TODAY'S SCHOOL TEACHINGS

This was put together by K. Flanagan and sent me by John A. Quayle, for which I thank them both. One of the things I've been maintaining for a long time now is that the main reason the federal government is financing the child protectors so lavishly with subsidies based on how many children they can take away, keep, and put up for adoption rather than how many they can help while maintaining the family is that their primary goal in this outrage is to teach our children that collectivism as an ideal without opposition from parents. To steal the minds of our children by teaching them values not ours. This article, which gives information taken from current textbooks, proves that point. The comments in square brackets are mine. -Ray Thomas

Gems from Your Child's Textbooks...

When a majority of the children in this country are essentially being taught fascism/socialism, and their parents aren't even aware of it, what are the chances of returning to a constitutional republic? What galls me is that not only are we forced to pay for this compulsory, socialistically funded education, but that we are unwittingly financing our own destruction and sentencing our children to lives of servitude. [Ayn Rand called it: "The sanction of the victim." -RT]

For example:

• "Develop a skit based upon the need to redistribute land. The main characters should be wealthy landowners, landless farmers, and government officials. Let each explain how the redistribution would affect them, and have each suggest possibilities of solving the problem so all would benefit." (From a high school geography text, "Land and People," Scott Foresman) [Pushing the redistribution of the earnings of others. Making it seem like it is "right and natural" to take earnings from producers and give them to non-producers (moochers) with "need" as the demand factor that makes it all OK. -RT]

• "The United States has increasingly curbed the selfish and provided for the welfare of the many. The Government has established the Children's Bureau to look after the welfare of every child born in America." (From "American Government," F. A. Magruder) [Pushing the elimination of parental authority and the idea that everybody is "selfish" and that the government has "curbed" this selfishness. The only "selfishness" here is that of the government power seekers who take from the producer and give to the non-producer to buy the only thing they have of value: their vote. -RT]

• "...ask students whether they would consider going to a dentist...or use a doctor who practiced medicine as it was practiced in the thirteen colonies? ...ask them how they manage to live under a United States Constitution that is 200 years old. Is that Constitution as out of date as the dental and medical techniques of 200 years ago?" (From "American Government," McGraw-Hill/Webster) [Pushing the idea that the Constitution, the document that is the bedrock to all our laws, is a "liquid document" subject to easy change outside of the method it designated. That it is "outdated" and should be ignored. -RT]

• "The Constitution is not a rigid document. Because of imprecise language in some sections, it is open to interpretation. Most historians feel that this more of a strength than a weakness. A level of interpretation is ensured, while another level can be interpreted by successive generations...by unofficial (change) method is meant the Supreme Court's interpretation...which differs sometimes depending on the views of the new justices." (From "A More Perfect Union," Houghton-Mifflin, 8th grade) [Again pushing the idea that the Constitution is not the "bedrock" on which our republic is based, but an "outdated document" that can safely be ignored. The subjective factor of the "interpretation" of its tenets is one actively promoted by the people who decide what is in these textbooks. Any document written by human beings may be subject to "interpretation," including all the laws and regulations that have been passed since the Constitution was signed. But that doesn't mean they can be ignored. -RT]

• "Because of sickness, accidents, and occasional unemployment it is difficult or impossible for a laborer who has reared a family to save from his meager wages. And it is more just to place all the burden of supporting those who have been unfortunate, or even shiftless, upon everybody instead of upon some dutiful son or daughter who is not responsible for the condition." (From "American Government," Magruder:) [Pushing the idea that "we are our brother's keeper" and should be forced to provide for his welfare because he can't. His "need" becomes a "demand" upon our earnings because we are better able to earn than he. -RT]

• "Stress that whether a specific action is right or wrong depends on the meaning that a given group attaches to the action." (From "Around Our World," Teacher's Edition, Houghton-Mifflin, 6th grade social studies) [This promotes the "subjectivist philosophy" that "there are no absolutes" and whatever you think it is, it is. That nothing happens unless someone is there to "perceive it." That this is bull is obvious by the fact that the very insistence that "there are NO absolutes" is a "statement of an absolute" which not only negates their statement, but their entire philosophy as well. Try to "not perceive" a truck as it runs over you. -RT]

• "In the 1920's, many Americans were excessively nationalistic and tolerantly patriotic...The official (Ku Klux) Klan literature reflected the average middle class in its assertions of '100 percent Americanism.' " (From "The United States: Experiment in Democracy," Craven and Johnson) [An obvious attempt to equate patriotism with racism and violence. The KKK only preached 'Americanism' as a means to 'suck in' the average patriotic American who, once he/she realized the evil of the Klan, got out. They're still trying to equate patriotism with bigotry and you can prove it by reading the mainstream media just about any day. And the very use of the word "experiment" in the title denigrates the whole idea of democracy, ignoring the fact that this country is not a democracy but a republic.-RT]

• "And as far as "values clarification" and "character education" in response to the violence occurring on school campuses, I'm afraid, like students being told that America was founded as a 'democracy,' the 'ethics' that will be instituted will fall into this category: There are exceptions to almost all moral laws, depending on the situation. What is wrong in one instance may be right in another." (From "Inquiries in Sociology," Allyn & Bacon, high school psychology text. [Again an attempt to push "subjectivist philosophy" using good-sounding words such as "values clarification" and "character education." The claim that "there are exceptions to all moral laws depending on the situation" is naked subjectivism. Moral laws are an absolute. Not necessarily so with "moral statutes," which are man-made and subject to "definition" based on prejudice. They make no distinction between "moral laws" which are "natural laws based on what is right and wrong and "moral statutes," which are based on what people think is right or wrong at any given time. -RT]

• "The moralistic value system remained firm in rural areas and small town of America until World War II...since World War II, rural and small town America began to pass into history. Today urban America, with a changing set of values is taking over...Protestant evangelists continue to crisscross the land, attempting to revitalize the old religion, the old culture...They preach the old values, the old standards, the 'old-time religion' ...But now they represent a waning culture." (From "Perspectives In United States History," Field) [Another attempt to confuse the student's idea of the difference between "moral laws," and "moral statutes." Morality is only a "waning culture" to those attempting to destroy morality to subvert us. -RT]

• "Since the dawn of history, human beings and other (particularly social) animals have regulated their reproduction...thus valuable energy has not been spent on offspring that are not likely to survive...Induced abortion is probably the oldest human birth control method known. Abortion was accepted, and fairly common in the United States and Europe until the early nineteenth century...Religious and ethical opposition did not develop until some time later." (From "Biology II," Rinehart & Winston) [Not true. But of no consequence, since when the child is not viable (not likely to live), there have been attempts to make abortion legal and some have even succeeded. But today, we practice abortion as "birth control," which is plain murder. To kill an unborn baby because to give birth would be "inconvenient" is wrong. Especially when the abortion is performed within seconds of actual birth by actually murdering the child still partially in the birth canal. Thereare reasons why an abortion may be right in some cases, but "inconvenience" is not one of them. -RT]

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