By Capt Joseph R. John, July 31, 2018: Op Ed # 396

"Take away the heritage of a people and they are easily destroyed." Karl Marx

The below listed PBS article reveals that for centuries, education courses once taught to students in grammar schools, middle schools, and in high schools, extoled “America’s Heritage,” explained the freedoms outlined in The Bill of Rights, provided an “accurate History of the US,” and explained that the US Constitution is the foundation of the Republic’s government.  Over a 200 year period, American Educators taught students about “America’s Core Values,” “America’s Heritage,” and “American Exceptionalism.”  This gave students a unity of purpose which brought the melting pot of America’s diverse cultures together, and strengthened and unified American citizens in common goals.     

Individual State Education Departments once controlled the curriculum in public schools and encouraged County School Boards to employ approved Social Studies and US History textbooks with an accurate record of events in US History.  The State controlled curricula taught students the magnificent philosophy that the Republic was founded on, explained the student’s heritage to be proud of, lionized the Founding Fathers, promoted principals of good moral character, explained that The Free Enterprise System built the most successful economic engine in the history of mankind, and that since its founding, America defeated dictators and freed millions of oppressed people.  

America’s success through the ages did not flow from its military victories, nor from America’s economic strength created by The Free Enterprise System.  The success of the Republic resulted from teaching America’s children about their “Heritage,” about an accurate History of the US, that the United States is the only country in history to wage a Civil War to eliminate slavery, that over 500,000 American military personnel gave their lives to free enslaved people from tyrants through the centuries, about “America’s Core Values,” “America’s Exceptionalism,” and that The Free Enterprise System provided the opportunity for “every” American to develop a business.  

Americans fought against Spanish Colonialism, the Kaiser’s Imperialism, Mussolini’s Fascism, Hitler’s Nazism, the Empire of Japan, Communist Russian control of Eastern Europe, North Korea’s invasion of South Korea, North Vietnam’s invasion of the south, and have fought against Radical Islamic Terrorist’s genocide of Christians for over 40 years.  America only fought in foreign lands to free subjugated people, and on the cessation of hostilities, the US always returned the rule of countries to the people that they freed from tyranny.  

In 2009, in order to “Fundamentally Transform the United States of America,” Obama’s Secretary of Education Arne Duncan (DOE) took control of the education curriculum away from the states.  DOE then edited the content of the US History and Social Studies textbooks that had been used in grammar, middle, and high schools, and replaced the content of those textbooks with information that is replete with erroneous information.  Arne Duncan formally instituted standards for 50 states to implement the Common Core & Testing Curriculum.  In order to receive future financial aid from DOE for education, State Education Departments were now required to teach the Common Core Curriculum, to all students in their states, and to purchase the new inaccurate US History and Social Studies textbooks. 

The revised textbooks, label the Founding Fathers slave owners, accuse some of them for having inappropriate sexual relations.  Students are no longer taught that America is an “Exceptional” nation, or that it has a “remarkable heritage,” nor are details in the US Constitution & The Bill of Rights explained, the courage of the Founding Fathers is no longer lionized, nor are the events that led to the Revolutionary & Civil Wars explained, the importance of “Freedom of Speech” on campuses is violated, the Right to Bear Arms is criticized, voting only by American citizens is now being questioned, the Pilgrims “Freedom to practice Christianity” is now under attack on many levels, Patriotic art students once were encouraged to create in class is seldom encouraged.

The federal controlled education curriculum now has lessons plans about the principles of Islam.  No similar lesson plans have ever been approved by DOE to teach the principals of Christianity, Judaism, Mormonism, Hinduism, etc.  Every attempt by students to say a simple prayer in school, to say a prayer on the field before a high school football game, or to hold bible study class after school are denied by school administrators, on the grounds that religious practice in public schools is prohibited by federal law.  That does not apply to the federally approved curriculum for public schools throughout the nation that introduces students to Islam. 

During the Vietnam conflict, thousands of Progressives, Socialists, Marxists, and Leftists, enrolled in graduate schools, in order to avoid military service; they migrated to the teaching profession.  They are now public school administrators and tenured college professors.  They have been radicalizing young students, extoling Karl Marx & George Wilhelm Hegel’s Progressive Philosophy, instructing students in Socialist philosophies, and creating social, religious, race, and class divisions, while demonizing Israel.  For the last 10 years, they have been blurring national loyalty in the minds of American students, while encouraging them to instead develop a world or global identity.  

Progressive, Leftists, Socialists, and Marxists teachers, school administrators, and tenured college professors, across the nation, have been encouraging students to view “Patriotism with cynicism, to dismiss “America’s remarkable heritage,” to ignore “America’s Core Values,” to question “American Exceptionalism,” to criticize profits from the Free Enterprise System, to discourage individual achievement in favor of group progress, to reject achievement and embrace conformity, while promoting “Political Correctness.”  For the last 10 years, Progressives, Socialists, Marxists, and Communists, with the support of federal control of public school education, have been making progress toward “Fundamentally Transforming The United States of America” from a Constitutional Republic to a Democrat Socialist State.  

The brazen initiative in 2009 by Obama’s DOE, to take control of public school education away from the individual states, resulted in the indoctrination of millions of American public school students in Socialism.  Local control of public school education had sustained, strengthened, and developed a unity of purpose for over 200 years.  Socialist philosophy is in opposition to the principals upon which the Republic was founded, and is directly opposed to US Constitution government.  Further, this philosophy is opposed to The Free Enterprise System, and does not agree with the freedoms outlined in The Bill of Rights, and lastly, it is against the representative government established by The Founding Fathers. 

The federally controlled curriculum for public schools also includes human sexual courses.  Students are taught about sexual acts, sexually permissive terms and photos are employed.  DOE instituted the human sexual curriculum that exposes very young grammar school children to deviate sexual practices, which are wholly inappropriate, and children are robbed of their youth and innocence.  In advance of the approval of any sexual instruction taught to early year grammar school children, parents, not agents of the state, teachers, counselors, or representatives from outside organizations, should have the right to approve the sexual content that is taught to their children in the classroom, if some of the sexual content is objectionable to parents, on moral or religious grounds, it should be modified or eliminated.  

The federal control of education has now been taught to students for 10 years, and has blurred the loyalty to America of millions of students.  Many of those students now support Socialism, which was introduced in 1848 by Karl Marx and Fredrich Engels.  The first Socialist government ever elected was in Queensland, Australia in 1899; it failed.  Although socialism has never been successful in any country where it has ever been tried, it seems to be resonating with millions of American students who have demonstrating in support of Socialism.  They are now participating in massive rallies listed below, and those multiple violent demonstrations have become a National Security concern.     

Socialists, Progressives, Marxists, and Communists have been organized by Obama’s Organization For Action (OFA) to demonstrate across the nation.  They have been paid to demonstrate and transported to demonstrations by George Soros.  OFA has been mobilizing millions of students to participate in rallies to support Bernie Sander’s Socialism, to “Abolish ICE”, to oppose Police Officers, in opposition to building the Border Wall, to support Black Lives Matter, to demonstrate against “Freedom of Speech” on campuses, to demonstrate against the 2nd Amendment’s Right to Bear Arms, to oppose the election of President Donald J. Trump, to destroy over 300 Confederate statues, to oppose separating children from Illegal Aliens adults, to support citizenship for DACA Illegal Aliens, etc.  

After 10 years, federal control of public school education has not gone well. International test score standings for American students have eroded, are mediocre and lackluster, specifically in math and science. US students performance is well below students in high-performance nations like Japan, India, Finland, China, South Korea, Singapore, Switzerland, Germany, United Kingdom, Canada, etc. 

Federal control of public school education, should be returned to local control where it was very successful for over 200 years, and should include greater parental involvement at the local level.  States must then reinstate the teaching of “America’s Core Value,” “American Exceptionalism,” “Praise of America’s Remarkable Heritage,” an accurate history of the US with accurate US History textbooks, and teach students the meaning of the US Constitution & The Bill of Rights in detailed analysis and study. 

Please review the below listed article “PBS: The Un-American Classroom.”    

Copyright by Capt Joseph R. John.  All Rights Reserved.  The material can only posted on another Web site or distributed on the Internet by giving full credit to the author.  It may not be published, broadcast, or rewritten without the permission from the author.  



PBS: The Un-American Classroom

Tabitha Korol

July 21, 2018

Soon after the horrific bombing of the World Trade Center, I happened upon a television production of the history of Islam presented by PBS, an American public broadcaster and television program distributor, self-declared as “America’s largest classroom.”  This trusted provider of television programming reaches 350 member-television stations, educational institutions, non-profit groups tied to public schools, college educational institutions, and state-government-owned or -related entities.  The narrator of the History of Islam, Imam Faisal Abdul Rauf, was already recognized for his outrageous proposal to establish a triumphal rabat-style mosque on Ground Zero. He’d hoped to name it Córdoba to echo Islam’s conquest of Spain in 711 AD.

Rauf presented the spread of Islam as the color of butter spread across the pastel map, as though untold thousands had not been enslaved or slaughtered by the ferocious and determined warlord, Mohammed.  Conquest was achieved by the merciless decapitation of 800 Jewish men, the rape and sexual enslavement of their women and children, the pillaging of the metalworks and crafts of the town’s Jews, Christians, and pagans who had been living in harmony. PBS was permitting itself to be used to promote a false narrative that concealed the true purpose of Islam and its continued bloody methods of conquest.

Christian Action Network, in 2017, revealed the introduction of the Islamic indoctrination program, “Access Islam,” by the U.S. Department of Education to public schools, when no similar material for Christianity, Judaism, or Hinduism exists.  PBS provides “the largest classroom” for teaching these “educational” resources to schools and libraries, replacing the term “Religion of Peace” with “Empire of Faith.”  Americans for Peace and Tolerance has investigated and reported the world studies and history books in use today, and confirms that they embrace radical social activism, ideological indoctrination, and coerced conformity.  The textbooks and PBS’s films are replete with erroneous information, demonize Israel and America while glorifying Islam, and encourage fealty to Islam and identification with radical jihadists.  This is brazen-faced stealth jihad against our own country done without fear of negative consequence.

The social studies lesson plan for grades 5 – 12 begins with the Five Pillars of Islam, enhanced by the BBC’s supplemental visual material for easy memorization and scrupulous study.  This is total immersion into Islamic vocabulary with intense thought and discussion, acting out and reciting prayer, learning and performing customs along with changes of dress, and comparing superficial information of Judaism and Christianity with the favored Islam.  In addition to the books, papers, computer, and visual aids, students “fulfill their duty” with “impromptu” visits into the Islamic community, without parental consent.  Thus, they learn to feel like a Muslim (assuming the false victimization), view the world from a Muslim perspective (that all the world is Muslim and must be retrieved), think like a Muslim (lay blame elsewhere and justify abuse on women and the west), and to BE a Muslim (be a jihadi warrior).

Under the first pillar of faith, students must learn the Islamic calligraphy and memorize the shahada, a proclamation of faith and fidelity to Islam, despite their family’s beliefs.

·         PBS’s an online film about the Ten Commandments of Judaism does not equal in depth of experience the Pillars of Faith. Whereas the former operates at a purely informational level, the latter is in doctrinal, proselytizing, so that the child is imbued with the beliefs and views.

 The second pillar is prayer, its importance, the words, sounds, movements, direction and frequency, an unparalleled intimate engagement.

·         This stage does not reveal the violent Islamic verses calling for jihad (warfare against non-Muslims) as a permanent obligation upon the Muslim community until the world is conquered for Islam (9:5, 9:29, and others), or the commands to wage war against non-Muslims until they: (1) convert to Islam, (2) pay the jizya (poll tax) and submit to sharia, or (3) are killed.

The third pillar is Zakat or almsgiving, with a video for media interaction, questions and answers.  They review the purpose of donations, the amount of charity, relationship between prayer and money, and why this differs from ordinary charity.

·         However, it is not made clear that zakat or charity is designated only for Muslims, never for the infidel. Hence, while Israel, the US, and other western civilizations are first responders to tend others in times of natural disasters, Islamic countries do not respond with manpower or funds.

 The fourth pillar, fasting, brings the discussion of the month-long holiday of Ramadan, its guidelines for fasting, challenges, and spiritual rules.

·         They do not learn that Ramadan mandates daily and increased attacks on hapless Christians and Jews in Israel, the Arab Middle East, Africa, Pakistan, the Philippines, Indonesia, and throughout Asia, with each year’s death toll superseding the previous one.  The Bible’s tales of violence provide lessons to be learned; the Koran’s are open-ended, everlasting decrees of exhortation to violence.  The Muslim community has a responsibility to wage war against the unbelievers.

·         Students are not told about the inhumane, torturous pain purposely inflicted on animals en route to their slaughter for Islam’s holiday celebrations.  Halal may be falsely compared to kashruth (Kosher), but a cardinal tenet of the Jewish faith is shechita – the swift and painless dispatch of the animal, marked by compassion and consideration for its welfare. In many instances, animals are accorded the same sensitivity as for human beings.

The fifth pillar is the compulsory pilgrimage or Hajj to Islam’s holiest city, Mecca, which was Mohammed’s failed courtship of the Meccan Jews and his humiliation that now requires revenge and subservience of non-Muslims.  PBS presents a compulsory “virtual Hajj.”

·         WGBH, PBS’s Boston Public Radio, provides “the journey,” the purpose of the special clothing, the gravity of the experience, and how it would feel to make the trek to Arabia. The children are forced to “live” the experience over their own religious and national birthright, to “feel” disdain and disrespect for their parents’ heritage and country, to “become” stealth warriors. Until they are sufficient in number to take up arms and overthrow America’s government, students are encouraged to meet with local Islamic clerics and to leave class for political riots and marches.

The sixth pillar, not revealed to the infidel, is jihad, which guides the thought and life of every Muslim, from the pregnant woman who will deliver the next jihadi warrior to the child who is taught to dedicate his life to martyrdom for conquest. Military might is the base for their ideology, the origin of Islam, the sine qua non of the faith, which is why the Islamic culture cannot adapt and accept ideas of modernity and secular government.

·         Despite the misleading term “inner struggle,” jihad is their eternal war against the non-Islamic world.  Lessons encourage the children to identify with jihadis and justify martyrdom.

·         Portraying Islam as the religion of peace is utter deception.   Daniel Pipes explains that jihadists understand the terms with its “usage through fourteen centuries of Islamic history” as “the compulsory effort to forcibly expand Muslim territory and influence.” “It is the boldly offensive intent to achieve Muslim dominion over the entire world,” – war, dispossession, slavery, and death for its victims.  Islamic imperialism.

·         An Iraqi cleric in Baghdad, during a November 9, 2002, sermonized, “We challenge [President George W] Bush and the Americans with our words, before challenging [them] with our weapons . . . We are patient . . . and we will fight them with all kinds of weapons.  Jihad, Jihad, Jihad, Jihad. . . .” He exhorted all Muslims to “welcome death, welcome martyrdom for the cause for Allah.”

·         Beginning with the very young, jihadis are taught to hate Jews and are praised for becoming suicide bombers, dying for martyrdom.  “The day of Jihad is the day of blood.” The foremost Egyptian cleric of Al Azhar University urged Palestinians to intensify their suicide attacks against Israeli women and children – murder for the sake of their deity, with all manner of rewards in the next world.

The study of the Pillars of Islam is but one facet of what is being taught in our public schools today and what is supported by PBS’s “largest classroom” through lessons, plans and films.

In closing: An Olmsted Falls, Ohio, mother noted that her 7th grader was required to memorize the 5 Pillars of Islam and watch a proselytizing video, “30 Days: Muslims and America,” and asked the teacher if they were also to memorize the 10 Commandments and any other religion’s major core beliefs.  When she learned they were not, and asked the school district to remove and replace the video with an objective historic film, her request was denied by the superintendent and Board of Education.  She pursued the matter further with the state school board, state senator, representative, Ohio Department of Education and Ohio’s Governor Kasich, asking also that that the Israelites be added to the Ohio Standards.  It took more than a year and a half of discussion, discord, assistance, legal intervention by the Thomas More Law Center, and involvement by the Zionist Organization of America (ZOA) to exact the changes in accordance with the parent’s constitutional right to free speech and duty to oversee her children’s education.  The school system replaced the Islamic film and agreed to add the study of the ancient Israelites, including Abram and Moses, to the curriculum, thereby giving credibility to the Jewish people on their land and their bestowal of the Ten Commandments and morality to a world of impiety.  One outraged and dedicated parent was able to pave the way and show us that it could be done.