No one read the following article after the Parkland School Shooting:
DATELINE: In wake of the shooting at Marjory Stoneman Douglas High School in Parkland, Florida, it was revealed that the Nikolas Cruz was allowed, and even encouraged (with one exception that we know about) to act out the philosophy of moral relativism. As part of his class assignments in government and economic classes, the shooter made a video, which showed himself as a hit man, a protection ring of sorts, who could be hired out to wreak justice on jocks who picked on other students. The video was violent and ended with him bludgeoning the head of a dummy amid much fake blood. When another of the students was asked if this was not odd, she “noted that many of the videos were violent and that her own contained sexual scenes. “Everybody’s video involved fighting,’’ she said.1
Because that story was not about Parkland School and Nikolas Cruz. It was actually a story from nineteen years ago, which appeared in The Washington Post about the events in Littleton, Colorado, at Columbine High School. The names of the shooters were Eric Harris and Dylan Klebold. What is the connection to 20 years ago and 2,000 miles apart?
Have you ever wondered?
- IF young people’s anger, hate and alienation are enabled by the school curricula and policies, how are these school shootings explained?
- IF our culture is relentlessly selling and promoting sex in and by our schools, has virtue been stolen in the classrooms?
- IF the policies of our municipalities have enabled us to lose our privacy, our personal decisions over where and how we live, and where and how we meet with others?
- IF the divisiveness of our culture could be due to the abandonment of truth and the rule of law?
An honest answer? The election of local public school boards and alderman/councilmen does make a difference. If the divisiveness in America starts here in the schools and communities, how and why? Is there a solution? Let’s look at the background.
I. SIX-SHOOTERS & SCHOOLS
A recent surprise occurred at the 2018 OSCARs: “Rapper Common and singer Andra Day delivered a passionate and politically-charged performance at the Oscars on Sunday night, taking aim at the National Rifle Association and professing their support for immigrants. … Behind the performers was a group of people who were left unidentified by ABC – but the Internet was quick to identify them. One of the most surprising faces on stage was that of Planned Parenthood President, Cecile Richards.”29 Others represented Black Lives Matter, a Syrian refugee, the Equal Justice Initiative, #GirlsLikeUs, Sandy Hook Promise, and #MeToo.
It is interesting that with “Planned Parenthood’s PAC [being] among the most powerful lobbying groups in American politics, shelling out $40 million last year for ‘public policy’ and investing upwards of $175 million in such nebulous categories as ‘movement building,’ ‘strengthening and securing Planned Parenthood,’ and “engaging communities’,”30 it has added to its abortion agenda that of gun control. Are they “movement building” on the backs of impressionable students by capitalizing on the horrors of murdered children in school? How ironic that these are the same children they seek to convince that an unborn baby can be murdered in the mother’s womb with no consequences. “Every day … the lives of 2,446 children [are ended] before birth – and doing so demonstrates an utter disregard for even the most defenseless of human life. … The devastating consequences play out in an endless loop of daily tragedies.”31 “You tell me murder in the womb is a choice. Why cry when I chose murder outside the womb? Why are you surprised?”32
“A spokesperson for Planned Parenthood, which has not directly been in touch with the [Parkland] students, said it has been in contact and offered support to Giffords, which is spearheading the national coalition of groups working with March for Our Lives.”33
FIVE REASONS MORE GUN LAWS WILL NOT WORK
1“On FOX News, Dan Bongino pointed out, ‘Banning assault weapons is not the right approach.’ Bongino continued: ‘Let me just let you in on a little secret. Criminals don’t care about your gun laws. They don’t give a d**n. They don’t care about rape laws, robbery laws, homicide laws, burglary laws, gun laws, or anything else’.” 34 (Emphasis added.)
On March 2, 2018, National Public Radio reported on a two-year, multimillion-dollar study by the liberal RAND Corporation on the effectiveness of gun control laws:
“Most of the effects that we were looking for evidence on, we didn’t find any evidence,” says Andrew Morral, a behavioral scientist at RAND and the leader of the project.
“They found, for example, no clear evidence regarding the effects of any gun policies on hunting and recreational gun use, or on officer-involved shootings, or on mass shootings or on the defensive use of guns by civilians.”35
Court dockets are filled with underage teens drinking and driving under the influence of both alcohol and drugs. More laws will not make moral teens.
2 Gun laws don’t actually help prevent mass shootings. “Katie Pavlich also weighed in and stated that ‘the church massacre in Texas that we saw recently, it was an NRA-certified instructor who used an AR-15 to stop the killing there’.”36 The annals of the NRA document hundreds of thousands of crimes stopped with firearms.
Schools are gun-free zones. On March 2, on the floor of the Virginia House of Delegates, Delegate Nicholas J. Freitas opened his remarks with. “I think if we were going to look seriously at school shootings and gun control, we would analyze things like: Why do all mass shootings seem to take place in gun-free zones? Wouldn’t it be reasonable to test whether or not the efficacy of gun-free zones have actually achieved what they’re intended intent is?”37
His seven and a half minute speech summarized much of what others have been saying that the shootings are enabled by government policies at levels ranging from the school, social services, and federal policies on welfare.
3 Numerous government bodies and policies that were in play at Parkland did not stop Nikolas Cruz. Government failed; it is often the problem, not the solution.
“In the wake of the Parkland High School shooting, it is necessary to know what went wrong in order to determine the proper remedies. The undeniable fact is that the shooting was the result of a massive failure by multiple government agencies to carry out their responsibilities.”38
• Government policies enabled a culture of broken, fatherless families, set in place with the Great Societies funding mothers only if there were no fathers in the home. Behaviors that are rewarded with federal dollars tend to increase, i.e., welfare mothers having babies conditional on the fact that no father is in the home. This has led to the mushrooming of governmental Social Service agencies trying to run the families with children shuffled between countless foster homes.
• The tough-on-crime agenda has been replaced with “criminal justice reform” that reduces sentences, releases prisoners, and restrains effective policing tactics. This exploded with Black Lives Matter, which re-defined the criminal as the victim and the police became the criminal like what occurred in Ferguson, Missouri.
• It has been reported that in the fall of 2017, some of the students at Marjory Stoneman Douglas High School who took the school’s debate training had gun control as a topic. At the February 21, 2018, CNN town hall, student Emma Gonzalez thanked her teacher for “teaching her everything she knew” about the gun issue:
“GONZALEZ: First of all, I want to thank Mr. Foster for teaching us everything we learned. I could not have written that speech without you. Half of you was like directly from notes, and I want to thank you for that …”39
Perhaps Emma should have known this about her school, “The school system knew that Cruz was aggressive and violent, with a great many incidents of such behavior over many years. However, according to The Washington Post, their procedure for such students was ‘getting students help, rather than referring them to law enforcement.’ That procedure of concealment may have been enough to keep Cruz off the list of people not allowed to buy guns.”40
On November 5, 2013, the Broward County, Florida, sheriff signed a memorandum of agreement with the Broward County School Board called the PROMISE Program with the goal of keeping juveniles out of jail. It incentivized officers against making arrests and targeted minority male students, including Latinos, such as Nikolas Cruz. Although he had been in trouble, he was able to purchase a gun as the background check never showed any arrests. The motto of the program? “Success is measured by the kids kept out of jail.”41 The federal Supportive School Discipline Policy program was put into place by the Obama Education Department Dear Colleague letter. These federal guidelines helped establish the PROMISE Program, impacting students such as Nikolas Cruz.42
Schools ARE a big part of the problem, because government prescribed and prohibited curri-cula have remolded the character of our culture.
Nineteen years later, Columbine High School still provides the example. Following is part of the testimony that this editor gave to the “YOUTH CULTURE AND VIOLENCE HEARING BEFORE THE COMMITTEE ON THE JUDICIARY HOUSE OF REPRESENTATIVES, ONE HUNDRED SIXTH CONGRESS, FIRST SESSION, MAY 13, 1999”:
“Two worlds collided in the library of Columbine High School on April 20, 1999. They are best described by two quotes from a newspaper. Executioner Eric Harris said, “my belief is if I say something, it goes. I am the law.’’ Martyr Cassie Bernall, when asked if she believed in God and with a gun pointed to her head, declared, ‘‘Yes, I believe in God.’’
“Most of us know that the weapons of destruction, some of them that were used were homemade pipe bombs, and a pipe bomb consists of a piece of water pipe, nails, tape, gunpowder and a fuse. Each of these components taken on their own is inert. In fact, a water pipe is used for good to carry water to homes; and nails create homes; and the ever-versatile duct tape is used to hold many things together in our homes. But it is the fuse that turns these useful, helpful components deadly. It is that fuse that we want to look at.
“Human beings are made up of many components, and psychol-ogists and psychiatrists tell us that it is the emotions that activate the knowledge. Eric Harris and Dylan Klebold were bright young men. What was the input, what differences were there today and 40 years ago when boys routinely took guns to school for rifle practice and there were no shootings? How did Littleton happen?
“We need to look at what is going on in the classroom as well as the philosophy. When I was in the Department of Education on the first board, I had the opportunity to go over to the library and look at some of our historic textbooks, 400 years old some of those textbooks were, and to some degree you could see played out in those textbooks the same collisions of those same two worlds.
“On the one hand, early colonial children were taught from the New England Primer and the alphabet based on biblical teachings. McGuffey’s Readers likewise incorporated moral teachings and instructions. Ray’s Arithmetic likewise gave the basics and taught the values that had to be passed on. And in the case of McGuffey’s Readers, you found that there were millions of these copies printed.
“In these early textbooks, morals were promoted and moral wrongs were punished. And yet in that same room there were textbooks from another philosophy, and you could look at the numbers of how many had been printed, and literally up until this last century there were not very many that had been used in the classroom. What is this other philosophy? It can be best described as a philosophy of no moral absolutes, no historic truth to be taught, that man can decide for himself what is right and wrong. Some call it moral relativism and others call it values clarification. Sidney Simon’s book, Value Clarification, defines it as, ‘‘Students rejecting the old moral and ethical standards and creating their own value system.’’
“Two clashing worlds, absolutes and relativism. Moral relativism and values clarification became the philosophy of the universities and teaching colleges in the 1930’s, and as they began to promote it, it took several generations, but it took hold. Psychologists Maslow, Rogers and Colson brought it to the classroom; and today in the 1990’s, teachers are no longer teachers, but facilitators and coaches. (Emphasis added.)
“Historically, teaching has been the imparting of wisdom, truth, knowledge and understanding that made culture good from one generation to the next. Teachers sought to lift up the student with the best of the culture, not allow the lowest and the least, but not any more.
“As a retired police detective from St. Louis noted, traditionally, schools provided powerful engines of socialization of America’s young. They instilled values of honor and duty and discipline. But then he goes on and quotes a teacher friend that said values are considered to be judgmental and therefore shunned. The difference between right and wrong has been replaced with an emphasis on acceptance, tolerance and individual privilege.
“If these are the foundations of what is happening in Littleton, we need to see what Eric Harris and Dylan Klebold studied. According to the Washington Post, they were allowed and even encouraged, with only one exception that we know of, to act out the philosophy of moral relativism. …if we look in their classes we will see that they were taught that they could do their own thing, that everything was all right, that they could set the law.
And yet I saw while I was in the Department of Education the textbooks that had taken out the references to God. Lincoln’s Emancipation Proclamation had the ‘‘under God’’ removed. Stories were changed. Literature now promoted the death, the dying, the lowest, the least, and this is what we find when we look at the newspaper clippings of Eric and Dylan.
In their Creative Writing class, Harris’s and Klebold’s writings were filled with gore, and profanity. They epitomized moral relativism. Again, with only one known exception, they were allowed to do their own thing. No teacher passed judgment. They were ‘‘tolerated.’’ The educational community did not correct them. Their ‘‘self-esteem’’ was valued more highly than right and wrong.
“Not only were they not corrected, evidence points to the countless textbooks used across America from kindergarten to high school that actually focus on gore, death, anger, and violence. The Mel Gablers have been documenting textbooks for the last 30 years. In Grade 7 reading series, Signposts by Scott Foresman, there are 147 references to death, violence, suicide and killing alone! Their 8th grade series, Milestones, contains 195. Even D.C. Heath’s Communicating handbooks for grades 1–6 are centered on violence, cruelty, stealing, robbery and cheating. … Harris wrote in his philosophy class, ‘my belief is that if I say something, it goes. I am the law, and if you don’t like it, you die … Feel no remorse, no sense of shame.’ (Emphasis added.)
“It is interesting as we look at these two worlds clashing, the ‘‘I am the law’’ of Eric Harris and the ‘‘I believe in God’’ of Cassie Bernall, both of these children had fuses. Both of them responded. Eric chose to kill. Cassie chose to leave that world, to leave the drugs, the witchcraft and to find the moral answers …
“And our Founding Father, James Madison, said, “We have staked the future upon the capacity of each and all of us to govern ourselves according to the Ten Commandments.” Abraham Lincoln said, “The teachings of the classroom are the politics of tomorrow. “Can we do any less than heed the wisdom of the Founding Fathers? Return to moral absolutes and allow our teachers to teach what history has affirmed as the only way to a free and productive society. …”43
Thomas Gallatin of The Patriot Post wonders, “Why are we shocked when one of these kids, raised up in a culture and government school system that increasingly promote immorality and lawlessness, attacks a school? The big problem here is that mass media, much of the public and politicians rush to blame the tool used to commit the crime rather than soberly asking about the common factors that cause disillusioned, sociopathic young men to attack and kill the innocent, or the policies that centralize their targets. It certainly is not a Second Amendment problem, but something much more systemic to centralized government policies.”44
4 Drug use by Americans, particularly in teens, compromises their judgment. This is not just the huge evidence of marijuana used by teens, but by the large number of young people on legally prescribed mind-altering antidepressants drugs for behavior problems. A study of shooters reveals causes of the Columbine mass shootings and other violent incidents include psychiatric, mind-altering drugs.
“More often than not, the common denominator was that the shooters were on an antidepressant, or withdrawing from one. This is not about an isolated incident or two, but numerous shootings. The question is: during the past twenty years, is the use of antidepressants here a coincidence or causation?
“There have been too many mass shootings for it just to be a coincidence. Eric Harris and Dylan Klebold killed twelve students and a teacher at Columbine High School. Eric was on Luvox, an antidepressant. The Virginia Tech shooter killed thirty-two people, and he was on an antidepressant. While withdrawing from Prozac, Kip Kinkel murdered his mother and stepmother and then shot twenty-two classmates and killed two. Jason Hoffman wounded five at his high school while he was on Effexor, an antidepressant. James Holmes opened fire in a Colorado movie theater this past summer and killed twelve people and wounded fifty-eight.”45
5 As noted in the Congressional Testimony above, the expunging of God as the arbitrator of right and wrong and the removal of prayer in schools, allowed secularism to become the religion of the public schools. This created a vacuum where evolution could teach children that they have no purpose, arose out of slime, and that they are no better than rocks or animals. Is it any wonder children discard truth and order and seek to be their own arbitrator of truth? Government took “Thou shall not kill” off the school walls. The law of the jungle became real.
It is not a mental health issue, but a soul issue.
Government invites chaos that ultimately leads to dictatorships and tyranny when it ignores thousands of years of history of mankind’s search for answers to the questions: “Who am I?” “Why am I here on earth?” and “What is truth?” The former Soviet Union is an example. As it criminalized God, drug and alcohol addiction replaced the “God-created hole in the heart meant for Him.”
Putting the definition of what is “good mental health” into the hands of secularized bureaucrats who have at their beck and call the guns, unlimited funding and the tax to destroy is dangerous.
Who is Funding the Student Anti-Gun Protest Movement?
If more gun laws will not solve the problem, why the sudden massive focus on only progressive students voices FOR gun control?
“Several large progressive organizations, donors, and a high-powered public relations firm are backing the March for Our Lives movement, which is quickly evolving from a student-run social media effort to end gun violence into one backed by some of the most influential activists in the country … major players and organizations — including Everytown, Giffords, Move On, and Women’s March LA — told BuzzFeed News they are helping with logistics, strategy, and planning for [March’s] March for Our Lives rally and beyond. Much of the specific resources the groups are providing to the Parkland students remains unclear — as is the full list of supporting organizations — but there are broad outlines.
“Giffords, an organization started by former U.S. Rep. Gabrielle Giffords that fights gun violence, is working with Everytown and Moms Demand Action for Gun Sense in America to plan the main march on Washington — as well as sister rallies across the country.
“With the event scheduled to happen [March], a spokesperson for Giffords told BuzzFeed News the organization ‘will be lending support in any way the students need, especially helping to operationalize these marches from logistics to programming.’ …
“The spokesperson also said the group is ‘teaching and hosting trainings’ for young activists across the U.S. “ ‘to keep momentum going so they don’t get burned out.’… The American Federation of Teachers, which helped bus students and parents to Tallahassee multiple times last week, are now assisting with the March for Our Lives rally. The federation’s president told BuzzFeed News that they are also helping support next month’s [March] march as well as helping to shape the vision and mission for the group once the rally is over. … AFT, as well as the growing contingent of organizations backing the student-led march, are working to cultivate and build upon the movement after the rally. Weingarten noted that the groups are also behind the ‘National School Walkout’ taking place in April to commemorate the 20th anniversary of Columbine.
“After that, she says the goal is to carry that momentum until November — with some of the students already using the hashtag #VoteThemOut.”46 (Emphasis added.)
FOX News’, Tucker Carlson aptly summarized it:
“The calls you’re hearing today for gun control have nothing to do with protecting Americans from violence. What you’re witnessing is a kind of class war. The Left hates rural America, gun-owning America, the America that elected Donald Trump. They call it ‘gun control.’ It’s not. It’s people control. For the Left, voters who can’t be controlled can’t be trusted.
“Here’s the bottom line on ‘common sense’ in regard to the Second Amendment: In his landmark work, ‘Commentaries on the Constitution’ (1833), James Madison’s Supreme Court Justice, Joseph Story, wrote, ‘The right of the citizens to keep and bear arms has justly been considered as the palladium of the liberties of a republic; since it offers a strong moral check against the usurpation and arbitrary power of rulers; and will generally, even if these are successful in the first instance, enable the people to resist and triumph over them’.”47
It is not just the rise of crime in the large cities of America that is troubling, but that police state actions are beginning to be more common in America. “A man in Seattle had his gun confiscated by police after breaking no laws. The police took his gun without a warrant and without pressing any charges.”48 We must first understand the full scope of both the problems and their solutions, and then take action.
This editor’s concluding remarks (from the submitted testimony) in 1999 before the U.S. House Judiciary Committee still stand.
“Government cannot make us good, but local schools can civilize us and teach us to reach for the best, not the least. Schools can inculcate honor and virtue and expose students to the finest moral teachings down through history.
“George Washington, as well as other Founding Fathers knew that if a society did not internally govern itself, it would have to be externally governed and lose its freedom. More and more laws would have to be passed to try and restrain evil. James Madison, our fourth president, said, ‘We have staked the future upon the capacity of each and all of us to govern ourselves according to the Ten Commandments of God.’
“Can we do any less than heed the wisdom of the Founding Fathers, return to moral absolutes, and allow our schools to teach what history has affirmed as the only way to a free and productive society?”49
II. SEX & SCHOOLS
THE BACK STORY:
• In the late 1960s, with the promise that our children would be healthier, happier and safer, U.S. schools launched into the area of sex education. Led by the Sexuality Information and Education Council of the U.S., efforts were made to remove modesty in kindergarten by teaching five-year-olds to feel comfortable talking about the body’s private parts. (It is still a goal in 2018.)
• By 2011, SIECUS was co-chairing the “National Sexuality Education Standards, Core Content and Skills, K-12.”2
• In 2015, parents were suddenly discovering what this meant to their children and families in their local schools, and
• By 2018, they were fighting to maintain custody of their children.3 For example, a judge in the State of Ohio just took a 17-year-old girl away from her parents and awarded custody to the grandparents when the parents refused to condone the expensive and dangerous drugs necessary for a sex change.4
An important link between the U.S. Federal Department of Education’s funding and mandates for Missouri (and all other states) exists via “state standards,” e.g., Goals 2000, No Child Left Behind, Every Student a Success Act (ESSA) – Common Core – all going back to Outcome Based Education of the 1960s. These laws helped set the stage for replacing parents with government. Federal guidelines frequently set the mandates and policies through Dear Colleague letters to the school districts (example: transgender and discipline policies), which show up in the curriculum. The substance of what is being fed to your children is in the curriculum materials and teachers’ guides.
When the federal government held out the carrot/stick of federal monies in the 1960’s, the state departments of educations, as well as the local school districts, turned their backs on local, parental-controlled public schools. They paid big monies to consultants who guided them into acquiring the federal money and enabled them to find ways to comply with the standards and their mandates from the U.S. Department of Education. Ultimately, fifty years later, these standards and mandates (at the urging of the radical, anti-family Left and their naïve, feel-good liberal followers), stealthily transformed concern for mathematics excellence into such things as making sure young children knew how to use plastic wrap when engaged in dangerous sex.
Connecting the dots
Parkway School District in West St. Louis County, Missouri, illustrates these changes in curriculum. In August 2015, the Parkway School District was preparing to revise their “Sexual Health Curriculum.” Citizen opposition forced them to address some of the offensive materials being proposed. Parkway reported on their website that parents asked, “What is the purpose of talking to students about o**l [mouth] and a**l [butt] sex? What is the purpose of teaching students about gender roles, gender identity, and gender expression? How can I be better informed about transgender and sexual orientation topics?”5 Their answers say it all – government, not parents, is the solution and has the power.
By 2017, the revisions were in place. With a look at their websites,6 the public can begin to understand what is being taught to their children. An in-depth look at the policies, curriculum and resources has led to questions about how precious academic weeks and tax dollars have been usurped to instruct children aged five and older in the fine points of ACTIVE sexuality, including instructions on “how-to” properly “do it” (including kinky sex). It did not matter that a National Public Radio reported in 2015, “The CDC gives U.S. schools low marks in Sex Ed”7 noting these programs do not reduce STDs and pregnancy. Even another “Centers for Disease Control study examines teenage health behaviors in connection to their self-reported sexual activity and shows those who remain abstinent are much healthier on many fronts than their sexually active peers.”8 Facts and “evidence-based science” have been superseded by a political, destructive agenda.
Parents concerned that the sex curriculum was promoting homosexuality, gender confusion, abortion services, and “jaw-dropping” descriptions of various sexual acts in grade school asked the First Amendment law firm Liberty Counsel for help. On February 17, 2016, a letter was sent to Parkway’s Superintendent, Dr. Kevin Marty, from Liberty Counsel:
“Illegal abortion provider involvement in the ‘Healthy Relationships and Sexual Health Curriculum Frameworks’ was contrary to Missouri statues: Missouri Stat. Ann. § 170.015(7) provides that ‘No school district or charter school, or its personnel or agents, shall provide abortion services, or permit a person or entity to offer, sponsor, or furnish in any manner any course materials or instruction relating to human sexuality or sexually transmitted diseases to its students if such person or entity is a provider of abortion services.”’ Under the statute, ‘Abortion services’ includes ‘(a) Performing, inducing, or assisting in the performance or inducing of an abortion which is not necessary to save the life of the mother;’ or ‘(b) Encouraging a patient to have an abortion or referring a patient for an abortion, which is not necessary to save the life of the mother.’ Mo. Ann. Stat. § 170.015(8)(2)(a) and (b). As described below, the involvement of several organizations in the development of the Curriculum Frameworks, renders the Curriculum Frameworks ineligible for adoption by the District.”9 (Emphasis added)
Abortion – Following the Dots
• One of the organizations listed in the Parkway curriculum, as a 1st – 5th grade classroom resource is Advocates for Youth, Rights, Respect, Responsibility, which lists on its website under the topic, “Abortion. Young women need the right to safe and legal abortion.” It encourages visiting the Guttmacher Institute for further information and cites Planned Parenthood as an organization to consult, because it advocates “abortion access and rights for young people.”10
On “February 12, 2016, at 5:48, Alaina Smith, Grassroots Organizer, Planned Parenthood of the St. Louis Region and Southwest Missouri” sent out a plea: “Will you take action for Parkway Students?” Recipients were urged to “Check out … the Teen Pregnancy & Prevention Partnership (TPPP)” for the proposed curriculum overview. Planned Parenthood was rallying support for its voice to 1st graders and above.11
• In 2016, the Teen Pregnancy & Prevention Partnership was the first organization listed as a consultant for the curriculum.12 It brags in its 2014 Annual Report by “the end of 2014, 15 professionals completed TPPP’s series of trainings on the National Sexuality Education Standards,” and that in “2013 TPPP launched MASHE (Medically Accurate Sexual Health Education) … [and in] March 2014, Kelsey Van Nice from SIECUS presented Overcoming Resistance to MASHE for 60 people … [and] TPPP began working with the Parkway School District on the review and revision of its sexual health curriculum.”(2014 Annual Report, pages 4 and 6) On page 7, members of TPPP include “Planned Parenthood of the St. Louis Region and Southwest Missouri.”
• The Missouri Family Health Council’s Information and Education Committee (MFHC) in 2016 was listed under Collaboration when accessing information about TPPP.13 (In 2018, the TPPP website was “blocked by the network administrator.”) The Missouri Family Health Council, Inc.’s Internal Revenue Service 2016 990 schedule I lists grants of funds to 19 women’s health clinics in Missouri. Numbers #13 and #14 together total $1,150,108 and are made to Planned Parenthood Abortion Clinics under the Federal Title X program. Of MFHCs income of $5,042,800, $4,846,348 came from the federal government’s Health and Human Services grants (your tax dollars). About $120,000 of MFHC’s expenses was for grassroots and direct lobbying.
• SIECUS keeps popping up over and over in documents from Parkway, TPPP, Advocacy and MFHC. SIECUS’s position statements clearly link it to promotion of abortion.
“ABORTION. SIECUS believes that every woman, regardless of age or income, should have the right to obtain an abortion under safe, legal, affordable, easily accessible, confidential, and dignified conditions.”14 (Emphasis added.)
It is ironic how “settled science” never applies to the medical evidence that a baby has been witnessed clapping its hands at 18 weeks, and a fetal heartbeat has been detected at 12 weeks.
SIECUS – Very clear on its stand on homosexuality
• “SEXUAL ORIENTATION – SIECUS believes that individuals have the right to live in accordance with their sexual orientation whether they are bisexual, heterosexual, gay, or lesbian. The legal system should guarantee the civil rights and protection of all people, regardless of sexual orientation. Prejudice and discrimination based on sexual orientation is unethical and immoral.”
• “GENDER EQUALITY AND EQUITY – SIECUS believes that gender equality and equity are fundamental human rights. Society must recognize how gender-based stereotyping, including prejudice toward transgender, transsexual, and intersex individuals, can result in harmful consequences, such as gender-based violence and sexual, physical, and psychological abuse. Gender-based stereotyping must be eliminated, and the use of gender-inclusive language promoted. The legal system should guarantee the civil rights and protection of all people, regardless of gender, gender identity, or gender expression.”15
Parkway’s curriculum pushes homosexuality starting in first grade. The 2016 draft standards and learning outcomes, as well as the 2017-18 curriculum, specify that first graders will “Identify ways in which people are different and unique.” Heather Has Two Mommies has been used as part of sex-education curriculum for over 25 years. This book changes the historical tradition of male and female parents nurturing a child and encourages parenting by two lesbians with no father in the home.
By third grade, this has morphed into “Explain common stereotypical roles of males and females and explain the importance of respecting various personalities and expressions.”16 (2016 version said “gender expressions.”) The choice of words is important. “Sex” as listed on a birth certificate is DNA evidence-based, but “gender” is a “construct.” (“Constructs” are what you create instead of truth.) “Gender expression” is an euphemism for discarding the biological, settled science of DNA and determining one’s sex according to one’s choosing, refusing to acknowledge that boys are male and girls are female, even when the knife mutilates their body parts and chemicals are needed to mask their DNA.
Resources listed for Parkway’s curricula17 for first, second and third grades include “Ready, Set, Respect! GLSEN’ Elementary School Toolkit.”18 This curriculum was developed by GLSEN, which was founded in 1990 by gay teacher, Kevin Jennings, who later became Assistant Deputy Secretary for the Office of Safe and Drug-Free School at the U.S. Department of Education 2009-2011.
GLSEN’s website leads with “Championing LGBTQ (Lesbian, Gay, Bi-sexual, Transgender, Queer) issues in K-12 education since 1990. Our mission is to create safe and affirming schools for all, regardless of sexual orientation, gender identity, or gender expression.”19 GLSEN is proud to note that they are part of the federal mandates in Common Core and that their “Lessons [are] aligned to: Common Core State Standards for English Language Arts [and] McRel Standards.”20 21
• How can you teach a six or seven-year-old about families with two mommies or two daddies without getting into the sex act? Early on, children ask where babies come from and notice a women’s big tummy equating that with a mommy and babies. This creates a problem for those that push sex education at the grade school level, because biology and the human anatomy are taught alongside what used to be called sin.
• If and when children as young as five-years-old are exposed to explicit, morally free sex instruction, then won’t they try it? Curiosity is one of the attributes of children.
• Why are children being treated as adults, when children and teen brains are “vulnerable to impulse? Neurologists describe it like this: ‘Significant changes occur in the limbic system [when exposed to pornography and sex], which may impact self-control, decision-making, emotions, and risk-taking behaviors. The brain also experiences a surge of myelin synthesis in the frontal lobe, which is implicated in cognitive processes during adolescence.’ In other words, your kid’s brain is half-cooked.” 22 (Emphasis added.) Explicit and instructive sex – especially as early as grade school level – certainly impacts the brain.
Dr. Melvin Anchell, a clinical psychiatrist from Los Angeles, noted the norm in grade school is for a child to gather and collects every piece of information he can. Who remembers tiring of the “what, why and how” questions of a young child? Dr. Anchell labeled this the latency stage, because children are normally uninterested in sex except to say, “Yuck!” Dr. Anchell’s sixty-six years of clinical observation concluded that when the child is focused on sex in these grade school years, it compromises and essentially stunts the academics.
“Ryan T. Anderson, a senior research fellow at the Heritage Foundation and author of the just-released, ‘When Harry Became Sally: Responding to the Transgender Movement,’ said there is ‘no robust science’ to support the transgender movement’s claims.
“ ‘The best science shows that 80 to 95 percent of children with a gender-identity conflict will grow out of it,’ Mr. Anderson said Friday [March 2, 2018] on the FOX News’, ‘Tucker Carlson Tonight.’ ‘The best science shows that 41 percent of people who identify as transgender will attempt suicide at some point in their lives, and that people after they have sex-reassignment surgery — 19 times more likely to die by suicide.’
“He said society must, ‘hit the pause button’ and consider ‘how we can help people who are suffering? Because obviously if you feel so distressed in your own body that you would contemplate reassigning your sex, you’re suffering,’ Mr. Anderson said, ‘and we need to have a more compassionate and effective response to these people’.”23
Christian parents who buck the cultural tide of relativism vs. exclusive truth are asking another question. As Dr. Everett Piper explains it, “What is the difference between affirming one sinful inclination and affirming another? In other words, why is an inclination toward anti-Semitism something we all assume we can and should condemn, control, and change, but yet an inclination toward sodomy is not? Why do we ‘normalize’ one sinful habit and predisposition, but yet still condemn another?”24 Dr. Piper continued, “it never ceases to amaze me how those who wave the rainbow banner of ‘love and tolerance’ become so angry, hateful, and intolerant when anyone dares to challenge their sexual orthodoxy. They seem to be blind to their own duplicity. They seem totally unaware that they saw off the branch upon which they sit and shout out damnation to those warning of their fall.”25
Under GLSEN’s curriculum on Playgrounds and Prejudice, note the emphasis on assessing. This ties the curriculum to invasive collection of personal data on children.
“Assesses teachers’ and students’ perceptions of school climate:
• Use of biased remarks, incl[uding] homophobic language
• Culture re[garding] gender expression and gender non-conformity
• Teaching of diversity, particularly family diversity …”26 (Emphasis added.)
In 1968, teachers observed the children’s interactions and measured the goal of removing modesty with a check beside the child’s name. Forty-three years later, the schools are using computerized assessments of such intensive detail and depth that assessments have become dangerous. These assessments enable the schools to collect individual information on each child (as well as on each teacher), which fulfills the insatiable appetite to collect marketable, researchable information and enable control of individuals.
Thanks to federal education data guidelines revised in December of 2011 under the Obama administration, this data is now being shared with almost everyone except the parent and teacher. Consider what this means when data is collected on how your child, raised to believe biblical values on marriage innocently, is forced to answer invasive questions on sex, including the following:
“What do you feel is your gender? Boy/Man (b) Girl/Woman (c) Other (write in if other) _____”
“How old were you when you had consensual sex (sex that you wanted to have) for the first time? By sex, we mean v*****l (v****a), a**l (butt), and o**l (mouth) intercourse. (Choose age.) _____”27
Returning to the Parkway School District and their Sex Education Frameworks, page five notes that the “Framework includes eight health standards, aligned to the Parkway Health and Physical Education Standards (HPE5-HPE6a-g) and mirror the CDC’s National Health Education Standards (See Appendix B).” Translated, this means each of these standards MUST be assessed with written answers – either by the teacher or the student. In this example, the student “will be able to” answer by the end of grade 8. What is the correct answer to:
“Describe how intolerance can affect others when aspects of their sexuality (such as sexual activity, sexual abstinence, sexual orientation, gender expression or gender identity) are different from one’s own.”28
How would a practicing Jewish or Christian student answer a question predicated on the assumption that biblical morality is intolerant, especially if that student does not consider a self-selected gender as normal ?
As a number of con-servative commentators are now observing, perhaps our culture of life, liberty and the pursuit of happiness has been stealthily replaced by our schools, which are teaching/enabling a culture of death, dependency and suicide.
“Have we become so powerless that we are no longer able to take a stand on any moral issue? Have we lost our moral authority because we’ve made sinning Christians the norm? … Is our theology so flawed and diluted by pop-theology writers that we no longer accept that Christ came to destroy the works of the devil (1 John 3:8) and to free us from sin? …
“The fact that pastors are advocating for “conversations” about sin and debating the truth of God’s Word for today’s culture testifies to the fact that we are in danger of losing our influence on culture altogether. God help us!”50
Churches must take the lead and provide the missing information for their members on the issues of the day. This has become critical as the Fourth Estate (the media) have become agenda-oriented, not truth-oriented.
The nuclear family of a female mother and a male father has been so much a part of civilization that when it is stealthily stolen, society is caught off guard. Americans have just intuitively accepted it as normal and do not know how to make it a cause. Push back starts with educating oneself on the reason a strong culture rests only on a strong family. Government policies that divide families need to be reversed. Families need to be mentored to include a strong, morally courageous father in the home. Parents need to get up to speed on the way many video games remove the child’s empathy for humans.
Abolish gun-free zones. Arm responsible, wise volunteer teachers/coaches and post signs everywhere in the school that personnel are armed.
Local Schools and Government
For too long, law abiding, family-focused Americans have been minding their own business while others, primarily radical progressives or misguided idealists, have been figuring out how to mind the business of others as well as even control other’s lives. They have not only focused on federal laws, but have built their power bases at the local level by fielding candidates for school board or alderman/councilman.
The answer to much of what is wrong with America lies in a simple first step:
Family-focused, God-fearing, rule of law/Constitutional law adherents MUST take on the often unpleasant neighborhood debates and discussions and run for these same offices in order to reclaim their communities.
Find the best candidates for local and national offices, help inform and educate them, and then, help them win. Follow board meetings and the resulting actions as part of your civic duty. Engage and share what you have learned among a group of citizens. Then next year, field your own candidate and keep doing so, all the while researching into the curriculum of the schools and the policies of your town government. Reclaim your communities!
John Adams said,
Our Constitution was made only for a moral and religious people. It is wholly inadequate to the government of any other.
The moral and religious people of our founders sought the Judeo-Christian wisdom through becoming familiar with the Old and New Testaments and the practice of individual prayer.
Endnotes (Accessed March 2018 unless otherwise noted.):
1 Hearne, Donna, “Hearing Before the Committee on the Judiciary House of Representatives One Hundred Sixth Congress First Session,” page 167-179, May 13, 1999, http://commdocs.house.gov/committees/judiciary/hju62441.000/hju62441_0f.htm.
2 National Sexuality Education Standards, Core Content and Skills, K-12, Future of Sex Education, http://www.futureofsexed.org/documents/josh-fose-standards-web.pdf.
3 Richardson, Bradford, “Religious parents lose custody of transgender teen fro refusing hormone treatment,” The Washington Times, February 20, 2018, https://www.washingtontimes.com.
5 Parkway Schools Home page, http:www.parkwayschools.net/pages/ParkwayC2/Programs_Depts/486670…tion/Health__Physical_Education_Ad/Sexuality_Education_Parent_Fee (Accessed March 3, 2016)
6 Parkway Schools Home page, https://www.parkwayschools.net.
7 Anderson, Meg, “The CDC Gives U.S. Schools Low Marks in Sex Ed,” NPR., December 10, 2015, https://www.npr.org
8 Showalter, Brandon, “CDC Report: Virgin Teens Much Healthier Than Their Sexually Active Peers,” The Christian Post, December 6, 2016, https://www.christianpost.com.
9 Mast, Jr., Richard L., “Illegal abortion provider involvement in the ‘Healthy Relationships and Sexual Health Curriculum Frameworks’,” Liberty Council letter to Parkway School District., February 27, 2018. www.lc.org//PDFs/Attachments2PRsLAs/2016/022316Ltr-ParkwaySchool.pdf.
10 Ibid., Advocates for Youth homepage.
11 Ibid., Smith, Alaina, email.
12http:www.parkwayschools.net/pages/ParkwayC2/Programs_Depts/486670…tion/Health__Physical_Education_Ad/Sexuality_Education_Parent_Fee (Accessed March 3, 2016)
14 “Position Statements,” SIECUS, Sexuality Information and Education Council of the United States, www.siecus.com. 2018)
16 “Parkway School District Health & Physical Education Department Curriculum Frameworks, Healthy Relationships and Sexual Health 2017-18,” p 7.
17 “Parkway School District Health and Physical Education, Healthy Relationships & Sexual Health Curriculum, 1st through 3rd Grades – My Growing Body Unit and Lesson Details.”
18 “Research Base: Playgrounds and Prejudice,” An Introduction to Ready, Set, Respect! GLSEN’s Elementary School Toolkit, 2003-2011, GLSEN, Inc. the Gay, Lesbian and Straight Education Network, www.glsen.org. (Accessed March 3, 2018)
19 GLSEN home page, https://www.glsen.org.
21 See “Parkway School District Health and Physical Education, Healthy Relationships & Sexual Health Curriculum, 1st through 3rd Grades – My Growing Body, Unit and Lesson Details.”
22 “Porn is Not the Worst Thing on Musical.ly,” Medium.com, https://medium.com.
23 Richardson, Bradford, “Skeptics urge caution as transgender surgeries skyrocket,” The Washington Times, March 5, 2018, https://www.washingtontimes.com.
24 David, Patty, “Responding to LGBTQ Inclusion in the Church – Conversation or Capitulation?,” The Wesleyan Resistance, March 9, 2018, https://wesleyanresistance.com.
26 Ibid., GLSEN “Toolkit.”
27 “Graphic ‘dating’ survey given to high school students in Andover, Mass. Crude questions on sexual experience, homosexuality, criminal assault, and more. Outraged parents confront school officials,” MassResistance, March 6, 2016, www.massresistance.org. (Accessed March 5, 2016.)
28 2012 HECAT: Comprehensive Sexual Health Curriculum, Standard 1: Knowledge Expectations, Grades 6-8, Standard 1 “Students will comprehend concepts related to health promotion and disease prevention,” SH1.8.35 (HBO 7), page CHE-118.
29 Howerton, Jason, “Planned Parenthood President Spotted on Stage During Rapper’s NRA-Bashing Performance, Independent Journal Review, March 4, 2018, https://ijr.com.
30 Desanctis, Alexandra, “What Planned Parenthood’s Annual Report Proves,” National Review, January 4, 2018, https://www.nationalreview.com.
31 Alexander, Mark, “Demos Don’t Care About Children Unless …,” The Patriot Post, February 28, 2018, https://patriotpost.us.
32 Perrotta, Al, “Why are You Surprised?,” The Stream, February 20, 2018, http://stream.org.
33 Georgantopoulos, Mary Ann and Brianna Sacks, “The Parkland Teens Fighting for Gun Control Have the Backing of These Huge Organizing Groups,” BuzzFeed News, February 28, 2018, www.buzzfeed.com.
34 Hull, Caleb, “Former Secret Service Agent Slams Gun Control: ‘Criminals Don’t Care About Your Gun Laws’,” Independent Journal Review, https://ijr.com.
35 Hersher, Rebecca, “Science Provides Few Facts on Effects of Gun Policies, Report Finds,” NPR, St. Louis Public Radio, March 2, 2018, https://www.npr.org.
36 Ibid., Hull, Caleb.
37 Fairbanks, Cassandra, “Speech on Guns by Virginia Senate Candidate Causes Democrat Walk-Out, Goes Massively Viral Online,” Gateway Pundit, March 4, 2018, http://thegatewaypundit.com. 38 FedUp PAC Staff, “Government that Works, Not More Gun Control,” FedUp PAC, March 2, 2018, https://www.fedup.org.
39 “Transcript: Stoneman students’ questions to lawmakers and the NRA at the CNN town hall,” CNN Politics, February 22, 2018, https://www.cnn.com.
40 Ibid., FedUp PAC Staff, “Government that Works, Not More Gun Control.”
41 Horowitz, David, “How criminal justice ‘reform’ will cause more Parklands,” Conservative Review, February 28, 2018, https://www.conservativereview.com/articles/criminal-justice-reform-will-cause-parklands/.
42 Schwartz, Ian, “Ingraham: ‘PROMISE Program’ Hailed by Obama Admin Led to Florida Schools Ignoring Violent Students,” RealClear Politics, March 5, 2018, https://www.realclearpolitics.com.
43 Ibid., Hearne, Donna.
44 Gallatin, Thomas, “Failed Government Policies Result in School Mass Shootings,” IN BRIEF, The Patriot Post, February 22, 2018, https://patriotpost.us.
45 “Antidepressants are a Prescription for Mass Shootings,” Citizens Commission on Human Rights Florida, http://www.cchrflorida.org.
46 Ibid., Georgantopoulos and Sacks.
47 Alexander, Mark, “Democrat Common Sense – A Non Sequitur,” The Patriot Post, February 21, 2018, https://patriotpost.us.
48 Editor, “Seattle Police Begin Gun Confiscations: No Laws Broken, No Warrant, No Charges,” Liberty Headlines, https://www.libertyheadlines.com, March 7, 2018.
49 Ibid., Hearne, Donna.
50 Ibid., David, Patty.