Even the briefest survey of man’s civilization highlights a redundancy of the “rise and fall” of world Empires. History validates that many World Powers rested securely because they possessed the most modern weaponry, astute military strategists, astonishing engineering feats, renowned politicians and a worldwide economy. But the unimagined occurred…the World Power lost its power.
There is one historical constant—a nation ascends to the apex of the world’s power. Its economy is the desire of all, its strength is envied and it presents the promise that if any can live within its borders then all problems will vanish. However, this constant has an ominous corollary—with every “rise” comes a “fall.” National greatness is fragile. Many great Empires have been erased and shuffled to obscurity (i.e. the Hittite Empire). National greatness celebrated by one generation can be surrendered by the next generation.
The history of civilization validates the troubling fact that nations focused on self are destined for the dust bins of history. The very instant that the national attention is turned toward personal gratification and moral standards are ignored, a decay of that nation begins. Consequently, all of their great accomplishments (politically, economically, militarily and religiously) become a tragic footnote in the evolving chronicle of earth’s history.
There is only ONE absolute means for total security of a nation. That security is a national adherence to and willing consent with the Almighty God’s directions. “Blessed (happy, fortunate, to be envied) is the nation whose God is the Lord, the people He has chosen as His heritage” (Psalm 33:12).
The tragic redundancy of civilization’s rise and fall is being repeated in our “modern” era. The record of the sociological movement of the world (and particularly our nation) traces a number of events that have decimated the God-ordained family unit, erased the morality and ethos of civil behavior, and repudiated the necessary trust for divine strength and protection. An observable move away from a focus on the Lord God Almighty of the Bible and toward mortal knowledge has been recorded. Personally, I think the movement possibly began with the repudiation of God and the supernatural at the turn on the 18th Century. This rejection of God became evident with World War 1. The aftermath of the Great War brought sociological shifts of unimagined damage to those seeking “freedom” from God.
The current Presidential election is a cultural war that will decide the fate of the United States of America. After November 3, 2020, Americans will see either the total “transformation” of our nation or the opportunity of the citizenry to reclaim the “greatness” that characterizes the “exceptionalism” of America. I believe this is a valid point that many ignore.
Today’s cultural war has been highlighted with specificity in the comments of the presumed Democratic Presidential candidate—Joe Biden. Biden, and the Democratic Party, proposes a number of disastrous promises. The final form of the Democratic platform of the campaign is yet to be released but we are given strong hints as to their real objectives. This article highlights perhaps the most destructive objective of the Democratic Party.
I recall in public high school homeroom every day we would stand and face the flag of the United States of America place our hands over our hearts and recite the pledge of ALLEGIANCE to this nation. Then we would be seated as a classmate would select his/her favorite biblical text, go to the front of the class and read that text from a Bible that was always openly displayed on the teacher’s desk. The daily Bible readings were simply scheduled—we would go down the desk rows and each day the reading would be given and the next sitting in the row would be expected to come to homeroom with his/her Bible reading ready. After the Bible reading the homeroom teacher would lead the entire class in the Lord’s Prayer. In this fashion, the public educational system reminded pupils of our heritage of faith and their required fidelity to uphold elementary civics.
But, in 1962 the United States Supreme Court held, in Engel v. Vitale, that it was unconstitutional for students to be required to recite official prayers in the public schools. That ruling slowly disseminated until today it is impossible to mention basic Judeo-Christian beliefs or profess allegiance to our nation’s Constitution.
This heinous development is now highlighted by the Democratic Party’s presumed Presidential candidate.
Monday 20 July 2020 Joe Biden spoke to the Million Muslim Votes Summit. On a video call with Sharia law advocate and radical Islamic activist Linda Sarsour, Biden said, “If I have the honor of being president, I will end the Muslim ban on day one, day one.”
Adding to this flagrant repudiation of America’s basic foundations, Biden said that American children should be taught more about Islam in schools. “One of the things I think is important, I wish we taught more in our schools about the Islamic faith.”
Biden continued praising Islam: “Hadith from the Prophet Muhammad instructs, ‘Whomever among you sees a wrong, let him change it with his hand. If he is not able, then with his tongue. If he is not able, then with his heart.'” Muhammad, the founder of Islam owned slaves, partook in the slave trade, viewed women as a possession on the same level as a camel, commanded terror and ruthlessness toward any one not a Muslim. And these evils are now simply redefined as actions of the Islamic “heart.”
Joe Biden’s stated position is clear: “I wish we taught more in our schools about the Islamic faith.”
The United States of America was founded upon the principles enunciated by the Lord God Almighty—Jehovah of the Bible. NOT by the angry Allah of Islam who delights in blood, gore and oppression.
How benevolent is this Islamic religion which Joe Biden wishes to upon our public schools? It is a religion marked by terror, hatred, bloodshed, bigotry, cruelty, arrogance, and all other evil attitudes and actions of Satan. It has stood against every humane principle upon which our great nation was founded.
Recently the Daily Caller News Foundation published an article with this title: “Islamic school tortures and chains kids between 2 and 10 years old, Children finally free form horrific nightmare” (July 22, 2020). It reported an incident in Nigeria. I have experience in Nigeria and specifically with the Boko Harem. Dealing with Islam always involves conflict just as reported in this article. Fifteen children were freed after being held and tortured at an informal Koran school in Nigeria. The children were found with scars and wounds, indicating they were tortured. Three chains used to tie the children’s legs were recovered. The children’s ages ranged between two and ten. Unregulated Islamic schools are common in Nigeria and often exposed for gross mistreatment of students.
Now, do YOU understand that this is the reality which Joe Biden, and the Democratic Party, seek to bring to the public schools of the USA? This is the coming reality of the Muslim objective in Michigan when the police are defunded and no law exists, THEN Sharia Law will be installed!
Joe Biden and the Democratic Party are delighted that public prayers to Jehovah God and the readings of the Bible are banned. They are delighted in contemplating the introduction, teaching and enforcement of Islamic Sharia Law! They blasphemously reject Jehovah God of the Bible and eagerly embrace Allah of the Koran!
God’s judgment will come upon our nation just as it has historically fallen upon any nation that rejects Him. The most modern weaponry, astute military strategists, astonishing engineering feats, renowned politicians and a worldwide economy cannot forestall this judgment! God’s prophet spoke to such a nation saying, “You are of no account, and your work amounts to nothing; he who chooses you is an abomination…Behold, all of them are false; their works are worthless. They are wind and emptiness” (The Bible, Isaiah 41:24, 29).
Note:John Kachelman, Jr.is a Christian patriot, preacher, and missionary for Jesus Christ to foreign countries. He lives in Montgomery, AL.
Public schools do hold good teachers who want to follow the best education practices and who object to the indoctrination of the LBGTQ agenda, but they are being penalized.
When the National Education Association (NEA) partnered with a radical homosexual and transgender group known as the “Human Rights Campaign” to create “welcoming schools,” a lot of public-school teachers felt uncomfortable, if not outraged. But when the groups sent out a mass e-mail encouraging teachers to ask young children what “pronouns” they prefer — he, she, they, z, tree, and so on — that was a bridge too far for many.
In a video produced as part of the campaign, two transgender children discuss their preferred pronouns with each other. One of the children prefers the plural pronoun “they,” while the other, who claims not to be a boy or a girl, prefers “zee.” Seriously. After that, the two children discuss the alleged need to “educate” their own teachers, especially substitutes, on the supposed importance of using the newly invented pronouns that students choose for themselves.
If that all sounds crazy, that’s because it is. Teachers are already finding themselves in hot water for refusing to play along with the madness. Indeed, teachers such as Peter Vlaming at West Point High School in Virginia have already been fired from their jobs for refusing to refer to girls using male pronouns, and vice-versa. In California, teachers say they are required to submit to the gender madness or be fired, too.
Polling data reveal that the number of Americans who recognize that children are being harmed by the government-school system is growing. Indeed, about seven out of 10 parents would prefer not to send their children to government schools at all. But it is important to recognize that it’s not just children who are victims of the education establishment. Increasingly, public-school teachers are being ordered to tolerate, aid, or perpetrate evil — or leave. And many good teachers are being driven out.
In interviews with The New American, almost a dozen current and former public-school teachers expressed serious concerns about the changes taking place in “education.” Some had already been ordered by superiors to violate their conscience and common sense in order to comply with outlandish statutes, regulations, or policies. Others know full well that the day is fast approaching when they will have to choose: Obey the system, or obey God and their conscience.
Transgender Locker Rooms
At Chasco Middle School in Pasco County, Florida, it was a day just like any other day for physical education teacher Rob Oppedisano — at least until his principal walked into the locker room, shut the door, and asked to have a chat. “There is a girl identifying as a boy who is going to be in here, changing and showering,” Oppedisano recalls the principal saying, adding that he was told he would have to be in there supervising it all.
Naturally, Oppedisano, a Christian, told his boss that there was no way he could stand in there and watch a minor girl get undressed. He explained that it would be inappropriate to subject the boys in his class to that, too — especially without even notifying their parents. “I told him, ‘I just can’t do that,’” Oppedisano told The New American in a phone interview. “He came back and said to me, ‘Rob, I don’t want you to lose your job over this. Why don’t you just think about it, and we can talk later.’”
Still, Oppedisano resisted, noting that there was no written policy on this, while asking that the school district get involved. Eventually, the district sent over an attorney, who held a two-hour meeting advising Oppedisano to comply — or else. The lawyer also claimed, falsely, that Oppedisano was the only one who had a problem with the idea of a girl changing and showering in the boys’ locker room.
The attorney said parents would not be notified and that the district was not at all concerned about lawsuits, Oppedisano recalled. “He said we are the largest employer in Pasco County and that we get sued all the time anyway,” the PE teacher said.
Then, the lawyer from the district offered a transfer, which Oppedisano declined. “What good would that do if the policy is the same?” he asked. The district operative then warned Oppedisano that he could lose his job and even his teaching certificate, meaning “I would never be able teach in Florida again,” Oppedisano recalled about that meeting. “I said ‘No, I don’t want to lose my job, but I’m not going to quit on these kids, and their parents need to know.’” The union representative, instead of standing up for teachers, also urged Oppedisano to surrender.
Then, the big day came. “She came in, just walked right by us, and the boys ran out half dressed, and said, ‘Coach, we have a problem, there’s a girl in the boys’ locker room!’” Oppedisano recalled about that day. “But there was nothing we could do. After that, throughout the whole semester, my principal or assistant principal would take the girl in the locker room with the boys, and I’d just sit in the hallway.”
Obeying God, or Men
And now, that is one of the issues the superintendent is upset about — he felt Oppedisano’s job duties required him to watch the underage girl undress, something that just a few years ago would have landed him in prison, and for good reason. Without the non-profit Christian legal group Liberty Counsel representing him, Oppedisano believes he already would have been fired.
While that gender-confused student has moved on, the unwritten “policy” remains firmly in place. So Oppedisano is just waiting until the next “transgender” student comes along to make similar demands, and for the administration to retaliate. He does not hold it against his boss, though, knowing full well that the demands came not from the school administration, but from “above their heads.” There have been claims of “federal mandates,” but Obama’s bizarre and flagrantly unconstitutional rules on the subject were promptly repealed when President Trump took office.
Either way, Oppedisano cannot watch a girl undress. “Between the morals and the safety issues, being a follower of Jesus Christ — and remember, innocent kids are being put in a really bad situation here — I wanted no part of that,” Oppedisano said, getting emotional. “I fought for the parents too. They should have been involved. This is a serious situation. And it wasn’t just the boys. What about the girl, being put in there with a bunch of boys? It is bad for the staff too. Any way you look at it it’s a bad situation. It’s just terrible policy.”
And girls in the boys’ locker rooms is just one part of the problem. “It’s all coming in,” he said. “More and more of the LGBT agenda is being put out there. I also teach a health class, and they are starting to present the LGBT stuff in a positive manner. It’s definitely coming. I don’t know why it’s happening or where it’s coming from or how it got started. All I know is these policies — we’re supposed to call children by the name they prefer, then we are supposed to try to hide it when their parents come in. It’s happening here, and in other places.” Most parents still have no idea, Oppedisano added.
For Christians and other faculty members of faith, the situation is looking increasingly grim. “If a policy is going to force you to go against what you believe in, you’re not going to have too many choices,” he said. “They wanted to put me out of work and they refused to tolerate my beliefs. If you’re a Christian and you stand up for something, you can rest assured that that would be looked upon as behavior that’s not going to be tolerated. That puts a lot of pressure on us — either we suppress our faith and give in, or we stand up and live by what we believe.”
Blatant Discrimination Against Christian Teachers
The hostility and discrimination against teachers in public schools is now a nationwide problem. When teacher Roxie Hunter decided to become the sponsor for the Christian club at her public school in Phoenix, Arizona, for instance, she never could have imagined the persecution that would be unleashed against her and her students. From trying to prevent them from wearing Christian T-shirts to seeking to ban Bibles on campus, government education officials went wild in the effort to suppress the Christian student club.
“We were discriminated against in many instances,” Hunter told The New American in Phoenix in an on-camera interview about the group, known as “Lions for Christ.” While teachers could actively participate in other student groups, including highly controversial ones, Hunter was barred from doing anything at all with her Christian students. “They said it was against the Constitution,” Hunter explained when asked what the school administration used as a pretext to persecute the Christian club.
Hunter was not buying it. “I explained to them that it was against the Constitution in the USSR, but not in the United States of America,” she said. “They also said the courts had ruled that we couldn’t do certain things. So I had to do the research, and I found that many of the things that were said were basically rumors that had been passed along.”
In reality, courts have consistently upheld the right of students and teachers to do precisely what Lions for Christ was trying to do. “Students have the right to assemble, they have the right to pray, and they have the right to bring their Bibles to school,” she said, adding that many of her students had been told they were not allowed to do those things by school officials.
Quackery Must Be Used, or Else
Aside from ordering teachers to violate their conscience, the education establishment is also forcing teachers to teach in ways that go against what they know is best for their students. In interviews with The New American, numerous teachers expressed serious concerns. Some left the public-school system altogether to avoid becoming complicit in harming children, while others are still fighting.
Kim Pendleton, who has been involved in education for over 15 years, saw firsthand the carnage being unleashed on children and educators by the Obama-backed national standards known as Common Core. “Many teachers feel the creators of Common Core were idiots who knew nothing about education and child development,” she told The New American, giving examples of the wildly inappropriate standards used to ensure that children fail to learn properly. “I know in my heart this is not true. The powers that be knew everything about child development and created a system for failure, frustration and illiteracy.”
After seeing firsthand the damage being wrought on children, Pendleton knew she had to get out. She now teaches at Freedom Project Academy. “The only reason that public education has not completely crumbled yet is one thing: educators who know better,” Pendleton explained. “I am acquainted with many of them, and they are priceless. However, they are leaving, either through retirement or abandonment. Their mental health is taking a toll. I am not sure how long it will be before it all collapses, but if we continue on this path, it will happen.”
Pendleton often felt conflicted between doing what was right, and doing what the system demanded — especially in reading and writing. The curriculum used for reading and writing, for instance, was a disaster. “The lessons were convoluted and were more akin to pep talks as opposed to actually teaching good writing and reading,” she explained, adding that Common Core and the dysfunctional sex-ed were not helping children at all. “The ones who did well usually had an educated family and had been ‘taught’ fundamentals long before they arrived at school.” Even experts involved in the writing of Common Core have warned that it does not reflect reality in terms of how students learn to read.
The modern classroom environment is also totally out of control, Pendleton explained, noting that student misbehavior consumes an enormous amount of classroom time and is getting worse. “I was often dealing with that as opposed to teaching,” she recalled. “I was sworn at by third and fourth graders and punched one year. There were little consequences for students, and when they figured that out, the behavior escalated.”
And when teachers go against the harmful system, they face retaliation, Pendleton said. Among other tactics, such teachers are given poor evaluations. Many of them are scared to speak out, too, because their salary and their retirement is at stake, forcing many teachers to remain silent even though they know all of this is wrong.
Aaron Potsick has been teaching for almost two decades. During that time, he has seen things go downhill, fast. “There is much less value placed on quality teaching and more value placed on the newest pedagogy put forth by the state and curriculum companies — and it changes every year,” he told The New American. “It’s more of how well can you parrot what you’re told. Each year the newest ‘best practice’ is shown, and countless professional developments are given on how to teach better. Everything from the last month or year’s ‘best practice’ is thrown out the window. Teachers are constantly having to learn new curriculum and teaching strategies and leave behind proven models.”
Even the teaching of actual subjects is low on the priority list unless it is being tested, Potsick said. “The way to ‘perform’ is to get the testing topics covered and adhere strictly to those topics,” he explained, adding that which material is taught or not taught is controlled in this way. “Any additional information that the district or the state doesn’t deem as ‘important’ is not taught. To teach outside the guidelines means you are falling behind the others you are ‘competing’ against and then your class will not perform as well.”
“This all clearly leads to all of our students’ learning being a ‘mile wide and an inch deep,’” continued Potsick, who taught middle-school history in his final years in a public school before going on to teach through private alternatives, mostly online. “As you know, teaching something as intricate and important as Civics without context is to not really teach it at all. If there is no foundation for why, then there is no understanding, which leads to our students being easily politically misled and influenced — just what our country needs!”
The teacher training was often suspect, too. “There was always the underlying liberal mindset that was encouraged,” he explained. “The underlying idea of America as being characterized by slavery and Native American devastation was regularly covered as an underlying element of lesson ideas. This was clearly accepted by the vast majority…. At my school, we regularly had teachers telling the students how horrible Trump was and condemning his actions without anything close to the full story.”
Potsick also noted that there have been a number of things he was ordered to teach and do that made him uncomfortable. In history, for instance, he had a mandated textbook that included an entire factually challenged chapter on supposed “American Imperialism,” demonizing America and Americanism.
And then more recently, the system began pushing “Social and Emotional Learning” (SEL) that really made him uncomfortable. During his last two years, it even had “mandated SEL time in all classrooms,” he explained. “It started innocent enough: learning conflict resolution skills, dealing with anger, being a good friend, and so on. But then, it began overtly pushing ideology.” Indeed, teachers were even ordered to show videos glorifying homosexuality, transgenderism, bisexuality, and more. As a Christian, Potsick refused, but the school had not yet worked out a system to check on every class to ensure the LGBT propaganda was being foisted on students.
Even though he has witnessed the rapid deterioration of education since the beginning of the 21st century, Potsick also said very few teachers are willing to go against the status quo in a meaningful way. “The whole system from college classes in education to get your degree, to teacher training, to many administrators’ expectations; it’s such a monolith that not many challengers get through,” he said. “When they do, they usually just leave because they get worn down.”
Eventually, Potsick left, too. “I left because teaching became less about what I could bring to the table as a teacher and more about the extra stuff that was meaningless to a real education,” he said. Other concerns included not being able to give children the failing grades they deserved, having to deal with outrageous behavior including threats and flagrant disobedience only to have children lie about the teacher, and so on.
“Schools are developing more and more mindless, entitled future citizens that expect to get things their way, without any hard work, because that’s what they get at public schools!” he continued.
Teachers Not Valued, Scared to Speak Out
As an elected member of his local school board, teacher Ted Lamb has a unique vantage point from which to consider the “many problems” he sees plaguing the government education system. Being a teacher today “can be very challenging,” he told The New American after attending a “Rescuing Our Children” talk by this writer this summer. “The bureaucracy of mandates, policy, and standardized curriculum with assessments has destroyed many things in education.”
Like Potsick, Lamb has felt conflicted between doing what is right — and doing what the system demands. “Giving grades that students did not deserve has been the big one,” he said, pointing to decisions made by administrators that he knew would cause “significant issues.” Other problems include “the lack of teaching critical skills,” the “overkill of bureaucracy,” and the endless “unnecessary mandates” that represent an enormous burden. Another concern is Common Core and controversial sex-education programs, which Lamb said “absolutely” do not benefit students.
Teachers and their knowledge and experience are not valued by the system, either. “We are not asked about key and important policies,” he said. “Many times teachers are treated as though they are replaceable.”
But again, echoing a constant theme heard throughout The New American’s conversations with teachers across America, Lamb said teachers were scared to speak out about all the problems they see. “Teachers are scared to speak out across the nation because of perception of what has happened to their colleagues,” he said, noting that there can be “retaliation” when a teacher goes against or even questions certain policies. “If you do not agree with the policy of the district or division then you are ‘blackballed’ many times.”
Teachers Under Siege
Despite several generations of indoctrination and dumbing down — especially in colleges of education across America — there is still a large number of amazing teachers and administrators working in the public-school system. There are, for instance, still teachers who risk the ire of the education establishment or worse by ignoring Common Core mandates and secretly teaching children how to read using systematic, intensive phonics instruction. There are also those who ignore the mandates and teach their students real American history, including the Christian history of the United States and the fact that America’s Founders were fighting for God-given rights.
Unfortunately, the system is increasingly turning against those great educators, working to force them into submission or early retirement. Countless teachers, faced with those grim alternatives, have already left the system. Many more will be leaving in the years ahead as the system gets better at weeding out dissenters. While it is indeed true that there are still great men and women inside the system, it is also true that they are severely limited in what they can do.
Americans should encourage and pray for the brave teachers who are still holding the line, but no more children should be sacrificed to the false idol of government schools. To survive as a free society over the long term, the rest of America should follow the lead of public-school teachers who are far more likely than parents as a whole to educate their children in private schools or at home, according to a 2015 survey conducted by Knowledge Networks for the journal EducationNext. That is because they know what is going on.
American leaders have been hostile to God for over a century. Our cultural landscape has been re-shaped because of it. One of the most recent battles involves a High School in West Virginia.
The Rutherford Institute, led by John Whitehead, has a press release this week which once again shows the depth and nature of this war against Christianity. A high school student-led club called Youth Alive in Weston, West Virginia has practiced posting sticky notes with inspirational messages to encourage each other on a bulletin board in one of the hallways. It is student-led, featuring Young Republicans, Young Democrats, Youth Alive, and other groups–all which use the board.
The trouble apparently came when students began posting Bible verses of a self-help nature on the board. That was too much for the Lewis County High School administration, which promptly shut down the bulletin board completely. No Bible allowed. It probably would have still been in use had students posted a quote from Karl Marx such as “Workers of the World, Unite!”
The nature of the America’s struggle is here seen. It is The Bible that is under assault. With concerns over a non-constitutional measure called “Separation of church and state,” the Lewis County High School actually has capitulated to the onslaught of secular forces in America.
John Whitehead, a constitutional attorney, comments, “What a missed opportunity to support young people in their efforts to find positive, constructive methods of engaging with fellow students who might be struggling with feelings of depression, unhappiness and stress.”
Whitehead has been fighting this secular onslaught for forty years. “Not only is the removal of these inspirational notes a clear act of censorship that violates the First Amendment,” he said, “but it also sends the disheartening message to young people that school officials care more about doing what is politically correct than doing what is right.”
The Rutherford Institute is leading the legal fight for liberty in Lewis County, demanding the Youth Alive be allowed to re-post inspirational notes, including selections from Bible verses. Students need faith, encouragement and forgiveness in a world where people are broken-hearted, alone, insecure, stressed and confused. The Lewis County High School has actually violated the First Amendment and the Equal Access Act, a federal statute that guarantees religious and political clubs equal rights in public schools.
Two things here. One, the First Amendment is designed to forbid government from endorsing or supporting one particular church in the Christian world—nothing to do with removing Bible, Christianity, or godly principles from the public square. The forbidding of “establishment of religion” in the First Amendment simply refers to a “National Denomination” in the sense that America was to have a State Church supported by public taxes.
As a matter of fact, Fisher Ames was the Founding Father who offered the final wording of the First Amendment. From his own writing it is clear that “religion” means “single Christian denomination.” The original version of the amendment, proposed in the Senate on Sep. 3, 1789, stated, “Congress will not make any law establishing any religious denomination.” The second version read, “Congress shall make no law establishing any particular denomination.” The third version reads similarly.
Note that the word “religion” is interchangeable with “denomination.” The founders were unanimous that the First Amendment merely forbade the establishment of a National Church. It had nothing to do with excluding God from the public square, least of all from schools. But what do secularists care about original intent?
Second, Dr. Samuel Mitcham, Jr., a military historian who has authored the recent It Wasn’t About Slavery: Exposing the Great Lie of the Civil War, stated in a recent interview on the American Liberty with Bill Lockwood radio show, that which we term “political correctness” is actually nothing less than Cultural Marxism. Everything has a place in the market-place of ideas—except the Bible.
Dr. Mitcham knows whereof he speaks. A college professor for over twenty years and author of more than 40 books on military history and the culture, Dr. Mitcham is right on target. Who would have guessed that none the less than Karl Marx would have been the dominant force in American political “correctness” within two hundred-fifty years of his Manifesto?
MADRID — Inmates at government schools in Canada and beyond are being absolutely terrorized with “climate” alarmism, to the point that some of them were convinced that they will die in just 8 years unless the United Nations is given more power and money. Scientists have compared the tactics and hysteria to those used by cults and dictators.
The poor children were absolutely terrified. “We are gonna die! I don’t want to die!” screamed one little child during a propaganda session on “climate” forced on 2nd and 3rd graders at a public school in Toronto. A concerned parent who reached out to FreedomProject Media about the scandal, Lejla Blazevik, said her 8-year-old daughter told her the rest of the class had joined in, too.
Her own daughter, Joylaea Blazevic, got home from school after the indoctrination and recounted what happened at school that day: “She’s like: ‘Mommy, they said that we’re going to die in eight years.’” Even believers in the man-made global-warming hypothesis, including child psychologists, told media outlets reporting on the traumatic incident that it was “inappropriate.”
Among other things, the video featured Swedish girl Greta Thunberg scolding adults. The video included the now-infamous remarks: “People are suffering. People are dying. Entire ecosystems are collapsing. We are in the beginning of a mass extinction and all you can talk about is money and fairytales of eternal economic growth. How dare you!” After that, a clock counting down 8 years was shown to the students, causing panic.
Ms. Blazevic vowed not to give up in this fight. “Again, my concern is for the 7- and 8-year-old children in this grade 2nd and 3rd class who may still believe that they’re going to die,” the mother told The Newman Report in an email before the story became an international scandal following an article in Canada’s National Post. “Also, the parents of these children need to be notified.”
School officials have issued contradictory responses to the scandal, ranging from denying and downplaying it, to apologizing and claiming it was for the children’s own good. On several occasions, according to emails obtained by The Newman Report, administrators claimed that it was just one student who yelled about dying. School officials also later claimed that the student in question had a habit of shouting that.
But not according to Ms. Blazevik, who wondered which of the contradictory statements by school officials were lies. “It was most of the children in the class who exclaimed ‘I don’t wanna die’ and not only one child,” she told The Newman Report. Indeed, the concerned mother spoke to a 7-year-old girl from her daughter’s class in front of that girl’s father, “and she said that she was happy that she’s going to die soon because that meant that she didn’t need to get married,” Blazevic recounted.
School officials also later claimed that students were “debriefed” and that the “nerves” of the children were “likely calmed” by re-assurances that they would not die from supposed man-made warming in 8 years. “My daughter is the best student in class, she attends school regularly and she is sure that the class was never corrected, not even on that day, during the presentation,” Blazevic said, expressing concerns that government-school employees were misleading parents and students.
School officials claimed the purpose of the propaganda video was actually to help the children to “resolve” the supposed problem of man-made climate doom. “Once again, we regret the impact the video and clock had on Joylea,” Prinipal Michael George told Blazevic in an e-mail obtained by FreedomProject Media. “Our intent is always to create critical thinkers & problem solvers with a perspective of contributing to the well-being of our global community.”
Meanwhile, in Germany, outraged citizens protested after the state-broadcaster showed video footage of young school children being taught to sing that their grandmothers are “pigs” for eating meat and driving gasoline-powered cars. “Every day my grandma fries herself a pork chop,” the seemingly happy children sing. “She does it because discount meat costs nearly nothing, my grandma is an old environmental pig!”
All over the United Nations COP25 “climate” summit in Madrid in December, meanwhile, brainwashed children ran around screaming about the alleged need to dismantle free markets, patriarchy, the economy, Western civilization, and more. They also demanded that the UN loot Western taxpayers, ban airplanes and “fossil fuels,” restrict meat consumption, and much more.
Leading scientists in Madrid, such as Princeton physicist and Trump advisor Dr. William Happer, warned that this was the behavior of a dangerous “cult.” “I hope sooner or later enough people recognize the phoniness of this bizarre environmental cult and bring it to an end,” said Happer, who added that the UN and governments were “wasting our time talking about a non-existent climate emergency.”
Clearly, though, the children are being prepared for something big. Former Vice President and discredited “climate” guru Al Gore, for instance, was quoted in the UN’s propaganda book “Rescue Mission Planet Earth: A Children’s Edition of Agenda 21” calling for a “worldwide monitoring system staffed by children … designed to rescue the global environment.”
The mass-murdering totalitarian regimes of the 20th century such as those of National Socialist (Nazi) Adolf Hitler and Chinese Communist butcher Mao Tse-Tung relied on remarkably similar tactics to those now being deployed against Western children. With a combination of fear-mongering, indoctrination, and propaganda, these savage regimes drove a wedge between parents and their children, turning the children against their families to facilitate the destruction of liberty.
The results were deadly and catastrophic. Indeed, those tyrants collectively slaughtered hundreds of millions of people and enslaved billions more. It is time for parents to step in and put a stop to it — now — before it gets too far out of hand.
Parents should be able to hand the government even more responsibility for raising their children, Democrat U.S. Senator Kamala Harris of California believes. To help make that a reality, she introduced an unconstitutional bill that would keep school doors open until 6 PM or later, as well as during the summer months.
Dubbed the “Family Friendly Schools Act,” Harris’ bill would help further obliterate the family, replacing parents with government school officials for almost the entire life of a child. Under the plan, American taxpayers would be forced to provide even more tax money to government “education” so that parents could spend even less time with their children.
If approved, the legislation would start by bribing 500 government schools across America into creating “activities” for children from 8 AM or before until 6 PM or later. The schools, part of a pilot program, would be required to provide “high-quality, culturally relevant, linguistically accessible, developmentally appropriate academic, athletic, or enrichment opportunities” during that time.
That means millions of children would be eating three government-provided meals per day at their government schools, further cementing the government’s role as provider in the child’s mind. Next up: Bed-time stories and goodnight hugs for children from government bureaucrats, so that parents do not have to worry about those parental duties, either.
The Orwellian scheme would also plow over $1 billion — to start with — into creating “21st Century Community Learning Centers” at public schools across America. These institutions would subject some 2 million American children to what Harris’ press release described as “summer programming,” thereby eliminating summer vacation.
While parents typically spend an hour or two with their children on an average day, government has them captive for about eight hours per day, five days a week, for at least 14 years. In total, children who start school in Kindergarten will spend over 20,000 waking hours in government care, compared to around one fourth that much time with their parents.
Harris pointed to her mother working “long hours” as a reason why America needs children to be in government schools for more hours. Apparently “juggling” school schedules and work is a “common cause of stress and financial hardship,” said Harris, who is descended from slave owners and whose own father has lambasted her disgusting “identity politics.”
“But, this does not have to be the case,” Harris continued, because apparently Uncle Sam is going to make it all better by taking even more money from people to somehow help them deal with their “financial hardship.” Proving that she would destroy a proper understanding of justice if elected in her long-shot bid for the presidency, Harris added: “Justice for students and working families is on the ballot.”
Of course, totalitarians have long believed that government ought to play a much larger role in the raising of children. Indeed, Hitler, Stalin, Lenin, Mao, Castro, and countless other socialist and communist tyrants throughout the 20th century sought to usurp the role of parents in raising the next generation, always with horrific results.
In America, Big Government mongers have similar dreams. Obama’s Education Secretary Arne Duncan, for instance, openly called for government boarding schools that would have some children 24 hours per day, seven days per week. Hillary Clinton argued two decades ago that it takes a (government) “village” to raise a child. And the Obama administration released a policy document seeking home visits that referred to parents as “equal partners” in the raising of children.
As American children get dumber and dumber — not to mention more immoral — with each passing year in public school, it is incredible that somebody could seriously propose increasing the amount of time spent there. What U.S. children need is more time with their parents and less time as inmates in the government’s indoctrination centers. Harris should be ashamed of herself.
Buddhist indoctrination and meditation techniques are being forced on government-school children across America under the harmless-sounding term “mindfulness,” sparking a growing wave of opposition and legal challenges. Critics said imposing it in public education is not just wrong, but illegal as well. Children as young as 5 are being ordered to participate.
While the controversial program claims to be a “secularized” version of Buddhist practices that have traditionally been viewed as occult and dangerous by Christians, critics are nevertheless sounding the alarm. And despite claims of being “secular,” it does not take much digging beneath the surface to detect the obvious anti-Christian nature of the “mindfulness education” schemes.
In America, the ideas were pioneered by Jon Kabat-Zinn, who established a “Mindfulness-Based Stress Reduction” program at the University of Massachusetts Medical School in the late 1970s. Since then, “mindfulness” educators boast of reaching hundreds of thousands of American school children. Millions in taxpayer funding from local, state, and even federal governments have been spent on “mindfulness” education, too.
But the religious and spiritual overtones are hard to ignore. In a video on “Mindfulness in Education” by expert Amy Burke, the very first quote comes from an Indian guru and so-called “World Teacher” by the name of “Jiddu Krishnamurti,” from his book “Education and the Significance of Life.” The decision to quote this particular character guru offers significant insight into what this is all about.
This guru, who was adopted and trained by the head of a Luciferian cult known as the “Theosophical Society,” was blunt about his pagan agenda. “You want to have your own gods – new gods instead of the old, new religions instead of the old, new forms instead of the old – all equally valueless, all barriers, all limitations, all crutches,” Krishnamurti explained.
“Instead of old spiritual distinctions you have new spiritual distinctions; instead of the old worships you have new worships,” the guru said. “You are all depending for your spirituality on someone else, for your happiness on someone else, for enlightenment on someone else; … you must put them all away and look within yourselves for the enlightenment, for the glory, for the purification, and for the incorruptibility of the self.”
Burke, a “mindfulness” advocate and educator, also promoted the idea that children must be taught to listen to their “heart.” But for Christians, that is more than a little problematic. In Jeremiah 17:9, the Bible warns that the heart is “deceitful above all things” and “desperately wicked.” In the New Testament, Mark 7:21 warns that “out of the heart of men, proceed evil thoughts, adulteries, fornications, murders.”
But Burke insists it is needed. “The fact is that listening to our heart … is the key to living a fulfilled life,” she claimed, completely disregarding the biblical view on the issue. “It’s what helps, makes us, more authentically ourselves. And it’s hard to do. But mindfulness is a practical tool that can help students cultivate this inner understanding.”
Alarmed by all this occult indoctrination at odds with Christianity, a coalition of teachers and students is working with the American Center for Law and Justice (ACLJ) to fight a legal battle against it. According to the group, government schools are not allowed to mandate participation in these “mindfulness” curricula without violating the law.
The ACLJ noted that Buddhist principles are “clearly” embedded in the mindfulness programs being imposed on school children — principles such as the “observance of all thoughts and feelings without judgment; the belief that life is cyclical and humans are inherently good; and the idea that we are magnificent and all happiness can be achieved through self-discovery and self-reliance.”
Critics lashed out. “Whatever happened to the separation of church and state that liberals scream about when the mere mention of God is made in schools?” wondered author and commentator Dr. Ileana Johnson. “Why are we allowing Far East mystical practices to come into our public schools under the guise of stress management? Why are our children being constantly experimented on by the latest fad pushed by liberals/progressives who view the classroom and our children’s minds and future as their laboratory?”
Another prominent critic, education researcher Debbie DeGroff, exposed the “mindfulness” program in 2014. “These practices are harmful to our children,” she warned. “What other programs, curriculums, and practices are you unaware of?… The time is now to get your children out of these government experimental laboratories.”
As The Newman Report has documented for years, it seems every religion in the world is not only welcomed in American government schools, but encouraged with tax money — every religion, that is, except Christianity, the foundation upon which America and Western civilization were built. Unless Americans put an end to this tax-funded anti-Christian indoctrination of children, it will eventually put an end to America.
Government schools in Michigan are under fire after an investigation by the Thomas More Law Center, a non-profit legal group, exposed a massive tax-payer funded propaganda program glorifying Islam and denigrating Christianity. Teachers were targeted in the controversial scheme, with the expectation that they would pass the lies on to their students.
The investigation began after TMLC discovered that teachers were being forced to take a two-day “training seminar” on Islam. The program, run by a Muslim “consultant” and self-proclaimed “social justice” advocate, bombarded hundreds of public-school teachers with anti-American and anti-Christian extremism masquerading as “culturally responsive teaching.”
Among other concerns, the training program was “riddled with falsehoods and errors of omission that were clearly meant to deceive,” the Law Center explained. For instance, there was no truthful information provided to teachers on either jihad (holy war) or Sharia (Islamic) law, which are two of the cornerstones of Islam.
Teachers were told that while the Bible had been changed, the Koran had come straight from Allah to Muhammad. “Her message was clear: The Koran is superior to the Bible,” the Thomas More Law Center explained in a statement about its findings, adding that the Muslim “consultant” was paid $2,500 per day to indoctrinate teachers.
The “consultant,” Huda Essa, also dismissed concerns about terrorism, saying it had nothing to do with Islam. Perhaps not surprisingly, the program also taught Michigan teachers that white Christian males were more dangerous to the public than Islamic extremists whose holy book commands them to wage never-ending war against infidels. Essa accused America of “genocide,” too, while ignoring Islam’s 1400 year history of exterminating non-Muslims across the Middle East and North Africa, TMLC said.
“We found that the teachers were subjected to two days of Islamic propaganda, where Islam was glorified, Christianity disparaged, and America bashed,” said Richard Thompson, president and chief counsel of the Law Center, after the investigation was completed. “This type of infiltration amounts to an Islamic Trojan horse within our public-school systems. No other religion gets this kind of special treatment in our schools.”
As part of the investigation, the Law Center filed a Freedom of Information Act request for documents related to the workshop. Within the materials received, the conservative-leaning non-profit legal group obtained audio recordings of the “diversity” presentation forced upon Michigan teachers.
What Thompson found most disappointing about the ordeal was the fact that not a single one of the over 400 teachers subjected to this particular “training” session publicly challenged the bizarre teachings. It was not immediately clear whether this was due to fear of reprisals, agreement with the consultant’s extremism, or other causes.
Similar tax-funded “training” seminars for educators by the same Islamist have taken place in California, Georgia, Texas, Florida, and more. In fact, the consultant’s website openly brags about all the educators across America who have been subjected to the same propaganda, which has been filtering down into school classrooms for years.
It seems that, with one key exception, any and all religions are now being welcomed and promoted to gullible children in government schools in America today — Islam, Hinduism, Buddhism, Humanism, Atheism, and so on, are all celebrated. By contrast, only Christianity and the Bible, the foundations that America and the West were founded upon, is blacklisted, ridiculed, denigrated, and openly attacked.
Especially in a Christian nation like America, this tax-funded anti-Christian indoctrination should be considered totally unacceptable. It represents an existential threat to liberty, peace, and prosperity. Parents and taxpayers need to stop these abuses now, before the ongoing “fundamental transformation” America becomes impossible to reverse. Protecting one’s own children is a great place to start.
One of the most troubling aspects of the “education reforms” currently being advanced by the Obama administration and its allies is the unprecedented monitoring and tracking of students — invasions of privacy so pervasive George Orwell might blush. Everything from biometric data to information on children’s beliefs and families is already being vacuumed up. Opponents of the “reform” agenda have highlighted the cradle-to-grave accumulation of private and intimate data as among the most compelling reasons to kill the whole process.
Aside from data produced by the looming Common Core-aligned national testing regime, most of the data-mining schemes are not technically direct components of the plot to nationalize education standards. However, the vast collection of personal information and the accompanying data-mining are intricately linked to the federally backed standards in multiple ways, not to mention myriad other federal schemes. Despite protestations to the contrary, the new standards and the data collection go together hand in hand.
Efforts to portray the data gathering via Common Core-aligned testing as a “state-led” plot notwithstanding, the Obama administration is reportedly considering raising phone taxes by executive decree to help subsidize the necessary technology. Why federal tax increases would be needed to pay for education and data-mining schemes that the federal government is supposedly not involved in has not been explained by officials, but experts and analysts say the reason is obvious.
Already, there are numerous systems being used and deployed across America aimed at compiling unprecedented amounts of data on students. Some are run by private organizations with government assistance; others are operated by authorities directly. All of them are extremely controversial, however, with parents and privacy advocates outraged.
Among the data schemes that have received a great deal of attention in recent months is “inBloom.” As with the new national education standards called Common Core, it is also funded by Bill Gates and the Carnegie Corporation. With at least nine states participating in the $100 million program already, the non-profit entity, which shares data with whomever authorities choose, is quickly gobbling up vast quantities of information.
Respected experts such as attorney Michael Farris, president of ParentalRights.org, pointed out that the United Nations Convention on the Rights of the Child committee has repeatedly pressured governments to create similar national databases on children, albeit using different pretexts. Even liberals have expressed opposition. “Turning massive amounts of personal data about public school students to a private corporation without any public input is profoundly disturbing and irresponsible,” said New York Civil Liberties Union Executive Director Donna Lieberman, slamming authorities for failing to disclose the scheme or offer parents an opt-out.
In conjunction with inBloom, other systems are being funded and largely directed by the federal government itself. Using the same unconstitutional process as the one used to foist Common Core on state governments — a combination of federal bribes, waivers, and more — the Obama administration all but forced cash-strapped states to start monitoring and tracking student information, or to expand their existing systems.
Previous administrations and U.S. lawmakers also contributed to the problem, with the foundations having been laid decades ago. Before Obama, the Bush-era No Child Left Behind Act, for instance, among myriad other demands, called on states seeking federal funds to create “unique statewide identifiers” for each student. Under Obama, the process has accelerated at an unprecedented rate.
The stimulus-funded “Race to the Top,” a so-called school improvement scheme demanded by Obama, only distributed taxpayer funds to states that agreed to build and expand data systems, with the secretary of education specifically requesting interoperable databases to facilitate the collection and transfer of data. Massive bribes to states from the $50 billion “State Fiscal Stabilization Fund” conditioned on acceptance of Common Core and expanded data tracking, also part of the “stimulus” package, were critical in advancing the plot as well.
Boasting about the “stimulus”-funded coercion of state governments on data regimes during a speech to UNESCO, the deeply controversial UN “education” agency, Education Secretary Arne Duncan lauded the program.
“More robust data systems and a new generation of assessments can assist teachers and principals to improve their practices and tailor their instruction in ways that were largely unthinkable in the past,” Duncan continued. “We have advanced data systems that we are constantly improving.” Duncan wants other governments and the UN to follow the Obama administration’s lead on data gathering, he explained.
The administration helped pay for expanding “state” systems with an eye toward integrating them. Some $315 million in federal grants, for example, were used to bribe state governments and help them comply. However, the specific grant scheme, known as the Statewide Longitudinal Data Systems (SLDS) program, actually began handing out taxpayer money in 2005.
As of 2009, the latest year for which figures are available on the Department of Education’s website, 41 states and Washington, D.C. had been awarded federal SLDS grants to expand their data systems on students. Experts say all 50 states now maintain or are capable of maintaining huge databases on the vast majority of American kids.
According to the Department of Education, the goal of the SLDS grants is to have states “expand their data systems to track students’ achievement from preschool through college.” The Education Department’s National Center for Education Statistics offers slightly more detail about the SLDS scheme online: “Through grants and a growing range of services and resources, the program has helped propel the successful design, development, implementation, and expansion of K12 and P-20W (early learning through the workforce) longitudinal data systems,” it explains. “These systems are intended to enhance the ability of States to efficiently and accurately manage, analyze, and use education data, including individual student records.”
Cradle to Career Data Collection
Of course, all of the data collected must be shared with the U.S. Department of Education and other entities within and outside the federal government. Acting unilaterally, U.S. Education Secretary Arne Duncan even purported to overrule federal privacy laws by promulgating new “regulations” gutting the Family Educational Rights and Privacy Act (FERPA). Some lawmakers expressed outrage, but the process continues.
“As part of what you described as a ‘cradle to career agenda,’ the Department of Education is aggressively moving to expand data systems that collect information on our nation’s students,” wrote Rep. John Kline (R-Minn.), now chairman of the House Education and Workforce Committee, in an early 2010 letter to Duncan. “The Department’s effort to shepherd states toward the creation of a de facto national student database raises serious legal and prudential questions.”
As Kline points out in the letter, there is good reason to believe that the administration is again flouting federal law. “Congress has never authorized the Department of Education to facilitate the creation of a national student database,” he explained. “To the contrary, Congress explicitly prohibited the ‘development of a nationwide database of personally identifiable information’ … and barred the ‘development, implementation, or maintenance of a Federal database.” Despite no mention of the Constitution, multiple federal statutes are cited in the correspondence.
Apparently, the administration does not take kindly to having its alleged violations of the law exposed. While it couldn’t fire Rep. Kline, the Education Department did reportedly dismiss its top privacy official, then-Family Policy Compliance Office chief Paul Gammill. According to a 2010 report in Inside Higher Ed, Gammill was fired after he “argued in internal meetings and documents that the department’s approach to prodding states to expand their longitudinal student data systems violated the Family Educational Rights and Privacy Act.” The Education Department refused to comment on the case, though it openly admits that one of the long-term goals of the SLDS program is to “make education data transparent through Federal and public reporting.”
According to the Department of Education, grants awarded to states under the program are aimed at supporting the creation and implementation of systems “that have the capacity to link individual student data across time and across databases” and “promote the linking of data collected or held by various institutions, agencies, and States.” Among the data to be included are the yearly test records of individual students mandated under the 1965 Elementary and Secondary Education Act. “States are encouraged to include additional information in their longitudinal data systems,” the department continued.
In another Education Department document offering “guidance” on the SLDS schemes, further insight is offered into what sort of information authorities are seeking and collecting. Among the “Personally Identifiable Information” outlined in the report: name, parents’ names, address, Social Security number, date of birth, place of birth, mother’s maiden name, and more.
Other private and protected data that might be collected, the document suggests, include the “political affiliations or beliefs of the student or parent; mental and psychological problems of the student or the student’s family, sex behavior or attitudes; illegal, anti-social, self-incriminating, and demeaning behavior; critical appraisals of other individuals with whom respondents have close family relationships; legally recognized privileged or analogous relationships, such as those of lawyers, physicians, and ministers; religious practices, affiliations, or beliefs of the student or the student’s parent; or income.” While the collection of such data in surveys and questionnaires funded by federal tax dollars requires parental consent under federal law, state-level collection does not. Plus, experts say there are numerous other potential loopholes as well.
So Much for Student Privacy
Much of the information vacuumed up at all levels of government already makes its way into a national Department of Education scheme known as “EDFacts.” The department describes it online: “EDFacts is a U.S. Department of Education (ED) initiative to collect, analyze, report on and promote the use of high-quality, kindergarten through grade 12 (K-12) performance data…. EDFacts centralizes data provided by state education agencies, local education agencies and schools.” Under EDFacts, state education agencies submit some 180 data groups. The federal National Center for Education Statistics, meanwhile, describes over 400 data points to be collected.
The U.S. Department of Labor, separately, admits that it is working to “integrate workforce data and create linkages to education data.” According to the department’s “Workforce Data Quality Initiative,” the SLDS will “enable workforce data to be matched with education data to ultimately create longitudinal data systems with individual-level information beginning with pre-kindergarten through post-secondary schooling all the way through entry and sustained participation in the workforce and employment services system.” When combined with information from the IRS, ObamaCare, the NSA, and countless other federal data-collection schemes, the picture that emerges has critics very nervous.
As technology advances, the federal government’s Orwellian data gathering will — without action to stop it — almost certainly expand beyond most people’s wildest nightmares. In fact, it already has. Consider, for example, a February 2013 report by the Department of Education dubbed Promoting Grit, Tenacity, and Perseverance: Critical Factors for Success in the 21st Century. Included in the 100-page report is information about technology already being used in an Education Department-funded tutoring program.
“Researchers are exploring how to gather complex affective data and generate meaningful and usable information to feed back to learners, teachers, researchers, and the technology itself,” the report explains. “Connections to neuroscience are also beginning to emerge.” (Emphasis added.) The technological tools already being used by federally funded education schemes to probe students’ minds and “measure” the children include, as described in the report, “four parallel streams of affective sensors.”
Among the devices in use today through a federally funded tutoring scheme is a “facial expression camera” used to “detect emotion” and “capture facial expressions.” According to the report, the camera is linked to software that “extracts geometric properties on faces.” There is also a “posture analysis seat” and a “pressure mouse.” Finally, the report describes a “wireless skin conductance sensor” strapped to students’ wrists. The sensors collect “physiological response data from a biofeedback apparatus that measures blood volume, pulse, and galvanic skin response to examine student frustration.” Again, these systems are already being used in government-funded programs, and with technology racing ahead, developments are expected to become increasingly troubling.
Another Education Department report, entitled Enhancing, Teaching and Learning Through Educational Data Mining and Learning Analytics, acknowledges similarly alarming schemes. “A student learning database (or other big data repository) stores time-stamped student input and behaviors captured as students work within the system,” it notes. “A predictive model combines demographic data (from an external student information system) and learning/behavior data from the student learning database to track a student’s progress and make predictions about his or her future behaviors or performance.” (Emphasis added.)
All across the country today, Big Brother-like technological developments in biometrics are also making schools increasingly Orwellian. Earlier this year in Polk County, Florida, for example, students’ irises were scanned without parental consent. “It simply takes a picture of the iris, which is unique to every individual,” wrote the school board’s “senior director of support services” in a letter to parents. “With this program, we will be able to identify when and where a student gets on the bus, when they arrive at their school location, when and what bus the student boards and disembarks in the afternoon. This is an effort to further enhance the safety of our students. The EyeSwipe-Nano is an ideal replacement for the card based system since your child will not have to be responsible for carrying an identification card.”
In San Antonio, Texas, meanwhile, a female student made national news — and exposed what was going on — when she got in a legal battle with school officials over her refusal to wear a mandatory radio-frequency identification (RFID) device. The same devices are already being implanted under people’s skin in America and abroad — albeit voluntarily. Also in the biometric field, since at least 2007, children in states like Pennsylvania, West Virginia, and New Jersey have been fingerprinted at school under the guise of “school lunch” programs and other pretexts.
Despite fierce opposition, the trend toward using biometric data to identify and track students while collecting unimaginable amounts of information is accelerating. The federal government is helping lead the way toward abolishing any vestiges of privacy, and aside from NSA spying on virtually everyone, students appear to be among the primary targets. Without major resistance, experts predict that someday — perhaps even in the very near future — biometric identification will become ubiquitous. Combined with all of the other data being collected, the federal government may finally achieve what was sought by tyrants throughout history: detailed 24/7 information on everything, about everyone.
Our nineteenth-century legal theory (individual right, contract, ‘a man can do what he likes with his own,’ etc.) was based on the conception of the separate individual. Mary Parker Follett, The New State
What is more important to people than their children? If people aren’t willing to stand up and fight for their children, we cannot expect them to care enough to stand up for anything else. Anyone who is not homeschooling their children, or working with them daily to undo the brainwashing done at schools, is giving his or her children over to be, at best, useful idiots. You don’t believe this is being implemented now? UNESCO’s Education 2030, goal 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, . . and the promotion of global citizenship.
All those who are complaining about what is wrong need to stand up and do something about it. They don’t have to do it alone; there are organizations out there fighting to get schools back to teaching instead of indoctrinating, others that are working to stop Agenda 21/2030, and those protecting property rights. Every issue has organizations working against the globalism being inculcated on every level of society. But parents must be parents; they must protect their children. Parents need to grow up and man up now, or they must accept the responsibility when their children become snowflakes, because that is the only product coming out of our schools (other than those addicted to the drugs prescribed them for ADD, ADHD, etc., brought on by the ‘teaching’ methods).
Our schools are the breeding ground for anti-individualism.
Throughout the whole cycle of public education the child’s relationship with his family complements and guides his relationship with his peers and school.
When the child is in preschool, his contact with his parents will be fairly intensive. The parents will actively participate in his education and spent considerable time in the institution itself. For this reason the institution should be close to the parents’ residence.
During that time of the child’s education in the general ‘s school community, the relationship with his parents changes in character. Contact becomes less frequent (only a few times a week) and is related to holidays. Hands the interaction of children and their parents make take place either with in the educational institution or in the parents’ home. In either case, it requires a specific and yet to be defined spatial organization. To some up: the first foundations of Communist personality are established in nurseries through the relationship of children with their peers and preschool groups the personality further develop some primary groups during the earliest grades. These are excellently suited to foster the unfolding of all aspects of a child’s potential.
While millions of Americans now homeschool their children, too many more Americans have no idea why these parents are going to the trouble when there are ‘perfectly good schools in every neighborhood’. Twenty years ago Charlotte Iserbyt wrote The Deliberate Dumbing Down of America, in hopes of waking up all of America to the mind controlling, morally relativistic, and bringing about radical change to the our educational system.
The system is working exactly as planned; the problem is that the American public has been fooled into thinking the plan is to educate our children. Oh, no. The plan is, as Iserbyt says, “. . . the gradual transformation of our once academically successful education system into one devoted to training children to become compliant human resources to be used by government and industry for their own purposes.”
We are evolving now a systems of ethics which has three conceptions in regard to right, conscience and duty which are different from much of our former ethical teaching: (1) we do not follow right, we create right, (2) there is no private conscience, (3) my duty is never to ‘others’ but to the whole.
Man cannot live by taboos; that means stagnation. But as one taboo after another is disappearing, the call is upon us deliberately to build our own moral life. . . .. It is we by our acts who progressively construct the moral universe; to follow some preconceived body of law – that is not for responsible moral beings.
Teachers no long educate, they are now change agents teaching what the powers-that-be want our children to believe is reality when it is anything but. Again from Iserbyt, “The reason Americans do not understand this war is because it has been fought in secret—in the schools of our nation, targeting our children who are captive in classrooms. The wagers of this war are using very sophisticated and effective tools:
Hegelian Dialectic (common ground, consensus and compromise)
Gradualism (two steps forward; one step backward)
Semantic deception (redefining terms to get agreement without understanding).”
an interpretive method, originally used to relate specific entities or events to the absolute idea, in which an assertable proposition (thesis) is necessarily opposed by its apparent contradiction (antithesis), and both reconciled on a higher level of truth by a third proposition (synthesis). from the Free Dictionary. Basically, it is like our Congress now – there are two ‘opposing’ sides who pretend to be bitter enemies looking for the best mediated answer. But that answer is where those two sides had decided to end up, but knew that it was not good for the citizens, just themselves, so they did this little dance to distract us from reality.
This war has been going on for over 150 years – talk about ‘gradualism’! From John Dewey, “Upon the ethical side, the tragic weakness of the present school is that it endeavors to prepare future members of the social order in a medium in which the conditions of the social spirit are eminently wanting.”
And John D. Rockefeller, “I don’t want a nation of thinkers. I want a nation of workers.”
As to semantic deception, I’m sure every thinking person can identify it every day as we listen to MSM. It is the NewSpeak of today.