being implemented in every state in the nation right now! It seems ALL state governors are on board, including Maine's Governor LePage, who we traditional conservatives (NOT Trotskyite neoconservatives) worked our hearts out to get elected as a so-called traditional conservative. LePage was co-opted, prior to his election, by The Maine Heritage Policy Center (affiliated with the national neoconservative Heritage Foundation which has affiliates in most states). Maine Heritage manipulated Governor LePage into supporting all forms of school choice which are essential for work force training.

How many of the Heritage Foundation's supporters (good Americans) realize that the Heritage Foundation came up with the idea for the North American Free Trade Agreement which has resulted in the loss of hundreds of thousands of American jobs? The 1993 Annual Report of the Heritage Foundation of Washington, D.C. dedicated to their twentieth year celebration, revealed the following:

"The idea of the North American Free Trade Agreement (NAFTA) originated with Heritage Fellow Richard Allen and has long been advocated by Heritage policy analysts...The idea of creating a North American free trade zone from the Yukon to the Yucatan was first proposed by Heritage Distinguished Fellow Richard Allen in the late 1970s, refined by then Presidential candidate Ronald Reagan, and further developed in a major 1986 Foundation study (p. 4)."

What we are looking at now in education is a result of NAFTA which got the ball rolling in the development of work force skills standards by the National Skills Standards Board, endorsed by the U.S. Labor Department Secretary's Commission on Achieving Necessary Skills (SCANS) This study originated under Labor Secretary Elizabeth Dole in 1990 and eventually led to the School-to-Work Opportunities Act and the dumbing down of American education curriculum for workforce training. (Foregoing information on role of the national Heritage Foundation in creation of NAFTA and educational restructuring can be found here, page 304).

The above-mentioned types of school choice will be tax-supported, with the tax money following your child. Each child, regardless of type of "choice" education, will have an individual education plan (IEP) determined by decisions made by the school/business partnerships (for which kind of workforce training "they" have determined your child's intelligence/talents are best suited, for their own profit-seeking purposes.) This is the failed communist/socialist job quota system from which millions of foreigners escaped. These immigrants, the backbone of our nation, made enormous sacrifices (some dying on the way!) to come to the United States of America in order to enjoy the upward mobility guaranteed by our free (unplanned) economic system.

Professor Eugene Boyce, University of Georgia, said in regard to the above communist education system: "They (communists) do not educate for jobs that don't exist." No matter what your child wants to be/do in the future (welder or ballet dancer) his freedom to pursue his dreams will be limited by whether he is included in the school/business partnership's "quota" for training.
Example: If he wants to be a welder at the shipbuilding company in your town, he will only be able to get training if he is fortunate enough to be included in the training quota. If the company only needs ten welders, and your son/daughter is No. 11 on the list, he/she will NOT receive training. Ask yourself what this socialist system will do to the spirit of entrepreneurship for which America is so well known?

The choice proposals being recommended by most state Governors will ultimately destroy all forms of education: public, home school, private, and religious. The most lethal form of education choice is tax-supported public schools (charter schools) which have no elected school boards resulting in "taxation without representation." This is an oppressive system which caused our nation to revolt and declare war against the British (the American Revolution, 1776). What is to keep Americans from accepting the unelected council form of government at all levels of government once one of the major sections of our economy (education) is being run by unelected councils? Do Americans think giving up their representative/elective form of government is a good idea? I doubt it.

The Carnegie Corporation's agenda, which has been in effect since its first experiment with Outcomes/Performance-Based Education, known as "The Eight Year Study" (1933-1941), has been and is continuing its agenda to destroy the traditional hierarchical public school with its elected school boards and its K-12, A,B,C,D,F grading system which focused on individual academic excellence. The latter description represented our formerly excellent public education system until passage of the Elementary and Secondary Education Act (ESEA) in 1965 when education became Skinnerian/Pavlovian "outcomes/performance-based" rather than "brain-based." This "new" system is so focused on academic dumbing down it will allow students to graduate at 14 or 21! Google Reinventing Schools Coalition (RISC) to find out what is in store for you and your children, and teachers! You will find out what the reformed education (training) system looks like, giving "successful" (define, please!) schools the Malcolm Baldridge Quality Management Award. This award is traditionally given to corporations like Cadillac! Are our teachers and children to be educated using the same system used to manufacture cars? RISC is already spreading across Maine.

So...not only will private education be destroyed...yes, home schoolers...you too are part of this wicked web. The tax money, if you accept it, will follow the child and that means "your child," not just your neighbor's child, who goes to public, private, or religious school. You had better read the research regarding what is planned for you with virtual (computer) education. Former Secretary of Education William Bennett's Virtual Academy (computer-assisted-learning for home schoolers) is part of the switch from book learning to computer learning. It MUST administer the federal National Assessment of Educational Progress (NAEP) test, the focus of which is at least 50% "politically correct", since it is a charter school and is federally funded. Wake up home schoolers! You are going to be connected with the central education/training unelected "community chief's" computer, just as will be the case with private and religious schools that accept federal money.

All education will/must be sucked into the computerized global system called for by Carnegie in 1934 and Carnegie's minion, Marc Tucker, in the nineties and now. The Director of the Office of Libraries and Learning Technology in my old office, the Office of Educational Research and Improvement, U.S. Dept. of Education, Malcolm Davis, told me in 1981, when I commented to him that computers could allow students to be educated at home: "In the future all education will take place in the home, but we will always have the schools for 'socialization' purposes." What Davis is referring to is the lifelong Womb-to-Tomb education/training/health care/leisure services, etc. system, under the supervision of the unelected "Community Planner/Commissar" and his unelected council. (Does the UN Agenda 21 ring a bell?) Most (old) dictionaries define "council" as a "soviet." Or look up Soviet, and you'll find "unelected councils." See Webster's Encyclopedic Unabridged Dictionary.

Massive documentation exists to substantiate this description of Americans' futures IF they fall for the school choice proposals. This unconstitutional unelective system is known as "regional government." It has been described as "communism" by Morris Zeitlin, a sociologist, in an article he wrote in The Communist Daily World, 1976.

Chester Finn, noted neoconservative education "change agent," is deeply involved in the school choice/work force training agenda. He was the former Assistant Secretary in my old OERI office. Regarding control following the receipt/taking of tax money, he said in 1982: "Short of scattering money in the streets or handing it out to everyone who wants some, the funding agency must define eligible recipients.... This means, in a word, 'regulation,' the inevitable concomitant of public financial support."

Finn also believed the government is obligated to recognize that the private schools it helps support are different from public schools--that it is this "differentness" that makes them supportable. "The other side of the coin," he says, "is the obligation of private schools to recognize certain limits to their differentness and certain ways they must conform to the norms and expectations of a society that values and supports them...."

Some, to be sure, like to think they can have it both ways; i.e., they can obtain aid without saddling themselves with unacceptable forms of regulation. But most acknowledge the general applicability of the old adage that he who pays the piper calls the tune, and are more or less resigned to amalgamating or choosing between assistance and autonomy.

(Quote taken from Finn's article entitled "Public Service, Public Support, Public Accountability," March, 1982 issue of the National Association of Secondary School Principals' Bulletin. Reprinted in "Tuition Tax Credits...A Responsible Appraisal," The Barbara Morris Report, Upland, California, 1983).

Twenty-nine year public school veteran teacher, Steven Schran, and I attended the press conference of Maine Governor LePage, and Maine Heritage Foundation's clone, Commissioner of Education Bowen, held July 24, 2012 in the State Capitol to outline the Governor's plan to change our schools from academics to Work Force Training.

Here is the announcement of the press conference we attended:
For Immediate Release: Tuesday, July 24, 2012
Contact: Adrienne Bennett (207) 287-2531

LePage Administration Sets Education Agenda Reform begins with the ABC's -- accountability, best practices, and choice AUGUSTA

-- Following a report released by Harvard University's Program on Education Policy and Governance (PEPG), Governor Paul LePage and Education Commissioner Stephen Bowen will hold a media conference in the Hall of Flags of the State House on Wednesday, July 25 to discuss Maine's educational system and the Administration's plan moving forward. The conference will begin at 2:00 p.m.

The PEPG report, an analysis of growth trends of student performance in math, reading, and science, ranked Maine 40th out of the 41 participating American states. The study examined test scores from one U.S. series of tests and three series of tests administered by international organizations given to fourth and eighth grade students across the country.

In 1992, Maine was ranked 3rd in the nation in overall test scores, but has fallen nine places since then. Maine is currently ranked 12th in overall test scores -- the lowest of the participating New England States.

Governor LePage and Commissioner Bowen will present in more detail the findings of the PEPG report at the conference, as well as discuss initiatives to improve Maine's educational system.

"This report reaffirms what we already know: that the status quo in Maine is not working," said Governor LePage. "Our educational system has neglected to put its students first, and has therefore failed them. We have a lot of work to do to rejuvenate our academic performance."

Education is a key priority of the LePage Administration, and it is a critical
component to a prosperous economy. Last year, Governor LePage increased funding to general purpose aid for education by $63 million over the two-year budget.

During the 125th Legislature, the Governor led the initiative to allow charter schools in Maine for the first time, giving more choices to Maine families. The Governor also introduced a series of reforms to improve Career and Technical Education in Maine, bringing it back to the forefront of education and Commissioner Stephen Bowen created comprehensive legislation addressing educator effectiveness, making sure Maine's educators are evaluated regularly, given the training and support they need to improve, and are held accountable for student achievement and growth.

"We have come to a pivotal moment for the future of Maine's educational system. We have proof that past methods have not been effective. We now have a chance to change our educational system for the better," said Commissioner Bowen.

For the full findings of the PEPG report, click here. For more information on charter schools and Maine's current educational initiatives, click here.

The Governor's talk was long on "bad" test scores, need for performance-based teaching to the federal test, and accountability, etc. (Are teachers and children considered nothing but Skinnerian/ Pavlovian slobbering dogs with no soul, conscience or free will?) The speech was short on telling the truth which you are reading in this article. Steve Schran had a great sign hanging around his neck which said "Lies, Lies, and More Lies!" My sign quoted from C.S. Lewis, the famous English writer, "When training beats education, civilization dies." The Governor was really upset when he saw us and mumbled something to effect, "Ha, ha, look at those two freaks." He recognized Steve since he had recently had a meeting with Steve during which he promised not to do any of what he is doing right now. He knows me due to a telephone conversation we had the day before he was inaugurated during which I warned him regarding charter schools and their unelected boards! He admitted he would have to do something about the unelected boards. Well, he must have found out you can't have elected boards with charter schools or you end up back where you were with the traditional public school! So he literally did nothing about the problem and went with charter schools.

I did spout words to the effect, "This plan of yours (Marc Tucker Plan) has been in effect since the 1980s!" He wanted everyone to believe what he is doing is simply in regard to Maine's low test scores!!! Of course, the press conference was limited to questions from the press, so we couldn't speak, although I did mutter those few above-mentioned words which it is unlikely anyone heard.

The pathetic press corps is made up of well-meaning young people who don't have a clue. The nightly news carried NOTHING regarding our attendance; i.e. total corporate media control of what Americans are allowed to know about this so-called education reform which is designed to forever change our nation. The average American doesn't have a clue either. He/she doesn't have the foggiest idea that their country is being comfortably merged into the communist/socialist New Global Economic Order, and that their children and their teachers are the guinea pigs being used as fodder (drones) to spin off profits for the global elite.

Governor LePage's talk, and that of his Maine Heritage-controlled Commissioner, Steven Bowen, was long on phony statistics out of Harvard (we are supposed to trust Harvard?) which are designed to convince us that Maine's test scores are bad in comparison to those of southern states.
(So we are supposed to emulate what is being done in Florida, North Carolina, Tennessee, et al?) These states which have traditionally had the lowest academic test scores, in part due to their children being experimented on with the same Skinnerian Effective Schools/Direct Instruction pigeon-training methods since 1965, are all on board with the school choice agenda and work force training. When our system remained an academically-focused one, these states, which were involved in experimentation for the new system, were considered failing. Now that the focus has officially changed to work force training, and the tests focus on training, not academics, these states are considered succeeding. And we are meant to follow in their footsteps? (These southern states and many inner cities have been since 1965 the pilots for the Outcomes-Based Education Skinnerian method which is now being implemented for the rest of the country in order to change our education from academics to work force training!) Take a look at the headlines of the Knoxville News Sentinel for July 27, 2012!

The Governor's speech was short on telling the truth about how traditional education is being targeted for elimination; about how all this low test score hype is simply the means to get Americans to accept yet another reform, like the 1981 "A Nation at Risk" which came out of my old office, and was a farce. Check out The Sandia Report, commissioned by Admiral James Watkins, Secretary of Energy. This report stated the nation's test scores were nowhere as bad as they were stated to be by the so-called phony Commission on Excellence, whose purpose was nothing other than to move us toward a restructured education. This report was successful in carving in stone the future use of Skinnerian method, known as Mastery Learning/Direct Instruction, something traditional teachers had been opposing since 1965's ESEA.

We are looking at a repeat of The National Commission on Excellence's "A Nation at Risk," 1983, using, for the umpteenth time, the Hegelian Dialectic: Create the problem (the very expensive deliberate dumbing down) over a period of 78 years, get people to scream using partially phony statistics, and then, since the public is so incensed over those so-called dumbing down statistics, get them to accept any solution the "change agents" want.

When you see President Obama's Secretary of Education Arne Duncan, who calls for Skinnerian/Pavlovian paying students for good grades, the globalist Council on Foreign Relations, and the neoconservative movement led by the Heritage Foundation, and other tax-exempt foundations and corporations, all supporting TAX-SUPPORTED SCHOOL CHOICE, you MUST start asking yourselves questions about their ultimate goal.

Americans had better wake up to the fact that education is "The" Trojan Horse. Please, for the sake of our children and our teachers, for the sake of our formerly free nation, put aside all your differences related to conservative and liberal, right and left, Republican and Democrat. Please spread the information in this article to everyone you know, including ministers, businessmen, elected officials, college officials, and public and private school teachers and administrators. [The Deliberate Dumbing Down of America]

© 2012 Charlotte T. Iserbyt - All Rights Reserved

For some examples of what various textbooks say, that American children are being required to read, see "Houghton Mifflin" and other links at:


What The? Now Facts Erased From Schoolbooks
You Won't Believe What's Intentionally Left Out From Key U.S. Date
(1984: NWO Elites and Government Re-Write History to Better Indoctrinate Our Youth With)
by Drew Zahn

Drew Zahn is a former pastor who cut his editing teeth as a member of the award-winning staff of Leadership, Christianity Today's professional journal for church leaders. He is the editor of seven books, including Movie-Based Illustrations for Preaching & Teaching, which sparked his ongoing love affair with film and his weekly WND column, "Popcorn and a (world)view."More ?Less ?
Who perpetrated the terrorist attacks of Sept. 11, 2001 -- a group of men merely fighting "for a cause," or a band of radical Muslims bent on violent jihad?

According to a new, comprehensive study of 6th-12th grade textbooks used by schools across the country, America's children are being taught a very different answer to that question than many alive to witness 9/11 remember.

The non-profit organization ACT! for America Education studied 38 textbooks from popular publishers like McGraw Hill and Houghton Mifflin, for example, to determine whether American schoolchildren are being taught the truth about Islam and its role in 9/11.

The report, titled "Education or Indoctrination? The Treatment of Islam in 6th through 12th Grade American Textbooks," compares what it found in the textbooks with 275 historical sources, listing 375 footnoted citations, to conclude that America's textbooks are laced with "historical revisionism."

"This report shines a bright light on a pattern of errors, omissions and bias in the textbooks reviewed," explained ACT! for America Education founder Brigitte Gabriel in an email. "To give you just one example of the errors our research uncovered, in discussing the 9/11 attacks, the textbooks typically fail to mention the perpetrators were Muslims or that they acted in the cause of Islamic jihad. In one book the terrorists are portrayed as people fighting for a cause.

"In just a few years after Sept. 11," she continues, "the history of what happened on that tragic day was rewritten in our school textbooks. Omitting this vital information, that jihad was the motivation for the attacks, makes it difficult, if not impossible, for today's young teens, who don't remember 9/11, to really understand what happened that day -- and why."

According to the executive summary of the report, "The full report reveals a pattern of historical revisionism, omissions and bias in the presentation of all aspects devoted to Islam in these textbooks. These aspects include its theology and doctrines, its role as a world religion, its ongoing struggle with Western tradition and its intrinsic anti-Semitism."

The summary continues, "Textbook errors identified in the report range from egregiously false historical statements to significant omissions and subtle half-truths. Some are blatant and obvious, others are subtle and deceptive. The errors in these textbooks are not grammatical or typographical. They are substantive, significant and often repetitive."

For example, the report notes the textbook "World History: Patterns of Interaction," published by McDougal Littell/Houghton Mifflin in 2007, glosses over the violent birth of Islam and paints its founder, Muhammad, in a glowing light.

"In Medina, Muhammad displayed impressive leadership skills," the textbook asserts. "He fashioned an agreement that joined his own people with the Arabs and Jews of Medina as a single community. These groups accepted Muhammad as a political leader. As a religious leader, he drew many more converts, who found his message appealing."

But did Muhammad win converts among and build a peace accord with the Jews? The study's founders cite several sources and recorded histories in asserting this description is a bald-faced lie.

"This language is a gross falsification of the relationship between Muhammad and the Jews of Medina," the report states. "Muhammad ... expelled two of the Jewish tribes from Medina and destroyed the third, beheading the men and selling the women and children into slavery. This important and essential historical fact of the Medinan period is commonly omitted in the textbooks reviewed, and it is impossible for students to accurately understand the rise of Islam without it."

The report also questioned the textbooks' descriptions of jihad.

"An Islamic term that is often misunderstood is jihad," asserts Houghton Mifflin's 2003 textbook "Across the Centuries." "The term means 'to struggle,' to do one's best to resist temptation and overcome evil. Under certain conditions, the struggle to overcome evil may require action. The Qur'an and Sunna allow self-defense and participation in military conflict, but restrict it to the right to defend against aggression and persecution."

"The term jihad is, indeed, 'often misunderstood,'" the report replies, "primarily because faulty definitions like this are prevalent in academia and the media.

"First, this passage redundantly and incorrectly asserts that jihad warfare is solely defensive in nature," the report continues. "According to the Qur'an , the mandate of jihad includes aggressive warfare for the explicit purpose of making Islam supreme over the entire world. For instance, Surah 9:5 commands Muslims to 'fight and slay the Pagans wherever ye find them, And seize them, beleaguer them, And lie in wait for them in every stratagem (of war)' (parenthetical in original). Surah 9:29 commands Muslims to make war upon 'People of the Book [Christians and Jews], Until they pay the Jizya with willing submission, And feel themselves subdued.'"

The report's executive summary concludes, "It is clear that the textbooks examined throughout this report contain extensive amounts of material that is seriously historically flawed and often unmistakably biased."

Specifically, the report details dozens of ways in which it contends the textbooks stray from accurately teaching about Islam, including the following list, quoted directly from the report's summary:

* The doctrine of jihad is omitted, incorrectly defined, inaccurately described, or understated.
* Faulty description of women's rights under Islam: The oppressive and discriminatory nature of Shari'a law with respect to women is omitted, mischaracterized or understated.
* Omission or minimization of the Islamic slave trade, in sharp contrast with what is typically an extensive and appropriately critical examination of the Atlantic slave trade operated by Europeans.
* Aggrandizement and elevation of Muhammad's character that is contradicted by accepted historical facts.
* Omission or minimization of Muslim conquest and imperialism, in sharp contrast with what is typically an extensive and appropriately critical examination of European and other imperialism.
* False claim of Islam's historical tolerance of Jews and Christians.
* Misrepresentation of Shari'a Law in such areas as its applicability to non-Muslims and the separation of church and state.
* False presentation of the Crusades as the cause of the animosity between Christianity and Islam.
* Faulty historical narrative of the Crusades. Muslims in the Holy Land are commonly depicted as innocent victims of unprovoked aggression who were defending "their" lands against Christian invaders, rather than what is historically accurate: (1) that Muslims invaded and conquered the Holy Land centuries prior to the Crusades; (2) that Christians and Jews were victims of Muslim conquest and aggression centuries prior to the launching of the Crusades; and (3) that the Crusades were launched to wrest back control of the Holy Land from the Muslim invaders and conquerors.
* Chronological revisionism of the historical development of Judaism, Christianity and Islam which incorrectly portrays Islam as preceding Judaism and Christianity and the Muslims/Arabs as the indigenous people in the Holy Land, resulting in the delegitizimation of Israel.
* Treatment of Islamism as though it has no origins within classical Islam and Islam's Holy Books.
* Islamist Holocaust revisionism that attributes the creation of Israel to world guilt over the Holocaust and incorrectly maintains that Arabs were forced to give up land for the survivors of the Holocaust.
* Omission of the fact that the United Nations created a two-state partition for Palestine, one for the Jews and one for the Arabs.
* Omission of the fact that the Arabs refused to accept the offer of an independent Arab state contained in the 1947 United Nations Partition Plan for Palestine.
* False claim of Israel's responsibility for the Palestinian refugee problem.
* Omission of the fact that the PLO's recognition of Israel's right to exist was and remains a verbal recognition only, contradicted by the unrevised PLO charter.
* Inaccurate claim that most Middle Eastern terrorist groups have roots in the Israeli-Palestinian conflict.
* Omission of the fact that Islamic jihadists target Americans not only for their support of Israel but also for what they consider the "decadent nature" of Western way of life that threatens the spread of Islam throughout the world.
* Failure to explain why the Islamic jihadists targeted the World Trade Center and the Pentagon and to identify the fourth target as the White House.
"Perhaps the greatest disservice done to students," the report concludes, "is the net effect of the accumulation of these errors -- the creation of a faulty historical narrative that not only misrepresents Islam but creates an inaccurate comparison between Islam, Christianity and Judaism, and between the Muslim world and the West. Regardless of the issue -- slavery, conquest and imperialism, the Crusades, the Arab-Israeli conflict, to name a few -- Islam and the Muslim world are not generally held to the same rigor of historical analysis that the textbooks apply to Christianity, Judaism and the West."

But to many Americans, the politically correct nature of handling 9/11 may be the most surprising.

The report, for example, quotes the textbook "Horizons," published by Harcourt in 2005: "On Sept. 11, 2001, the United States was the target of a horrible act of terrorism, or violence to further a cause."

The report explains, "The statement that the 9/11 attack was carried out to 'further a cause' is left undefined. There is no mention that the 'cause' was Islamic jihad."

It continues, "Rarely are the terrorists identified as Muslims, and the jihadist motivations for their actions are omitted. Omitting these two critical facts leaves students with an incomplete, and thus inaccurate, understanding as to why 9/11 happened."

ACT! for America Education claims it has sent the executive summary of its finding to over 70,000 state and local school board members nationwide. In addition, the executive summary contains a list of recommended actions on its final pages, for those who, according to Gabriel, want to "wake up America to what this report has uncovered."

Textbook analysis report released today!
March 19, 2012

Textbook analysis report released today!PUBLIC SCHOOLS, PUBLIC MENACE: How Public Schools Lie to Parents and Betray Our Children.
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How public schools expose innocent children to often shocking sexual material in so-called sex-education classes.
How public schools pressure parents to give their children potentially dangerous, mind-altering drugs.
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Heritage Foundation, NAFTA, School Choice And The Destruction Of Traditional Education
By Charlotte Iserbyt

Public and private school choice proposals, being promoted by the Obama Administration, the Council on Foreign Relations (CFR), and the neoconservative Trotskyite/corporate conglomerate, if implemented, will spell the end of traditional education in the United States. Tax-supported school choice proposals affecting public, private, religious, and home school education are the vehicle to change not only the right of Americans to choose what kind of education they wish for their children, but may also result in ch