The lessons learned by students in these incidents cited above are more insidious than is apparent. Consider this attack on the very foundation of democracy – the vote:

“There’s a big election controversy at a California middle school after the principal discovered that not enough black or Latino students were elected to office. Principal Lena Van Haren’s decision to withhold the results of the student government elections angered parents and students at Everett Middle School in San Francisco (of course).

 “It’s not okay for a school that is really, really diverse to have the student representatives [be] majority white,” she told the San Francisco Chronicle.“The easy thing would have been to announce the results and move on. I intentionally did not choose the easy way because this is so important.”

 There were no allegations of voter intimidation or voter fraud. There were no reports of hanging chads. And there were no incidents involving ballot boxes that malfunctioned. So what was the problem? According to the newspaper – which, not surprisingly, saw no important issues at play – there were no “English learners” among the winners. I’m assuming that’s what they’re calling kids who don’t speak a lick of English these days. Black and Latino students were underrepresented as well.

 The problem, it appears, is that the principal didn’t like who got the most votes. In other words – too many white kids got elected. For the record, white, Asian and mixed-race students were the highest vote-getters, the newspaper reported. The principal held the election results for more than a week – and then sent a note to parents about how to have a more representative government.

 “This is complex, but as a parent and a principal, I truly believe it behooves us to be thoughtful about our next steps here so we have a diverse student council that is truly representative of all voices at Everett,” she wrote in a message to moms and dads. So the principal seems to think that boys and girls should vote for representatives based on the color of their skin and not the content of their character?

 “I feel like it is disrespectful to all the people who were running,” student Sebastian Kaplan told television station KRON. “The whole school voted for those people, so it is not like people rigged the game, but in a way – now it is kind of being rigged.”

 The principal defended her un-American behavior by explaining that she just wanted to promote diversity. “This is middle school – it’s not a presidential election,” she said. “It was not about hurting democracy or putting diversity over democracy.” The school district called the entire electoral mess a “learning opportunity.”

 And it should be a learning opportunity. I hope Principal Van Haren will immediately enroll in a civics class and a U.S. Government class. Meanwhile, school administrators are meeting later this week to consider how to get more non-white kids involved in politics. One idea, the principal suggested, is to just add more student government positions. Now that sounds like something the federal government would do. [Wait a minute – that is what the federal government already does – and they learned that trick from their icon, FDR, in the 1930’s!]

 Principal Van Haren told the Chronicle that she just wants everyone’s voice to be heard. But that doesn’t make sense to kids like Sebastian. “The organizers are saying things like, ‘we want everyone’s voice to be heard,’ but in truth, the voters’ voices are not being heard,” the seventh grader told KRON. This astute student is apparently the only adult in this school.

 So, how many real “falsehoods confirmed” [or, basic PLDC principles confirmed] did this principal’s decision allow? [How many terribly wrong lessons did the entire student learn?] Let me count the ways.

  1. Elections don’t matter.
  2. Results don’t matter.
  3. Quotas do matter.
  4. Skin color does matter.
  5. A person’s character doesn’t matter.
  6. All power resides in the government – in this case, the city government.
  7. The press and media will not work hard to protect the rights of the citizens from government corruption.
  8. Not all persons are created equal and are endowed by their creator with inalienable rights.
  9. Some persons are more equal than others.
  10. This public-school principal has no idea how children learn.
  11. In today’s progressive America – diversity trumps democracy.

See how many more you can come up with!

And, from the other side of the fence, this attack on critics of the progressive/liberal canon:

“A Duke University professor was defiant after the school last week condemned his “noxious” and “offensive” words in a letter published in The New York Times in which he compared African-Americans unfavorably to Asian-Americans. The school’s rebuke came after a student backlash against Political Science Professor Jerry Hough, 80, whose May 9 letter sought to address racism and the Baltimore riots. Hough said African-Americans don’t try to integrate into society, while Asians “worked doubly hard” to overcome racism instead of blaming it.”

“Every Asian student has a very simple old American first name that symbolizes their desire for integration,” he wrote on May 10. “Virtually every black has a strange new name that symbolizes their lack of desire for integration.” Duke students and faculty blasted Hough last week, and the school told The News & Observer of Raleigh that he was placed on leave and that 2016 will be his last year at the school.

 “The comments were noxious, offensive, and have no place in civil discourse,” said a Duke spokesman. “Duke University has a deeply held commitment to inclusiveness grounded in respect for all [except, obviously, not for Dr. Hough], and we encourage our community to speak out when they feel that those ideals are challenged or undermined, as they were in this case.”

 But Hough, in an e-mail to an ABC affiliate, said political correctness is getting in the way of thoughtful and frank debate.

 “I am strongly against the obsession with ‘sensitivity,'” Hough wrote. “The more we have emphasized sensitivity in recent years, the worse race relations have become. I think that is not an accident. I know that the 60 years since the Montgomery bus boycott is a long time, and things must be changed. The Japanese and other Asians did not obsess with the concentration camps and the fact they were linked with blacks as ‘colored.’”

 Hough even played the “Coach K” card, referencing beloved and legendary Duke basketball coach, Mike Krzyzewski, in his email.

 “Coach K did not obsess with all the Polish jokes about Polish stupidity,” Hough wrote. “He pushed ahead and achieved. And by his achievement and visibility, he has played a huge role in destroying stereotypes about Poles. Many blacks have done that too, but no one says they have done as well on the average as the Asians.”

 Citing privacy, the university would not comment on the professor’s future at the school, the station reported. University officials say Hough has been on a standard academic leave for the 2014-15 school year.”

 Just a note to Duke: Respect must be earned. Other than respect for the rights of all human beings, ethnicity, gender, size, shape, hair color or any other accidental trait is not an automatic qualifier for some special deference. Since Professor Hough is a PhD, he deserves Duke’s respect for his intellect and academic accomplishments, not distain for voicing an opinion with which they might not agree.

At the very least, they should offer Dr. Hough an opportunity to defend his thesis. Perhaps there are data to back up his assertion. Perhaps Duke could easily refute his thesis rather than attempt to shut him up through humiliation and thereby actually add some value to the race conversation.

Let’s do our own research. The most popular baby names for Asian-Americans (2010): Isabella, Sophia, Mia, Emily, Olivia; Jayden, Daniel, Ethan, Michael, David. The most popular baby names for African-Americans (2016): Jasmine, Jada, Hayley, Diamond, Destiny; Anthony, Brandon, Caleb, Cameron, Christian. There, that wasn’t too hard, we have disproved the professor’s theory and no one got hurt — but that’s not the PLDC way. Political correctness requires punishment and bans forgiveness.

 And, a note to Dr. Hough: The term for these overly sensitive people – who seem to always be offended by everything and anything and can’t help themselves so they whine and complain to the progressive/liberal/Democrat cabal – snowflakes. Here’s hoping they are just as transitory.


 “Sommer Bauer tells of her son being given The Nation of Islam handout at Harold McCormick Elementary School in Elizabethton, Tennessee. The handout asked “What does it take to be on Mount Rushmore?”

 The handout then explains that George Washington hailed from Virginia, a “prime breeder of black people.” Of Theodore Roosevelt, it was alleged he called Africans “ape-like.” There were also disparaging remarks made of Thomas Jefferson (he enslaved 200 Africans) and Abraham Lincoln [at one time he considered repatriating freed blacks to Africa].

Her story has remained consistent. The teacher gave Sommer two explanations for what happened in the classroom. The superintendent gave a third. She said her jaw dropped when she followed the link to a website that was listed on the handout. Imagine her surprise when up popped the Nation of Islam home page.

The Nation of Islam believes there is no God but Allah. They also aren’t all that keen on white folks or Jewish folks. “It raised a number of red flags,” she said. “They are basically saying our Founding Fathers are racists (by contemporary standards).”

Sommer said she reached out to the teacher for an explanation – hoping it was an honest mistake. “At first, she did not recall which paper it was,” she said. “Later in the day, she found the paper and told me she didn’t like what it said – and said she must have printed it by mistake.”

The teacher also told Sommer that her son was not supposed to take the Nation of Islam handout home. It was supposed to stay in the classroom. That bit of news also caused her great alarm.” [I feel like I’m living in some alternate universe here.]

Sorry, I also found this:

“Publishing giant HarperCollins has been selling an atlas that scrubbed Israel from the face of the Earth in a bid to cater to Middle Eastern nations.

It says it was “developed specifically for schools in the Middle East.” It claims to provide students an “in-depth coverage of the region and its issues.” The atlas shows Syria, Jordan and even Gaza, but the name Israel does not appear on it, according to a story first reported by the Catholic publication, The Tablet.

“HarperCollins regrets the omission of the name Israel from their Collins Middle East Atlas,” HarperCollins UK wrote on its Facebook page. “This product has now been removed from sale in all territories and all remaining stock will be pulped. HarperCollins sincerely apologizes for this omission and for any offense it caused.”

Reviewers were not kind about the omission. “Failing to recognize its existence is horrifying and it’s a shame that in 2014, such nonsense still goes on,” one reviewer wrote. [Using the word omission is, of course, a lie. This book went through numerous cartographic and geographic editors and we are supposed to believe that no one noticed. Academia gets an F for this falsehood!]

So, how did this happen? [The truth is that] Collins-Bartholomew, a subsidiary of HarperCollins that specializes in maps, told the Tablet that it would have been “unacceptable” to include Israel in atlases intended for the Middle East. They had deleted Israel to satisfy “local preferences.” But both Gaza and the West Bank are clearly marked on the map! Some apology!

And finally, it has come to this:

 “A public high school has been accused of radical Islamic indoctrination by forcing children to profess the Muslim statement of faith, ordering them to memorize the Five Pillars of Islam and teaching that the faith of a Muslim is stronger than the average Christian, according to a federal lawsuit.

 Thomas More Law Center filed the lawsuit for parents. They accuse La Plata High School in Maryland of subjecting their teenage daughter to Islamic indoctrination and propaganda. And when a parent complained – the school banned him from campus.

 “Defendants forced [parents’] daughter to disparage her Christian faith by reciting the Shahada, and acknowledging Mohammed as her spiritual leader,” Thomas More president Richard Thompson said. The Shahada is the Islamic Creed, “There is no god but Allah, and Muhammad is the messenger of Allah.” He said that for non-Muslims, reciting the statement is sufficient to convert one to Islam.

“The course also taught false statements such as: Allah is the same God worshipped by Christians and Islam is a ‘religion of peace’ according to Thompson.”

 Good grief. It sounds as if somebody turned La Plata High School into a taxpayer-funded Madrassa. A spokesperson for Charles County Public Schools [said] they have not seen the lawsuit and declined to comment. Also named as defendants were the Charles County Board of Education, principal Evelyn Arnold and vice-principal Shannon Morris.

 The lawsuit, filed in federal court, alleges that students spent only one day studying Christianity and two weeks studying Islam – similar to findings in other States, like Tennessee. “During its brief instruction on Christianity, defendants failed to cover any portion of the Bible or other non-Islamic religious texts, such as the Ten Commandments,” the lawsuit states. “Instead, the class included disparaging remarks about Christianity and the Pope.”

 Students were also allegedly instructed that “the Islamic religion is a fact while Christianity and Judaism are just beliefs.”

“Such discriminatory treatment of Christianity is an unconstitutional promotion of one religion over another,” Thompson said. “United States Supreme Court precedent does not create a double standard that allows for the promotion of Islam in our public schools while disallowing and silencing teachings of Christianity and Judaism,” the lawsuit states.

 According to copies of classroom assignments, the school taught that “Most Muslims’ faith is stronger than the average Christian.” Show me that data. They also instructed students that Islam is a peaceful religion and they treated conquered nations with kindness and respect. On a side note, I’m sure there are plenty of Syrian and Iraqi Christians who would love to weigh in on that classroom lesson.

 The school also served as apologists for the Islamic faith, according to a handout titled, “Islam Today.” “Nowhere in the Koran does it say you will go to paradise if you martyr yourself with a suicide bomb [only that you kill infidels – leaving the method up to the Islamic killer],” the handout stated. “Important: The majority of Muslims do not live this way.” The school also instructed students on jihad [in reality] “a holy war waged on behalf of Islam as a religious duty; [as] a personal struggle in devotion to Islam especially involving spiritual discipline.”

 If La Plata High School wanted to teach children about jihad, they should’ve replayed the video footage of what happened on September 11, 2001 – or the Boston Marathon bombing – or the San Bernardino massacre or the Chattanooga attacks – or the beheadings – including all of the audio and blood.

 The incidents alleged in the lawsuit occurred during the 2014-15 school year. One parent, who is a Marine veteran, called the school on Oct. 22, 2014 to voice his alarm over his daughter’s assignments. He requested his daughter be allowed to opt-out of the lessons and be given an alternative assignment. The following day the vice principal told him that his daughter was required to take the class and would receive “zeros” on any incomplete assignments even if the assignments violated the family’s religious beliefs and heritage.

 On Oct. 24th, Wood was notified by the school’s resource officer that he would no longer be allowed on school property – for any reason whatsoever. The parent contends in the lawsuit that he never threatened any physical harm against the school or anyone in the school.  The lawsuit alleges the ban is unfounded and retaliatory.

 As just one of several reported, it is clear that, at least some of, our public schools have become indoctrination centers – promoting Islam and marginalizing every other religion.

 Columnist Todd Starnes has reported on similar incidents across the country. Why hasn’t the Freedom From Religion Foundation weighed in? What about the American Civil Liberties Union? Their silence is peculiar. He suspects their reaction would have been a bit different had La Plata High School been baptizing children and forcing them to memorize John 3:16.”

 Ask yourself just what kind of people would sanction this in a public-school. Your conclusion should frighten you.

 What is the result of all of this ad hominem activity across the country by these educational-jihadists in all of the public education constituencies – federal, state and local government education departments; university academicians; administrators; school boards; activist-teachers; text book producers; etc.?

The result is millions of young Americans not prepared to attain the American dream through their own initiative, training, discipline and hard work – to stand on their own two feet and contribute to this society. So, where do the more than 1.5 million annual public-school graduates go after high school and what do they do with their lives?

 As we saw above, a large percentage don’t go to, and then most don’t finish, college. They used to be able to apprentice in the trade unions – and become the people who create wealth through their work and make this nation run – which have now shrunk to about 10% of the labor force because of the rampant corruption of their labor bosses.

Today, they can go into the service unions in the healthcare, government or property services industries – that do not create wealth – or onto some form of government assistance. Since Roosevelt’s New Deal, they’ve always looked to the government for employment. Where did most of the new jobs in the recent “Great Recession” come from – you guessed it – (directly or indirectly) governments. What a system!

 What else are they prepared to do? Live the lessons of social-indoctrination, of course.

 Having been given a free (read “at taxpayer’s expense”) education (actually edu-doctrination, using materials carefully contrived to extol the virtues of the central government by distorting the truth about America), with free breakfast and lunch (and in many localities, dinner – for all, regardless of family income), free transportation and free school supplies – including laptop computers and, with many families dependent upon government for free food assistance, free housing assistance and free health care, they are fully prepared to accept dependence upon the federal government for all of life’s essentials – as well as some luxuries.

 What do voters, dependent upon the government for life’s essentials, do? They vote to keep those government goodies coming. Exactly as planned – social indoctrination. It’s brilliant except that someone has to pay for this largesse – or the money must be borrowed. And there’s the rub!

 For an example of carefully contrived materials, here is a very contemporary issue from August 2014. According to author Joshua Rhett Miller, the new United States history curriculum standards proposed for top public high-school students leave out such American icons as Benjamin Franklin and Martin Luther King, Jr., paint colonists as bigots and gloss over the Greatest Generation’s fight to simultaneously save the world from Nazi Germany and Imperial Japan.

 “An Aug. 4, 2014 letter, addressed to the president/CEO of a New York-based nonprofit that designed and proposed it, claims the new 98-page curriculum is a “dramatic departure” from the five-page outline previously used by teachers and students and now offers a consistently negative view of Americans as oppressors and exploiters.

 The framework ignores the rise of [colonial] democratic institutions such as the House of Burgesses and New England town meetings. It also omits the colonists’ growing commitment to religious freedom and the emergence of a pluralistic society that lacked an entrenched aristocracy.

 What are missing from the curriculum is mention of John Winthrop and his “city upon a hill” sermon as one of the key early instances of American exceptionalism and references to Roger Williams and the birth of religious toleration. ‘What you’re going to find is our nation’s founders portrayed as bigots who developed a belief in white superiority that was, in turn, derived from a strong belief in British racial and cultural superiority.’

 ‘And you’re not going to find Thomas Jefferson and the House of Burgesses and the cradle of democracy either,’ said Larry Krieger, who retired in 2005 after more than three decades in the classroom. ‘And finally, you’re not going to find Benjamin Franklin and the birth of American entrepreneurialism. Instead, students exposed to the curriculum — roughly 500,000 annually nationwide, many of whom will take the class as sophomores and juniors — will find a narrative laden with tyranny and subjugation.’

 Jane Robbins, an attorney with the American Principles Project in Washington said her biggest issue with the curriculum is ‘how it portrays Americans as a thoroughly pugnacious bunch. It presents American history as one long story of groups in conflict. It does not focus on individuals at all.’

 The idea seems to be that the only force in history worth considering is the group identity — and all of these groups are in constant conflict according to this particular narrative.  There’s no understanding of what makes this country great – no comprehension at all that the nation was conceived upon the rights and responsibilities of the individual citizen – period [and that groups, called factions by the Founders, were entities to be feared in a constitutional republic].” [Could these educators be any more out of touch with American history?]

 Another concerned citizen said ‘There is no mention of Hitler, the Holocaust, D-Day or other historic battles. Neither is there any mention of the heroism and sacrifice made by so many American soldiers, including my grandfather!’”

Next time: Schools as war-zones.

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