Islamic Indoctrination in America's Schools

This is an ongoing scandal that goes back to at least 2002:

Concerned Women for America – Islam in California public schools

Excerpt:

“As children return to school this week, following the Christmas break, 7th graders in a growing number of [California] public schools, who are not permitted to wear a cross or speak the name of Jesus, will be required to attend an intensive, three-week course on Islam; a course in which students are mandated to learn the tenets of Islam, study the important figures of the faith, wear a robe, adopt a Muslim name and stage their own Jihad.”

History textbooks promoting Islam

Bob Unruh/WorldNetDaily

History textbooks being used by hundreds of thousands of public school students across the U.S. are blatantly promoting Islam, according to a new report by an independent organization that researches and reviews textbooks.   WND has reported several times on issues involving the promotion of Islam in public school texts, including a recent situation in which California parents complained their children were being taught that “jihad” to Muslims means “doing good works.” Muslim activists ‘succeeding’ in expunging criticism (WND)

If you think that a problem that’s been festering for so long should have been dealt with by now,  you are wrong:

Pissing on Christianity  while praising Islam in America’s public schools

Dig this:

* “Wherever they went, the Moslems [sic] brought with them their love of art, beauty and learning. From about the eighth to the eleventh century, their culture was superior in many ways to that of western Christendom.

* “Some of the finest centers of Moslem life were established in Spain. In Cordova, the streets were solidly paved, while at the same time in Paris people waded ankle-deep in mud after a rain. Cordovan public lamps lighted roads for as far as ten miles; yet seven hundred years later there was still not a single public lamp in London!”

By YOAV GONEN Education Reporter

State testmakers played favorites when quizzing high-schoolers on world religions — giving Islam and Buddhism the kid-gloves treatment while socking it to Christianity, critics say.

Teachers complain that the reading selections from the Regents exam in global history and geography given last week featured glowing passages pertaining to Muslim society but much more critical essay excerpts on the subject of Christianity.

“There should have been a little balance in there,” said one Brooklyn teacher who administered the exam but did not want to be identified.

“To me, this was offensive because it’s just so inappropriate and the timing of it was piss-poor,” he added, referring to the debate over the plan to build a mosque near Ground Zero.

The most troubling passage came from Daniel Roselle’s “A World History: A Cultural Approach,” observers said.

The passage reads: “Wherever they went, the Moslems [sic] brought with them their love of art, beauty and learning. From about the eighth to the eleventh century, their culture was superior in many ways to that of western Christendom.”

Meanwhile, an excerpt listing the common procedures used by Christian friars to introduce the religion in Latin America stated that “idols, temples and other material evidences of paganism [were] destroyed,” and “Christian buildings [were] often constructed on sites of destroyed native temples” — and built with free Indian labor, to boot.

“I can see why some people might see these questions as skewed,” said Mark MacWilliams, a religious-studies professor at St. Lawrence University in upstate Canton. “Why does the exam seem to have only documents that portray Islam as a religion of peace, civilization and refinement, while it includes documents about Christianity that show it was anything but peaceful in the Spanish conquest of the Americas?”

At the same time, MacWilliams criticized the presentation of Hernando Cortes’ conquest of Mexico — which he said portrayed him as a “choirboy” rather than a “conquistador.”

“It’s quite a whitewash,” he said.

Some other religious-studies experts contacted by The Post said they didn’t see what the fuss was all about.

“[The] selections seem about equal in terms of being historically/culturally focused, all relatively positive about the contributions made by each religion as it was introduced into various societies,” wrote Barbara Sproul, an associate professor of religion at Hunter College in Manhattan.

Yet Michael Dobkowski, chair of Religious Studies at Hobart and William Smith Colleges in upstate Geneva, asserted that it was only Christianity for which both positive and negative aspects were highlighted.

“Some [essays] suggest a kind of Christian triumphalism and the desire to convert the other that is not present in the treatment of Islam,” he said. “My impression is that there is certainly a divergence of approaches and impressions that should not appear in a Regents exam of this caliber.”

State education officials said that every effort had been made to present accurate historical information through the excerpts.

They said the questions had been developed over a four-year period and require students to use their own knowledge of social studies to produce answers.

They added that they weren’t aware of any complaints about the exam.

The Muslim reading:

* “Wherever they went, the Moslems [sic] brought with them their love of art, beauty and learning. From about the eighth to the eleventh century, their culture was superior in many ways to that of western Christendom.

* “Some of the finest centers of Moslem life were established in Spain. In Cordova, the streets were solidly paved, while at the same time in Paris people waded ankle-deep in mud after a rain. Cordovan public lamps lighted roads for as far as ten miles; yet seven hundred years later there was still not a single public lamp in London!”

Source: Daniel Roselle, A World History: A Cultural Approach

The Christian reading:
Common Procedures used by Friars in Converting Areas in Spanish America:

* “Idols, temples and other material evidences of paganism destroyed.”

* “Christian buildings often constructed on sites of destroyed native temples in order to symbolize and emphasize the substitution of one religion by the other.”

* “Indians supplied construction labor without receiving payment.”

* “In a converted community, services and fiestas were regularly held in the church building.”

Source: Based on information from Charles Gibson, Spain in America

Additional reporting by Chuck Bennett

yoav.gonen@nypost.com

2 thoughts on “Islamic Indoctrination in America's Schools”

  1. * and stage their own Jihad

    The madness isn’t limited to the USA:

    http://www.abc.net.au/news/stories/2010/08/25/2992706.htm

    [The Director-General of Education in Western Australia has described a terrorism assignment set for students in a high school as inappropriate.

    The assignment for year 10 students at the Kalgoorlie-Boulder Community High School was to plan a terrorist attack to kill as many people as possible.

    The students were told to use chemical or biological warfare. ]

  2. I wonder how many moderate youth are driven to radicalism by the endless tide of articles convincing them that most of America is some sort of irrational Islamophobic hate mob out to get them.

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