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Public Education Against America
The Hidden Agenda
Author: Marlin Maddox
Liz Lemming could hardly believe her eyes. The words on the flier lying on her dining room table leaped out at her : "You and your classmates will become Muslims!" She picked up the paper and began to read. What she found stunned her. It was a handout from a course in Islam that her seventh-grade son was taking at Excelsior School in Byron, California.
Although she was a teacher at the same school, she had been totally unaware of what they were teaching her son.
When I first heard about the concerned parents in Byron who believed their children were being indoctrinated with the Islamic religion, I decided to look into it. So, my staff and I went to work, making phone calls, interviewing people, and putting the pieces of the puzzle together.
The information we gathered was disturbing, to say the least.
Among other things, we discovered that the students at the school were required to attend an intensive three-week course in Islam that mandated that they learn the tenets of Islam, study the important figures of the Muslim faith, wear a robe, and read verses from the Koran. In addition, they had to memorize twenty-five Islamic terms and learn six Islamic (Arabic) phrases, twenty Islamic proverbs, and the Five Pillars of Faith. They also had to study ten key Islamic prophets and disciples.
According to course description handouts that the school sent home to parents, the students also had to pick a Muslim name out of a list of thirty and go on a make-believe journey - called a Hajj - to Mecca. "From the beginning, you and your classmates will become Muslims, " the handout read. "Dressing as a Muslim and trying to be involved will increase your learning and enjoyment." Across the Centuries is the name of the textbook used for the course. Described as a social studies/history book, it has been adopted by the California school system.
Penna Dexter, a frequent Point of View cohost, interviewed Liz Lemming and found her to be a typical parent who did not want to stir up trouble. But she was concerned about what was happening to her son and the other children in her school who were taking this course.
"We could never teach Christianity like this," Mrs. Lemming told the Point of View radio audience. "We can't even mention the name of Jesus in the public schools. But over there in the next building, they teach Islam as the true religion. Students are taught about Islam and how to pray to Allah. Can you imagine the barrage of lawsuits and problems we would have from the ACLU if Christianity were taught in the public schools ? And if we tried to teach about the contributions of Matthew, Mark, Luke, John, and the apostle Paul ? But when it comes to furthering the Islamic religion in the public schools, there is not one word from the ACLU, people for the American Way, or anybody else. This is hypocrisy!"
One of Mrs. Lemming's primary concerns was the role-playing activity. "In the particular course," she said on the broadcast, "they went into a game program where they had to actually adopt some ideas of being a Muslim. So they did a pligrimage to Mecca. My son was required to memorize different verses from the Koran. Each person in the group had to memorize a different
one." She then read the verse her son had to memorize:
For him that gives in charity and guards himself against evil and believes in goodness, we shall smooth the path to righteousness. But for him that neither gives nor takes and disbelieves in goodness, we shall smooth the path of affliction. When he breathes his last, his riches will not avail him.
Clearly disturbed by having to read this verse again, she haltingly said, " That...was the verse my son was given to memorize, and he was required to do that for a part of his grade."
"Liz, how would you characterize the school's presentation of the teaching of Islam ?" Penna asked. "Was it mostly positive, or was it a balanced presentation of the religion ?"
"Well, I would say it was given in a very positive light. I don't see where there is any indication of why there's an attack on our country in the teaching. I don't think what would motivate that kind of hatred against the United States was addressed."
Penna asked if there was anything in the course about the Muslims' treatment of women. She answered, "I haven't found anything. No."
Penna followed up by asking if there was anything about the way the Muslims force conversion through war or about the persecution of Christians.
There was nothing about that, she told us. Then Mrs. Lemming explained that there was an emphasis in the school textbook on Islamic prayer. "And I've found here the Islamic prayer -steps in the prayer. Prayer time is before daybreak, shortly after the sun's zenith. A chapter in the Koran is recited every day at daily prayer, either silently or aloud, depending on the
prayer that is performed. All Muslims offer prayer in Arabic regardless of their native language.
And then it goes on to recite the prayers." She then read the prayer from a handout of Islamic prayers given to the children:
In the name of God most gracious most merciful. Praise be to God the cherisher and sustainer of the world. Most gracious most merciful master of the day of judgment. Thee do we worship. And thine aid we seek. Show us the straight path, the way on those portion is not robbed and who do not go astray. Amen.
We could hear our guest shuffling through some papers as she said quietly, "And when I look at my grade sheet here, my son got a ten out of the ten on the prayer."
"He had to pray that prayer ?" Penna asked. A long moment of silence.
"I...haven't ask him directly..because I'm trying not to inflame anything by making him have to give me some responses to these things. I'm looking in his papers. I'm looking at what he was graded on here. There's almsgiving, there's prayer, there's fasting. He got a zero on fasting because the whole group didn't come in and spend their lunchtime in the classroom."
"This isn't just teaching about religion," Penna responded. "This is taking parts of that religion and actually practicing it."
"It's reenacting it," Mrs. Lemming replied. "To me they are play-acting their religion, and they're doing it with the intent of trying to make this whole learning of it fun. But I don't see the historical value of those particular activities."
She then explain that she sees the games and role-playing as a tool, not only to engender sympathy and support for the Muslim cause, but also for recruitment. "This is not just a class of history, of examing cultures," she said; "this course is entirely too specific. It is more about indoctrination."
Penna continued: "We read an article on the air that talked about the presentation of God, saying that God was presented as the same for Muslims, Jews, and Christians."
"Yes, that is correct."
"Do you remember anything about that presentation ?"
"Only that they stated that we worship the same God."
"All three religions, Christianity, Judaism, and Islam ?"
"Right. I remember that was in the textbook itself."
"That could be a little confusing to a Christian child," Penna said.
"Yes, it is," Mrs. Lemming said. "I don't believe that the God we worship in Christianity would be an equivalent God to the god that Islam believes in. I don't think we characterize Him in the same way. On the other hand, the Christianity that is taught in the course is brief, taught as a myth, and strictly negative. This is how it is portrayed in the textbook."
In expressing her concerns, she said this wasn't just a school issue. It was a state curriculum issue. It was a "benchmark and standards" issue, because Islam was stated as being one of the benchmarks that seventh grade history students would meet. "Now correct me if I'm wrong," she said, "but this looks like teaching religion to me. This would be teaching a religion rather
than teaching the history. Reenacting a pilgrimage to Mecca. I don't understand how that relates."
Taught to Pray in the Name of Allah !
Austin Miles, who wrote a story for the Assist News Service about the controversy, filled in some of the blanks for us when he appeared on Point of View. He told us that, in addition to memorizing verses from the Koran, students were taught to pray in "the name of Allah, the Compassionate,
the Merciful" and to chant, "Praise to Allah, Lord of Creation."
In describing the textbook, he pointed out that Islam was presented in a totally positive manner, with not one negative to be found in the text. There was no mention of the wars, massacres, and cruelities against Christians and non-Muslims that Islam has consistently perpetrated over the centuries. "Nor was there any mention made of the way Muslims treat their own people, such as cutting off hands, feet, and heads for even the slightest violations of the Islamic tenets of faith, or the shocking way they treat their women," he said.
Miles added that every pupil questioned thought the course "was fun." Some described Islam as a "pretty culture." This included a pastor's son. One child said that Jihad was like playing a video game, even though the true violent nature of Jihad was well concealed. The "miraculous" events leading up to the Koran, the holy book of Islam, and other "revelations" to Muhammad were
presented as factual. "On the other hand," Miles said, " any reference of the miraculous regarding Christianity is always set next to a disclaimer, implying an absence of credibility about the stated event. And Christianity is always shown in a negative light, emphasizing such things as the Inquisition, the Salem witch hunts, by high-lighting in bold, black type."
"The handouts used in this course were considerable, and the positive treatment of Muhammad was remarkable," Miles said. "The course includes a history of Islam and the life of Muhammad, its founder. Muhammad is portrayed as an extremely moral man who wanted a society of purity.
A vast body of historical accounts will refute this image. Historians will show that he had multiple wives, a sexual problem, and among his wives, he took ten-year-old girl," he said.
The Washington Times reported that Peggy Green, superintendent of the Byron Union School District, denied that her schools were promoting faith, saying that they were only teaching about Islam. Mrs. Green said students were given the option to dress up as Muslims for extra credit.
"We are not teaching religion," Mrs. Green said. "We are teaching the California state-mandated standards with state-adopted textbooks. Dressing up in costume, role-playing, and simulation games are all used to stimulate class discussion and are common teaching practices used in other subjects as well. There's nothing to be upset about."
A little in-depth research turned up some very interesting information about the course. The Curriculum Frameworks and the Instructional Resources, first adopted in 1998, incorporate the content standards and serve as the basis for statewide assessment. The framwork for history and social science for grade seven provides for an examination of "the rise of Islam as a religion and as a civilization...The religious ideas of Muhammad, the founder of Islam,
should be discussed both for their ethical teachings and as a way of life. Muhammad should be seen as a major historical figure who helped establish the Islamic way of life, its code of ethics and justice, and its rule of law.
California had slipped this course under the radar screen, and parents knew nothing about it until it hit them in the face. However, Nancy Castro, the Byron middle school principal, told ANS News Service that the Islam course reflects California (educational) standards that meet state requirements. When asked about the intensity of the Islamic course, Castro stated that
the course "is not religion, but ancient culture and history. And the text is a state-adopted textbook. We do not endorse any religion. We just make students aware."
Liz Lemming was not alone in her concern.
Valerie Moore said that her daugher had been indoctrinated in the Islamic religion for over four months while in the seventh grade in 1994. Moore expressed shock in arriving at Joseph Kerr Junior High School in Elk Grove, California, one day and being greeted by a huge banner on the front grounds of the school that read "There is one God, Allah, and Muhammad is his prophet."
Recalling that the sign was up all day, she remarked, "What if we put up a sign that says "Jesus is Lord" for thirty minutes ? Oh, no ! You can't do that - separation of church and state. They aren't just teaching them about Islam; they have them practicing it. They have them kneeling down and praying to Allah. I have a problem with that. That's more like inculcatiion."
Moore also recounted witnessing children dressed up in Muslim attire, chanting from the Koran, and praying while marching around the cabala. But Valerie claimed that when she complained to the school officals, they ridiculed her.
"I started reading my daughter's textbook and was astonished that nothing in the book resembled the history that I had been taught. It had all been distorted and rewritten," Moore said. "No longer could the founding of America be traced through Judeo-Christian beginnings. The history has been
altered to now show that America had been given birth through an Islamic heritage. Everything sprang up through Islam."
A San Luis Obispo parent, Jen Schroeder, expressed her concern about the results of such indoctrination. "California has been planting some big seeds for Islam while hardening hearts toward Christianity through the Houghton Mifflin textbooks," she told World Net Daily. "John Walker Lindh is the fruit of California's efforts. He was a young impressionable child, just as my son is. How many more John Walkers before we stop promoting Islam in public schools ?"
One award-winning seventh-grade history teacher from the San Francisco area, who asked not to be identified for fear of reprisal, told Nation Review Online that he credits activism on the part of California Muslims for the way Islam is presented in the textbook: "The local Muslim community makes it a point to attend social-studies teachers' conventions to share teaching aids,
and they also offer free guest speakers for the classroom."
In what should have been a slam-dunk case, the Thomas More Law Center filed a lawsuit on behalf of several parents and their children against the Byron Union School District and various school officals. The parents wanted to stop the use of the "Islam simulation" materials in the Excelsior Elementary School in Byron, California.
But as we know, sanity is not a highly prized commodity when it comes to some of our federal courts. True to form, in December 2003, U.S. District Judge Phyllis Hamilton threw out the case. In her twenty-two page ruling, she sadi that by requiring students to adopt Muslim names and pray to Allah, Excelsior was not indoctrinating students about Islam but rather were just teaching them about the Muslim religion.
Christianity Slammed in Other Textbooks
Now, before you jump to the conclusion that California is the only state that slants the textbooks to favor Islam and denigrates Christianity, think again. Dr. Paul Vitz wrote about this widespread practice in his book Censorship: Evidence of Bias in Our Children's Textbooks. He informed the Point of View audience that, in examining sixth-grade civilizations textbooks, he found that
Muhammad's life got considerably more coverage than the life of Jesus. "And none of the texts I examined," he said, "give much emphasis to all to Christianity as a living cultural and historical force in the world of today, or in the last two hundred years, especially in the United States. But the Arab world is never described without a serious treatment of Islam."
On the other hand, Muslim children right here in America are being systematically indoctrinated against Christianity and Western civilization. The Washington Post carried several stories on Islamic schools located around the Washington, D.C., area. For example, the Islamic Saudi Academy, subsidized by the Saudi government, is located in the Virginia suburbs of Washington.
The school educates children in the extremist teachings of the Wahabi sect of Islam. Among other things that might alarm the American people, these schools are teaching Muslim children such things as "the day of judgment can't come until Jesus Christ returns to the Earth, breaks the cross,
and converts everyone to Islam, and until Muslims start attacking Jews." There are at least a dozen such schools between Baltimore and Richmond and two to three hundred nationwide. They have at least thirty thousand students. And thousands more attend Islamic weekend schools.
This entire infiltration of Islamic doctrine into the public schools in America might have gone unnoticed for many more years, except for one thing - the terrorist attacks on America.
Ok..That idea that our public school system is working against America strikes most people as implausible. But the fact remains that atheists, socialists, and liberals, by design, control our educational system -- from kindergarten through university. As a result, public education in this
country has become one of the most anti-God, anti-Christian, anti-moral, and anti-American environments around. Sadly, our tax dollars pay for it. But even more astoundin' is the fact that we Americans willingly place fifty million of our precious children within such an environment every year.
If, you would like to read about this - you can purchase a book at the Book Store. Check for an Author's name above ^.
And, also I would like to provide a link where it stated about what happened at Byron School.
Islam Online- News Section
The Hidden Agenda
Author: Marlin Maddox
Liz Lemming could hardly believe her eyes. The words on the flier lying on her dining room table leaped out at her : "You and your classmates will become Muslims!" She picked up the paper and began to read. What she found stunned her. It was a handout from a course in Islam that her seventh-grade son was taking at Excelsior School in Byron, California.
Although she was a teacher at the same school, she had been totally unaware of what they were teaching her son.
When I first heard about the concerned parents in Byron who believed their children were being indoctrinated with the Islamic religion, I decided to look into it. So, my staff and I went to work, making phone calls, interviewing people, and putting the pieces of the puzzle together.
The information we gathered was disturbing, to say the least.
Among other things, we discovered that the students at the school were required to attend an intensive three-week course in Islam that mandated that they learn the tenets of Islam, study the important figures of the Muslim faith, wear a robe, and read verses from the Koran. In addition, they had to memorize twenty-five Islamic terms and learn six Islamic (Arabic) phrases, twenty Islamic proverbs, and the Five Pillars of Faith. They also had to study ten key Islamic prophets and disciples.
According to course description handouts that the school sent home to parents, the students also had to pick a Muslim name out of a list of thirty and go on a make-believe journey - called a Hajj - to Mecca. "From the beginning, you and your classmates will become Muslims, " the handout read. "Dressing as a Muslim and trying to be involved will increase your learning and enjoyment." Across the Centuries is the name of the textbook used for the course. Described as a social studies/history book, it has been adopted by the California school system.
Penna Dexter, a frequent Point of View cohost, interviewed Liz Lemming and found her to be a typical parent who did not want to stir up trouble. But she was concerned about what was happening to her son and the other children in her school who were taking this course.
"We could never teach Christianity like this," Mrs. Lemming told the Point of View radio audience. "We can't even mention the name of Jesus in the public schools. But over there in the next building, they teach Islam as the true religion. Students are taught about Islam and how to pray to Allah. Can you imagine the barrage of lawsuits and problems we would have from the ACLU if Christianity were taught in the public schools ? And if we tried to teach about the contributions of Matthew, Mark, Luke, John, and the apostle Paul ? But when it comes to furthering the Islamic religion in the public schools, there is not one word from the ACLU, people for the American Way, or anybody else. This is hypocrisy!"
One of Mrs. Lemming's primary concerns was the role-playing activity. "In the particular course," she said on the broadcast, "they went into a game program where they had to actually adopt some ideas of being a Muslim. So they did a pligrimage to Mecca. My son was required to memorize different verses from the Koran. Each person in the group had to memorize a different
one." She then read the verse her son had to memorize:
For him that gives in charity and guards himself against evil and believes in goodness, we shall smooth the path to righteousness. But for him that neither gives nor takes and disbelieves in goodness, we shall smooth the path of affliction. When he breathes his last, his riches will not avail him.
Clearly disturbed by having to read this verse again, she haltingly said, " That...was the verse my son was given to memorize, and he was required to do that for a part of his grade."
"Liz, how would you characterize the school's presentation of the teaching of Islam ?" Penna asked. "Was it mostly positive, or was it a balanced presentation of the religion ?"
"Well, I would say it was given in a very positive light. I don't see where there is any indication of why there's an attack on our country in the teaching. I don't think what would motivate that kind of hatred against the United States was addressed."
Penna asked if there was anything in the course about the Muslims' treatment of women. She answered, "I haven't found anything. No."
Penna followed up by asking if there was anything about the way the Muslims force conversion through war or about the persecution of Christians.
There was nothing about that, she told us. Then Mrs. Lemming explained that there was an emphasis in the school textbook on Islamic prayer. "And I've found here the Islamic prayer -steps in the prayer. Prayer time is before daybreak, shortly after the sun's zenith. A chapter in the Koran is recited every day at daily prayer, either silently or aloud, depending on the
prayer that is performed. All Muslims offer prayer in Arabic regardless of their native language.
And then it goes on to recite the prayers." She then read the prayer from a handout of Islamic prayers given to the children:
In the name of God most gracious most merciful. Praise be to God the cherisher and sustainer of the world. Most gracious most merciful master of the day of judgment. Thee do we worship. And thine aid we seek. Show us the straight path, the way on those portion is not robbed and who do not go astray. Amen.
We could hear our guest shuffling through some papers as she said quietly, "And when I look at my grade sheet here, my son got a ten out of the ten on the prayer."
"He had to pray that prayer ?" Penna asked. A long moment of silence.
"I...haven't ask him directly..because I'm trying not to inflame anything by making him have to give me some responses to these things. I'm looking in his papers. I'm looking at what he was graded on here. There's almsgiving, there's prayer, there's fasting. He got a zero on fasting because the whole group didn't come in and spend their lunchtime in the classroom."
"This isn't just teaching about religion," Penna responded. "This is taking parts of that religion and actually practicing it."
"It's reenacting it," Mrs. Lemming replied. "To me they are play-acting their religion, and they're doing it with the intent of trying to make this whole learning of it fun. But I don't see the historical value of those particular activities."
She then explain that she sees the games and role-playing as a tool, not only to engender sympathy and support for the Muslim cause, but also for recruitment. "This is not just a class of history, of examing cultures," she said; "this course is entirely too specific. It is more about indoctrination."
Penna continued: "We read an article on the air that talked about the presentation of God, saying that God was presented as the same for Muslims, Jews, and Christians."
"Yes, that is correct."
"Do you remember anything about that presentation ?"
"Only that they stated that we worship the same God."
"All three religions, Christianity, Judaism, and Islam ?"
"Right. I remember that was in the textbook itself."
"That could be a little confusing to a Christian child," Penna said.
"Yes, it is," Mrs. Lemming said. "I don't believe that the God we worship in Christianity would be an equivalent God to the god that Islam believes in. I don't think we characterize Him in the same way. On the other hand, the Christianity that is taught in the course is brief, taught as a myth, and strictly negative. This is how it is portrayed in the textbook."
In expressing her concerns, she said this wasn't just a school issue. It was a state curriculum issue. It was a "benchmark and standards" issue, because Islam was stated as being one of the benchmarks that seventh grade history students would meet. "Now correct me if I'm wrong," she said, "but this looks like teaching religion to me. This would be teaching a religion rather
than teaching the history. Reenacting a pilgrimage to Mecca. I don't understand how that relates."
Taught to Pray in the Name of Allah !
Austin Miles, who wrote a story for the Assist News Service about the controversy, filled in some of the blanks for us when he appeared on Point of View. He told us that, in addition to memorizing verses from the Koran, students were taught to pray in "the name of Allah, the Compassionate,
the Merciful" and to chant, "Praise to Allah, Lord of Creation."
In describing the textbook, he pointed out that Islam was presented in a totally positive manner, with not one negative to be found in the text. There was no mention of the wars, massacres, and cruelities against Christians and non-Muslims that Islam has consistently perpetrated over the centuries. "Nor was there any mention made of the way Muslims treat their own people, such as cutting off hands, feet, and heads for even the slightest violations of the Islamic tenets of faith, or the shocking way they treat their women," he said.
Miles added that every pupil questioned thought the course "was fun." Some described Islam as a "pretty culture." This included a pastor's son. One child said that Jihad was like playing a video game, even though the true violent nature of Jihad was well concealed. The "miraculous" events leading up to the Koran, the holy book of Islam, and other "revelations" to Muhammad were
presented as factual. "On the other hand," Miles said, " any reference of the miraculous regarding Christianity is always set next to a disclaimer, implying an absence of credibility about the stated event. And Christianity is always shown in a negative light, emphasizing such things as the Inquisition, the Salem witch hunts, by high-lighting in bold, black type."
"The handouts used in this course were considerable, and the positive treatment of Muhammad was remarkable," Miles said. "The course includes a history of Islam and the life of Muhammad, its founder. Muhammad is portrayed as an extremely moral man who wanted a society of purity.
A vast body of historical accounts will refute this image. Historians will show that he had multiple wives, a sexual problem, and among his wives, he took ten-year-old girl," he said.
The Washington Times reported that Peggy Green, superintendent of the Byron Union School District, denied that her schools were promoting faith, saying that they were only teaching about Islam. Mrs. Green said students were given the option to dress up as Muslims for extra credit.
"We are not teaching religion," Mrs. Green said. "We are teaching the California state-mandated standards with state-adopted textbooks. Dressing up in costume, role-playing, and simulation games are all used to stimulate class discussion and are common teaching practices used in other subjects as well. There's nothing to be upset about."
A little in-depth research turned up some very interesting information about the course. The Curriculum Frameworks and the Instructional Resources, first adopted in 1998, incorporate the content standards and serve as the basis for statewide assessment. The framwork for history and social science for grade seven provides for an examination of "the rise of Islam as a religion and as a civilization...The religious ideas of Muhammad, the founder of Islam,
should be discussed both for their ethical teachings and as a way of life. Muhammad should be seen as a major historical figure who helped establish the Islamic way of life, its code of ethics and justice, and its rule of law.
California had slipped this course under the radar screen, and parents knew nothing about it until it hit them in the face. However, Nancy Castro, the Byron middle school principal, told ANS News Service that the Islam course reflects California (educational) standards that meet state requirements. When asked about the intensity of the Islamic course, Castro stated that
the course "is not religion, but ancient culture and history. And the text is a state-adopted textbook. We do not endorse any religion. We just make students aware."
Liz Lemming was not alone in her concern.
Valerie Moore said that her daugher had been indoctrinated in the Islamic religion for over four months while in the seventh grade in 1994. Moore expressed shock in arriving at Joseph Kerr Junior High School in Elk Grove, California, one day and being greeted by a huge banner on the front grounds of the school that read "There is one God, Allah, and Muhammad is his prophet."
Recalling that the sign was up all day, she remarked, "What if we put up a sign that says "Jesus is Lord" for thirty minutes ? Oh, no ! You can't do that - separation of church and state. They aren't just teaching them about Islam; they have them practicing it. They have them kneeling down and praying to Allah. I have a problem with that. That's more like inculcatiion."
Moore also recounted witnessing children dressed up in Muslim attire, chanting from the Koran, and praying while marching around the cabala. But Valerie claimed that when she complained to the school officals, they ridiculed her.
"I started reading my daughter's textbook and was astonished that nothing in the book resembled the history that I had been taught. It had all been distorted and rewritten," Moore said. "No longer could the founding of America be traced through Judeo-Christian beginnings. The history has been
altered to now show that America had been given birth through an Islamic heritage. Everything sprang up through Islam."
A San Luis Obispo parent, Jen Schroeder, expressed her concern about the results of such indoctrination. "California has been planting some big seeds for Islam while hardening hearts toward Christianity through the Houghton Mifflin textbooks," she told World Net Daily. "John Walker Lindh is the fruit of California's efforts. He was a young impressionable child, just as my son is. How many more John Walkers before we stop promoting Islam in public schools ?"
One award-winning seventh-grade history teacher from the San Francisco area, who asked not to be identified for fear of reprisal, told Nation Review Online that he credits activism on the part of California Muslims for the way Islam is presented in the textbook: "The local Muslim community makes it a point to attend social-studies teachers' conventions to share teaching aids,
and they also offer free guest speakers for the classroom."
In what should have been a slam-dunk case, the Thomas More Law Center filed a lawsuit on behalf of several parents and their children against the Byron Union School District and various school officals. The parents wanted to stop the use of the "Islam simulation" materials in the Excelsior Elementary School in Byron, California.
But as we know, sanity is not a highly prized commodity when it comes to some of our federal courts. True to form, in December 2003, U.S. District Judge Phyllis Hamilton threw out the case. In her twenty-two page ruling, she sadi that by requiring students to adopt Muslim names and pray to Allah, Excelsior was not indoctrinating students about Islam but rather were just teaching them about the Muslim religion.
Christianity Slammed in Other Textbooks
Now, before you jump to the conclusion that California is the only state that slants the textbooks to favor Islam and denigrates Christianity, think again. Dr. Paul Vitz wrote about this widespread practice in his book Censorship: Evidence of Bias in Our Children's Textbooks. He informed the Point of View audience that, in examining sixth-grade civilizations textbooks, he found that
Muhammad's life got considerably more coverage than the life of Jesus. "And none of the texts I examined," he said, "give much emphasis to all to Christianity as a living cultural and historical force in the world of today, or in the last two hundred years, especially in the United States. But the Arab world is never described without a serious treatment of Islam."
On the other hand, Muslim children right here in America are being systematically indoctrinated against Christianity and Western civilization. The Washington Post carried several stories on Islamic schools located around the Washington, D.C., area. For example, the Islamic Saudi Academy, subsidized by the Saudi government, is located in the Virginia suburbs of Washington.
The school educates children in the extremist teachings of the Wahabi sect of Islam. Among other things that might alarm the American people, these schools are teaching Muslim children such things as "the day of judgment can't come until Jesus Christ returns to the Earth, breaks the cross,
and converts everyone to Islam, and until Muslims start attacking Jews." There are at least a dozen such schools between Baltimore and Richmond and two to three hundred nationwide. They have at least thirty thousand students. And thousands more attend Islamic weekend schools.
This entire infiltration of Islamic doctrine into the public schools in America might have gone unnoticed for many more years, except for one thing - the terrorist attacks on America.
Ok..That idea that our public school system is working against America strikes most people as implausible. But the fact remains that atheists, socialists, and liberals, by design, control our educational system -- from kindergarten through university. As a result, public education in this
country has become one of the most anti-God, anti-Christian, anti-moral, and anti-American environments around. Sadly, our tax dollars pay for it. But even more astoundin' is the fact that we Americans willingly place fifty million of our precious children within such an environment every year.
If, you would like to read about this - you can purchase a book at the Book Store. Check for an Author's name above ^.
And, also I would like to provide a link where it stated about what happened at Byron School.
Islam Online- News Section
