This is the third installment in a series of articles examining liberal attempts to brainwash the people of this nation. In part one we looked at some brief examples of media bias; in part two we looked at how bogus statistics and the liberal media work together. Here we look at how liberals are injecting their agenda into education.

Education

It is becoming common knowledge that some of the more extreme liberals have decided that being a normal, rambunctious little boy is a horrible thing. PC activists are taking steps to snuff out what they consider to be the harmful behavior of little boys.

The War Against Boys : How Misguided Feminism Is Harming Our Young Men by Christina Hoff Sommers takes a close look at such twisted mentalities. Sommers tells us that it has now become "fashionable to attribute pathology" to male children.

In just one example of the liberal attack on the young male in our schools Wendy McElroy of FOXNews points out

We now know a 1997 study that was instrumental in embedding PC feminist politics into the education of young children for what it truly was and is -- a farce.

The study, entitled Listening to Boys' Voices, by clinical psychologist Dr. William Pollack of Harvard, along with his subsequent best-seller, Real Boys: Rescuing Our Sons from the Myths of Boyhood (1998), sparked massive media coverage of what was termed "a national crisis of boys." Leading newspapers covered the "crisis." It was announced on the cover of Newsweek. It was explored in a segment of ABC's 20/20 and discussed on the Today Show.

What is the crisis? An epidemic of "violent" behavior by boys -- for example, of teasing and bullying at school -- that is said to pose a danger to society and to boys themselves. Boyhood has to be modified, activists said in response, largely through the public schools. We must start training more gentle and caring young men, they said.

For an example of how liberals are forcing such views on our children, we can look at Flagler Country, Florida. In this instance, a nine year old draws himself shooting someone with a laser gun and not only gets a 10 day suspension, but the school also decides that he needs counseling.

The USSR put dissident adults in psychiatric wards and gave them drugs to control their behavior. Our educrats put our children in psychotherapy and give them drugs to control their behavior. And we let them. Why? --Fred Reed

Yes, liberal extremes indeed, but they are being tolerated and encouraged. Across the country we see normal games that little boys play and normal things that little boys (and some little girls) do being banned -- from tag and dodgeball to drawing GI Joe.

This rigid, hostile, puritanical control of little boys is now national policy. Very, very bad, cops and robbers. It could be worse, though. Little boys might play Cowboys and Injuns. (They certainly couldn't call it that. Perhaps "Genderless Animal Care Technicians and Preternaturally Noble At-One-With-Nature Role Models" would do.) --Fred Reed

The liberal agenda doesn't stop with the attempt to irradiate rambunctious behavior. They want the homosexual agenda furthered in the schools and universities as well. Here's a little something that the Gay, Lesbian, Straight Education Network (GLSEN) wants to see in our schools:

The following are excerpts from a poem titled “In Mommy’s High Heels” appearing in the book Cootie Shots: Theatrical Inoculations Against Bigotry for Kids, Parents and Teachers. The book is a collection of skits and stories designed for elementary school classrooms, and is distributed by the Gay, Lesbian, Straight Education Network (GLSEN) through its Web site. (A co-editor of the book is a GLSEN member.) This poem, which is to be sung in class to music provided at the back of the book, is about a boy who brings his mother’s high heels to show-and-tell. Artwork attached to the poem shows drawings of nine different and colorful high heel shoes. Source: CWA.

The introduction to the classroom performance begins as follows:

A young boy is on his knees, or sitting at this school desk, alone on stage. It is important that the audience not see his shoes.

The first half of the poem is about the various goofy things the boy didn’t bring to show-and-tell, such as “Mary’s puppy Chuck, that got hit by the garbage truck.” It continues:

Who knew when it would come my turn,
Their jaws would drop, my cheeks would burn?
I’m standing there for all the world to see.

I didn’t have a thing to share.
I only brought two things to wear.
That make me happy, make me tall.
They can laugh, but I’m above them all.

An instructional note says: “He stands, revealing himself to be wearing high heels.” The poem continues:

In Mommy’s high heels the world is beautiful,
Let the peasants choke way down below.
I’m standing high above the crowds,
My head is breaking through the clouds.
In Mommy’s high heels I’m ten feet tall!

In Mommy’s high heels life’s a fantasy;
Ev’ry wish I make is a decree!
Let Sissy keep her shrunken heads,
Let Mary walk her dog who’s dead.
In Mommy’s high heels I have it all!!

Here the world is beautiful:
Forests of coat racks and shoe trees,
A land of hope and shopping sprees!
When I grow up I’ll have the cash
To go and buy a bag to match!

Instructional note: “(Soft shoe dance break, possibly with spoken phrases from the lyrics.)”

So let them say I’m like a girl!
What’s wrong with being like a girl?!
And let them jump and jeer and whirl—
They are the swine, I am the pearl!
And let them laugh and let them scream!
They’ll be beheaded when I’m queen!
When I rule the world! When I rule the world!
When I rule the world, in my mommy’s high heels!

— Excerpted from “In Mommy’s High Heels”; Lyrics by Paul Selig, music by Scott Killian From the book “Cootie Shots: Theatrical Inoculations Against Bigotry for Kids, Parents and Teachers” (a Fringe Benefits book published by Theatre Communications Group). “Cootie Shots’” coeditor Norma Bowles describes herself in the book as a “card-carrying member of the Association for Theatre in Higher Education; the Southern Poverty Law Center; the Gay, Lesbian, Straight Education Network; and the National Council of Education Activists.”

— Sarah Trafford and Peter LaBarbera

If this is not enough, activists are pressing to get 'Sexual Orientation Codes' passed in the schools as well to encourage students to see same sex relations as just a another lifestyle choice to make. The Concerned Women for America strongly oppose such measures and provide us with the list of 15 Good Reasons to Oppose "Sexual Orientation" (Homosexuality) Codes in Schools by Peter J. LaBarbera:

1. "Sexual Orientation" codes undermine students' deeply held religious convictions. Homosexual behavior is wrong (and illegal in some states), and is regarded as sinful by many students of various faiths and ethnic backgrounds.
2. Homosexual acts are unhealthy -- especially for males. Like smoking, alcohol and drug abuse, they should be discouraged. Dangerous behavior that shortens a person's life should never be promoted to impressionable students.
3. "Sexual Orientation" codes lead to escalating homosexual activism in schools. (This has happened in schools across the United States.)
4. "Sexual Orientation" codes undermine parental rights by enforcing a pro-"gay" orthodoxy in schools that overrides moral lessons and beliefs taught at home.
5. "Sexual Orientation" codes are used to discriminate -- and propagandize -- against students and groups (like the Boy Scouts) that oppose homosexuality.
6. "Sexual Orientation" codes may open schools up to lawsuits from parents whose children are misled into dangerous behavior.
7. "Sexual Orientation" codes draw more homosexual teachers to the schools in which they are enforced.
8. "Sexual Orientation" codes encourage homosexual teachers to be "gay" activists in the classroom, and to proudly discuss their homosexuality with students.
9. "Sexual Orientation" codes lead to the adoption of pro-homosexual curricula, such as pro-"gay marriage" lesson plans.
10. "Sexual Orientation" codes are used to justify the pro-"gay" indoctrination of very young children. (Homosexual activists aggressively defend their efforts to mold young minds, even in kindergarten.)
11. "Sexual Orientation" codes pave the way for pro-homosexual teacher and "diversity" training.
12. "Sexual Orientation" codes distort traditional civil rights by equating immoral, changeable behavior with racial, ethnic and religious tolerance.
13. "Sexual Orientation" codes encourage schoolchildren to embrace "gay," bisexual and "transgender" identities and then proudly share them with other students.
14. "Sexual Orientation" codes, once in place, are very difficult to remove.
15. Schools can protect all students from bullying through blanket protection policies that do not specify special criteria, groups or behaviors. Educators can make their schools safe for every student without promoting the acceptance of homosexuality.

Of course pressure from the left doesn't stop with grades K -12. In fact, the liberal agenda has been worming its way into college campuses for years. Now it has made its way into the curriculum as well. Here are a few actual course listings dug up by our Junkyard Dawg, Fred Reed:

Harvard: "Women's Studies 133: The Queer Novel: Narrative and Sexuality."

UC Santa Barbara: "English 129: Queer Textuality," and Black Feminist Thought."

Oberlin College: "Queer Acts," the description stated - "Drag will be encouraged, but not required."

An actual textbook offering, "The Gay and Lesbian Studies Reader, the first and most widely used anthology on the subject, demonstrates what faculty activists want their students to tolerate. One of the authors, Gayle Rubin, writes, "Like communists and homosexuals in the 1950s, boy lovers [i.e., pedophiles] are so stigmatized that it is difficult to find defenders for their civil liberties, let alone their erotic orientation.'"

Now, who still thinks that home schooling is such a bad idea?

--Foamy Dog

> Part 4

Reply to this article in the Rant Forum.

Email This Page to a Friend Your Name: Your E-mail: Friend's E-mail: Your Comments: Receive copy: