The Weekly Sam: A Short Uncensored History of Sex Ed

By Samuel L. Blumenfeld

The dictum that ideas have consequences is nowhere better demonstrated than in the
ideas that have led to the introduction of sex education in American schools. The first
idea of consequence was Sigmund Freud’s notion that sexual repression causes neurosis.
If sexual repression makes you ill or creates dysfunction, then the remedy, of course, is
free sexual expression. That was not the cure that Freud recommended, but Freud’s idea
so strongly influenced American culture that clothes for women went from the trussed up
sexually repressed fashions of 1900 to the loose liberating flapper skirts of the roaring
twenties-in only twenty years!
The second idea came from Margaret Sanger, founder of Planned Parenthood, who
launched a campaign in 1916 to promote contraception and abortion in order to free
women from the burdens of unwanted pregnancy. Sanger later adopted the views of the
eugenicists who promoted the idea that the fit should be encouraged to have children and
the unfit to not. Sex education became an indispensable part of Sanger’s birth control
movement. As a result, Planned Parenthood has been one of the pioneer advocates of
comprehensive sex education in the schools. In 1953, Planned Parenthood staffer Lena
Levine wrote: “[Our goal] is to be ready as educators and parents to help young people
obtain sex satisfaction before marriage. By sanctioning sex before marriage, we will
prevent fear and guilt. … we must be ready to provide young boys and girls with the best
contraception measures available so they will have the necessary means to achieve sexual
satisfaction without having to risk possible pregnancy.”
The third idea came from sexologist Alfred C. Kinsey, head of the Institute for Sex
Research at Indiana University, subsidized by the Rockefeller Foundation. Dr. Kinsey’s
best-selling report, Sexual Behavior in the Human Male, published in 1958, promulgated
the idea that human beings are sexual from birth. The data on 317 infants and young
boys was supposedly the source of that idea. This controversial data was obtained from a
pedophile who had actually masturbated infants and boys and kept records of his
experiments. All of this was exposed years later by Dr. Judith Reisman, who accused
Kinsey of complicity in the sexual abuse of young children. Her book, Kinsey: Crimes &
Consequences (1998), provides all the sordid details.
The fourth idea came from Dr. Mary Calderone, past Medical Director of Planned
Parenthood. She and her colleagues launched SIECUS, the Sex Information and
Education Council of the United States, at the Kinsey Institute, specifically to teach
Kinseyan sexual ideology as sex education. Dr. Calderone transfonned sex education
into sexuality education, presently taught in American schools. SIECUS has provided the
public schools with a wide variety of sex education materials: films, slides, books, and
pamphlets.
The fifth idea came from the Humanist Manifesto of 1973, which challenged the views of
orthodox religion on sexual behavior and proclaimed total sexual freedom among
consenting adults as the new moral standard for sexual behavior. The Manifesto was
signed by many academicians, including Dr. Lester A. Kirkendall, a director of SIECUS,
as well as by Dr. Alan C. Guttmacher, president of Planned Parenthood.
In 1976, Dr. Kirkendall published A New Bill ofSexual Rights and Responsibilities,
signed by 37 leading sexologists and authors. The book states: “Humanists have had an
important role in the sexual revolution. Although Humanist Manifesto II contains a brief
section on sexuality, we thought a more detailed statement would be useful.”
Out of this interlocking directorate of humanist sex education organizations came the
ideas that have formed the ideology of the sexual revolution and the curriculum of sex
education in American schools. The results have seen dramatic changes in teen sexual
behavior with its tragic consequences: more pre-marital sex experimentation, more teen
pregnancies, more teen abortions, more teen venereal disease, more teen emotional
unhappiness leading to an increase in drug addiction. Inevitably, pre-marital sex leads to
abusive jealousy among teens as they change sex partners. This has resulted in physical
abuse and even murders.
There is little doubt that pre-marital sex is the cause of more social problems than any
other activity in America today. Yet, pre-marital, recreational sex is heavily promoted by
music, television sitcoms, movies, books, and other products of popular culture. All of
this is legitimized by the so-called liberating ideas of Freud, Sanger, Kinsey, Calderone,
and others, while attempts to return to the moral standards based on religion are rejected
as reactionary, repressive, outmoded, and authoritarian.
Meanwhile, the sexual revolution changed America’s views on sex as reflected in actions
by government and the courts. In 1965, the u.s. Supreme Court, in the case of Griswold
v. Connecticut, ruled that Connecticut’s law prohibiting the use of contraceptives by
married couples violated a newly defined right of marital privacy. As a result, ten states
liberalized their family planning laws and began to provide family planning services with
tax funds.
In 1970, Congress enacted Title X of the Public Health Services Act, which provided
support and funding for family planning services and educational programs, and for
biomedical and behavioral research in reproduction and contraceptive development. Title

X also authorized funding for a Center for Population Research within the National
Institute of Child Health and Human Development (NICHD).
In 1970, New York state enacted the most progressive abortion law in the nation, and
Planned Parenthood of Syracuse, New York, became the first affiliate to offer abortion
services.
In 1973, the U.S. Supreme Court ruled in Roe v. Wade that the constitutional right of
privacy extended to a woman’s decision to have an abortion, thereby legalizing abortion
throughout the United States. In 1976, the U.S. Supreme Court, in Planned Parenthood
of Central Missouri v. Danforth, struck down state requirements for parental and spousal
consent for abortion and set aside a state prohibition against saline abortions.
In 1976, the Alan Guttmacher Institute, named after Planned Parenthood’s president,
published 11 Million Teenagers, which focused attention on the problem of teen
pregnancy and childbearing in the United States.
In 1979, the U.S. Supreme Court found the Massachusetts statute, restricting minors’
access to abortion, unconstitutional. It ruled that if states required minors to obtain
parental consent for an abortion, they must also give minors the alternative of obtaining
the consent of a judge, in confidential proceedings and without first notifying their
parents.
In 1979, the California State Department of Education published a draft of its new sex
education curriculum, Education for Human Sexuality: A Resource Book and
Instructional Guide to Sex Education for Kindergarten Through Grade Twelve. The new
program was developed with partial funding from the U.S. Office of Education. It called
for explicit instruction in human sexual intercourse, alternative sexual life styles,
abortion, masturbation and other issues involving sexuality.
Beginning in preschool or kindergarten with mixed-group visits to restrooms, these visits
are followed by a description of male and female genitalia. The children read two
pamphlets from Planned Parenthood which tell them that “masturbation is a perfectly
acceptable, useful, comforting thing to do with sexual feelings” and “masturbation cannot
hurt you and it will make you feel more relaxed.”
At age nine, children begin their study of methods of birth control, including “all the
contraceptive methods and services available.” At age 12, children “visit a local drug
store to check the availability of contraceptive products.” They study the law regarding
emancipated minors who are “making their own decisions.” They learn that “pregnancy
prevention services are available to young people without parental consent.” They take a
field trip to a “family planning clinic” and they go through it “from beginning to end” and
fill out a patient’s form for such a clinic.

Also at age 12, boys and girls study “unplanned pregnancy” and discuss whether it is best
to have the baby, offer it for adoption, or have an abortion. They discuss the “support
system” that is available to them and they listen to a guest speaker from Planned
Parenthood. They learn that the decision for an abortion is theirs alone to make requiring
no consultation with their parents.
The curriculum recommends ten days of sex instruction in each school year from preschool
through the 12th grade. The program calls for the development of “decision making
skills” through exercises in “values clarification.” It should be noted that this
program in sexuality has been implemented throughout the United States in many school
districts.
In 1981, the Alan Guttmacher Institute published Teenage Pregnancy: The Problem that
Hasn’t Gone away, an analysis of teen sexuality, contraceptive knowledge and use, and
pregnancy experience. It emphasized the need for making confidential contraceptive
services accessible to sexually active teens.
In 1982, Planned Parenthood published “Sexuality Alphabet,” a tool for sex education.
George Grant, author of Grand lllusions, writes of this publication: “Planned
Parenthood’s sex education programs and materials are brazenly perverse. They are
frequently accentuated with crudely obscene four-letter words and illustrated by
explicitly ribald nudity. They openly endorse aberrant behavior-homosexuality,
masturbation, fornication, incest, and even bestiality-and then they describe that
behavior in excruciating detail.”
In 1983, the National Education Association included the following resolution in its
Handbook under the title of Family Life Education:
The National Education Association believes that the developing child’s sexuality
is continually and inevitably influenced by daily contacts, including experiences
in the school environment. The Association recognizes that sensitive sex
education can be a positive force in promoting physical, mental, and social health
and that the public school must assume an increasingly important role in
providing the instruction. Teachers must be qualified to teach in this area and
must be legally protected from censorship and lawsuits ….
The Association urges its affiliates and members to support appropriately
established sex education programs, including information on birth control and
family planning, parenting skills, sexually transmitted diseases, incest and sexual
abuse, the effects of substance abuse during pregnancy, and problems associated
with and resulting from preteen and teenage pregnancies.
In 1993 it added “information on sexual abstinence, diversity of sexual orientation,
prenatal care, and sexual harassment” to its list of sex education programs. In other
words, the scope of sex education keeps getting larger and larger. For example,
information on homosexuality has developed into a course of its own within the sexuality
curriculum.

In 1985, the Alan Guttmacher Institute published its report on Teen Pregnancy in
Industrialized Countries, indicating that the U.S. teen pregnancy rate of 96 per 1,000 was
the highest in the developed world. A two-year study by the National Academy of
Sciences agreed with the AGI study and concluded that “prevention of adolescent
pregnancy should have the highest priority,” and “making contraceptive methods
available and accessible to those who are sexually active and encouraging them to
diligently use these methods is the surest major strategy for pregnancy prevention.”
In 1970, less than half of the nation’s school districts offered sex education curricula and
only one had school-based birth control clinics. In 1998, more than seventy-five percent
of the districts teach sex education and there are more than one hundred clinics in
operation. Yet the percentage of illegitimate births has only increased during that time,
from only fifteen percent to a mind-boggling fifty-one percent. In California, where
public schools have had sex education for more than thirty years, the rate often
pregnancy is the highest in the nation. (Grant, p. 128)
Meanwhile, the AIDS epidemic in the United States, which began with eleven cases in
1979, had grown to 24,000 cases in 1986, to 339,250 cases in 1993, to 665,357 cases in
1998. The National Education Association has recommended that AIDS education
become an integral part of the school curriculum. “AIDS education must include
education about all means of transmission, including sex and intravenous (IV) drug use.
Information on prevention options must include abstinence and medically accepted
protective devices. Instruction in decision-making skills to assist students in correlating
health information and personal behavior is essential.”
On September 15,1985, the Chicago Sun-Times reported: “Free birth control pills and
condoms are being dispensed to Du Sable High School students by a new clinic in the
South Side school. A second clinic is scheduled to open Feb. 1 at Orr High School on the
West Side for the same purpose …. William Young, director of teen health for the Ounce
of Prevention Fund, a member of a coalition of foundations fmancing the two clinics, said
the opening of medical clinics in high schools is “part of a national trend. ” Young said
that cities with clinics in high schools included St. Paul, Minn., Dallas, New York,
Kansas City, Cleveland and San Francisco …. The Du Sable clinic’s operating costs are
$225,000 a year, Young said, all being provided by the coalition of foundations, which
includes the Robert Wood Johnson Foundation, Princeton, N.J.; the Joyce Foundation of
Chicago; Pittway Corp. Charitable Foundation of Northbrook; and the Commonwealth
Fund of New York.”
It was inevitable that sexuality education would have to include same-sex behavior, or
homosexuality, in a very open way. On February 10, 1992, Governor William F. Weld of
Massachusetts, signed an executive order creating the nation’s first Governor’s
Commission on Gay and Lesbian Youth. The Commission was formed in response to the
epidemic of suicide by young gays, lesbians, and bisexuals as revealed in the 1989
federal report on youth suicide. That report concluded that gay youth represented “up to
30 percent of (the estimated 5,000) completed youth suicides annually.”

The Governor’s Commission made five key recommendations for schools: (1) School
systems should make public commitments to ensure that schools are safe places, free of
discrimination, violence, and harassment for gay and lesbian students. (2) Teachers,
guidance counselors, and all school staff should be trained to respond to the needs of gay
and lesbian students. (3) Every high school in the Commonwealth should establish a
support group where gay and straight students can meet each week and discuss gay and
lesbian issues. (4) All school libraries should develop a collection of literature, books,
films, and pamphlets for students seeking to learn more on gay and lesbian issues. (5)
Gay and lesbian themes and issues should be integrated into all subject areas in the
school curriculum.
In August 1994, the Governor’s Commission produced a report on the “Prevention of
Health Problems Among Gay and Lesbian Youth” and “Making Health and Human
Services Accessible and Effective for Gay and Lesbian Youth.”
It has become increasingly difficult to tell the difference between sex education and
pornography, for sex education is not about education, it’s about sex, and it’s difficult to
teach about sex explicitly without it becoming pornographic. For example, on March 25,
2000, the Massachusetts Department of Education, the Governor’s Commission for Gay
and Lesbian Youth, and the Gay and Lesbian and Straight Education Network (GLSEN)
co-sponsored a statewide conference at Tufts University called “Teach Out.” Teenagers
and children as young as 12 were encouraged to come from around the state, and many
were bussed in from their home districts. Homosexual activists came from across the
country to take part in the conference.
According to audio tapes made at the conference, participants discussed oral sex, anal
sex, vaginal sex, oral-vaginal sex, clitoral sex, and a homosexual practice called “fisting.”
Needless to say that when the public became aware of the substance of the Teach Out, it
caused a scandal that made headlines and was vigorously discussed on radio talk shows.
In February 1999, SIECUS conducted a public poll on its Internet site asking readers
‘”who had the greatest impact in bringing about a positive change in the way America
understands and affirms sexuality. The top ten, chosen from a list of 100, were Judy
Blume, Mary Calderone, Ellen DeGeneres, Joycelyn Elders, Hugh Hefner, Anita Hill,
Magic Johnson, Madonna, Gloria Steinam, and Ruth Westheimer.”
Obviously, there are many parents who do not share the views of the top ten. Judy
Blume’s novels have often been cited as too sexually explicit. But objection to sex
education is nothing new. Various parent and religious groups have been critical of
explicit sex education from the day it became known what was in the materials that
Planned Parenthood and SIECUS were providing the schools.
Since neither parents nor religious groups have been able to stop the sexual revolution or
the humanist sexuality juggernaut, they have called for greater emphasis on abstinence
and less on contraception and condom distribution. They achieved a substantial victory
when the Congress voted in favor of an $88 million “Abstinence Only” program as part
of President Clinton’s “National Strategy to Prevent Teen Pregnancy.” Starting in the fall
of the year 2000, abstinence-only programs began to receive automatic re-funding every
year for the next five years during the federal government’s appropriations process.
One would have thought that the sex educators would have been happy with a federal
program funding “Abstinence Only.” Instead, SIECUS has launched a no-holds-barred
campaign against “Abstinence Only,” claiming that it won’t prevent teenage pregnancies
or STDs. They call the program “fear-based.” But what’s wrong with being afraid of
getting an unwanted pregnancy or getting AIDS? Fear prevents people from doing
wrong things and foolish things. It is an important part of our self-protective instinct.
If “Abstinence Only” is fear-based, is sexuality education pleasure-based? These
increasingly hot debates over sex education will continue for years to come as humanists
and Christians struggle for control of what goes on in the public schools.

A link to this 1999 article from the Sam Blumenfeld Archives:

http://blumenfeld.campconstitution.net/Manuscripts/A%20Short%20Uncensored%20History%20of%20Sex%20Ed.pdf

 

 

New Film about Ted Kennedy at Chappaquiddick Opens Friday, April 6, 2018 by John Perna

 

 

Ted Kennedy might have been president except for this scandal. If you did what Ted Kennedy did, would you be out of jail yet? 
On the night of July 18,1969 Kennedy left a party with an attractive young intern en route to a private secluded beach on the far side of Dike Bridge. The party had been attended by married men and single women. Kennedy drove off of the single-lane bridge, and his vehicle overturned and submerged. Kennedy freed himself from the vehicle, but left 28-year-old Mary Jo Kopechne, to suffocate in an air pocket inside the overturned car. Nine hours later, a completely sober Ted Kennedy called authorities to report the incident, after conferring with political advisors and lawyers, Kopechne’s body had already been discovered by that time.

It took nearly a half-century to get this story told, in spite of the power of the Kennedy family, and only now that practically all of the major characters have passed away.

We should keep this in mind as we look at the current scandals involving the Clintons and Obama.

As the critic Todd McCarthy commented:

“It’s impossible to watch this film without imagining how such an incident would be covered today; very likely, the young woman would not have died had there been cellphones, as she was apparently still alive in the submerged car for at least two hours, maybe three or four. But even more astounding was Ted Kennedy’s not reporting the incident for 10 hours, then the fact that a story that otherwise would have provided endless headlines became an afterthought when the first moon landing took place two days later.”

“Chappaquiddick” by Entertainment Studios

and Starring Jason Clarke 

opens Friday, April 6

 

https://www.youtube.com/watch?v=i9SCbC6HDEU

https://www.youtube.com/watch?v=qG-c8DtOm9g&feature=yout

—————– –

Chappaquiddick Cover Up: An Interview of Diver John Farrar

 

https://www.youtube.com/watch?v=Kq7NOTip31o&t=1710s  

Camp Constitution

Capt. John Farrar Interviewed by Mayor Sam Yorty

https://www.youtube.com/watch?v=Kq7NOTip31o

An interview of John Farrar, who was the first man to find the body of Mary Jo Kopechne by Mayor Sam Yorty on KGBS Radio in Los Angeles from 1972.

Capt. John Farrar was the captain of the search and rescue of Edgarton, Mass

Capt. John Farrar removed Mary Jo Kopechne’s body from Ted Kennedy’s car.

Capt. John Farrar says that he could have saved Mary Jo Kopechne if he had been called when the accident happened, instead of the next morning. Ted Kennedy walked right by the Edgarton, Mass fire department just after the accident. The undertaker said that Mary Jo Kopechne did not drown. There was very little water in her tissues. This means that she probably suffocated after using up all of the oxygen in the air pocket where she was trapped. This could have taken hours.

====

 

 

Teddy Bare: The Last of the Kennedy ClanPaperback – 1971 by Zad Rust (Author)

http://americanistbookstore.com/products-page/books/teddy-bare-the-last-of-the-kennedy-clan/ 

 

OLYMPUS DIGITAL CAMERA

https://www.amazon.com/dp/0882791095

Rare and out of print, but still available.

——————–

 CHAPPAQUIDDICK SPEAKS

 

https://www.youtube.com/watch?v=teqh5Zs7Xnw

David Ivester

——————–

Dom Hemingway Official Trailer (HD) Jude Law, Emilia Clarke

 

https://www.youtube.com/watch?v=u1izaIH269E

—————-

 

Chappaquiddick island- Ted Kennedy incident from Google

Earth.https://www.youtube.com/watch?v=75SZK6PwyTY

============

 

 

 

Camp Constitution Wishes all a Happy Resurrection Sunday

He Gave Himself
“Who gave himself for our sins, that he might deliver us from this present evil world, according to the will of God and our Father.” (Galatians 1:4)

There can never be a greater gift than this. Our Lord Jesus Christ not only has given us forgiveness and salvation and all spiritual blessings, He gave Himself! The pure, glorious Son of God gave Himself, substituting Himself in our place to suffer the righteous judgment of God on our sins.

Six times this wonderful affirmation is found in God’s Word. The first is in our text, assuring us that when He gave Himself, He paid the price to deliver us from this present evil world into the eternal world to come.

Then, in the next occurrence, this promise is made intensely personal. Christ “loved me, and gave himself for me” (Galatians 2:20). The gift Christ gave is more than the world could ever give.

The supremely sacrificial nature of His gift is then emphasized. “Christ also hath loved us, and hath given himself for us an offering and a sacrifice to God” (Ephesians 5:2). The sacrifice has brought us to Himself, for “Christ also loved the church, and gave himself for it. . . . That he might present it to himself a glorious church” (Ephesians 5:25, 27).

The offering was sufficient to pay for the redemption of all sin, as He “gave himself a ransom for all, to be testified in due time” (1 Timothy 2:6). This ransom is not merely to redeem us from the penalty of sin at the judgment, however, but also from the power of sin in our lives, and this is the testimony of the final occurrence of this great declaration. Christ “gave himself for us, that he might redeem us from all iniquity, and purify unto himself a peculiar people, zealous of good works” (Titus 2:14). HMM

Camp Constitution’s Dangers of an Article V Convention Press Conference and Outreach Harrisburg, PA

 On Thursday March 29, Camp Constitution   hosted a press conference on the dangers of an Article V Convention press conference, and outreach at the Pennsylvania State House in Harrisburg.     We had two members of the media, and a staff member for the Democrat research entity on hand  In addition to the press conference, we distributed copies of a flyer pointing out the dangers of an Article V Convention to most of the house and senate members, and the governor’s office.
  Here is a link to the press conference:
  https://www.youtube.com/watch?v=DnHTRB2ysn4
   A special thanks to Mark, Dave and Mill Affleck, Al Zeller, Stacey West, Jim Barr, and John Kreider.

The Weekly Sam: The Benefits of Cursive Writing by Sam Blumenfeld

 

The teaching of handwriting has a low priority among educators these days. They believe
that handwriting is passe and that in the future everyone will be using word processors to
do their writing. But have you noticed how easy it is to make errors when writing an email?
Parents can be quite confused by the subject of handwriting. So whenever I lecture at a
homeschool convention, I always ask by a show of hands if parents think
that handwriting should be  taught. Usually the response is unanimously positive.
So you agree that teaching your child to write is an important part of your homeschooIing
curriculum.  The next question I raise is: If you believe that handwriting should be formally
taught. do you believe that your child should be taught manuscript- also known as ‘ball and-stick’
– first or cursive first?- Most parents assume that ball-and-stick should precede
cursive, because that’s the way they were taught in school. Besides, it is supposed to be
easier that way.

But then I tell them that when I was in primary school in the 1930s, like their grandparents,
we were all taught cursive handwriting, or what was then known as “penmanship,” using
pens dipped in real ink. That was before ballpoint pens were invented. We were actually
taught in the first grade that there was a correct way to hold a pen so that we would be
able write with ease and facility without tiring. Thus, in those ancient days, an important
part of the primary curriculum was the development of good handwriting, and we were
given plenty of time to make that possible.

This surprises most parents who assume that print script always preceded cursive writing.
But when I tell them otherwise, I then have to explain why cursive should precede print
script and not vice versa.

If you teach a child to print for the first two years, that child develops writing habits that will
become permanent. Thus when you try to get your child to switch to cursive in the third
grade, you will find resistance to learning a whole new way of writing. That child may
rontinue to print for the rest of his or her life. Some children develop a hybrid handwriting
consisting of a mixture of both print and cursive. That seems to have become the dominant
form of writing in America. And there are those children who develop a good cursive
handwrtting because they’ve always wanted to and practiced it secretly on the side.
Thus, experience dearly indicates that if you teach ball-and-stick first, your child may never
develop a decent cursive handwriting, while if you teach cursive first, your child can always
learn to print very nicely later on. In other words, cursive first and print later makes good
developmental sense.

An important and frequently overlooked benefit is that cursive helps a child learn to read.
With ball-and-stick it is very easy to confuse b’s and d’s. But with cursive, a b starts like an
I, and a d starts like an a. The distinction that children make in writing the letters in cursive
carries over to the reading process. In addition, in writing print script,. the letter ‘S’ may be all
over the page, sometimes written from left to right and from right to left. In cursive, where
all of the letters connect. the child learns displine. This helps in learning to
spell, for how the letters join with one another creates habits of hand movement that
automatically aid the spelling process.

Of course, your child should also be taught to print. That can easily be done after your child
has developed a good cursive handwriting. Another important benefit of cursive first is if
your child is left-handed. A right-handed individual tilts the paper counter-clockwise in order
to give one’s handwriting the proper slant. With the left-handed child, the paper must be
tilted in an extreme clockwise position so that the child can write from the bottom up. If the
paper is not tilted cIockwise, the left-handed child may want to use the hook. form of
writing. This usually happens when the child is taught ball-and-stick first with the paper in a
straight up position.

If you consider good handwriting or fine penmanship a desired outcome of your home
teaching, then you must teach cursive first. There are a number of good cursive programs
available on the market. The Abeka program from Pensacrna Christian College is probably
one of the best  available..

I am often asked if Italic is a good way of teaching a child to write. Italic script is more in
the dass of calligraphy than handwriting, and therefore takes longer to learn and requires
more skill than a standard cursive handwriting. So, simply learn this simple principle:
cursive first. print later.

Here is a link to the original article in PDF format:  http://blumenfeld.campconstitution.net/Articles/Benefits%20of%20Cursive%20Writing.pdf

 

The Blumenfeld Archives

The Weekly Sam: The Homeschool Movement and Christian Revival by Samuel L. Blumenfeld

 

The crisis in the West, in the industrially advanced nations,
and particularly in the United States, is one brought on by the
prevalence of state-controlled education in which the Left has
wielded overwhelming ideological influence on the minds of the
young, thereby creating endless conflicts between disparate
philosophies and world views. The increase in illiteracy, homelessness,
poverty, drug addiction, social disintegration, teenage
rebellion and despair are the results of an education system that
promotes moral subjectivism, situational ethics, behaviorism,
sexual permissiveness, and evolution

By denying the existence of God, of moral absolutes, of the
soul, of the intellect, the system denies children the only true
protection they have against evil. By denying the existence of sin,
the system denies children their only means of understanding and
controlling the satanic spirit that has infected the human race
since the fall of man. The worst thing that we can do to a child
is teach him or her that sin does not exist. It is only through an
acknowledgment of sin that a human being can begin to deal with it.
It is to the credit of a growing number of Christian families
in America that secular public education is finally being recognized
as the destroyer of the moral standards and values which are the
imperatives of a Christian society. The home-school movement is
where the true Christian revival is taking place — not in the
churches,  not even in the Christian school.
The revival is taking place within the Christian hom-school
family, where the father has assumed spiritual leadership, where
parents pass on to their children the knowledge, wisdom and values
of a Christian heritage. The revival is based on the family’s
return to Biblical principles in parenting, child-rearing, and
education. God commands parents to educate their children in a
Godly manner. The home-school movement thereby fulfills the
first requisite of revival: obedience to God.
True revival cannot take place in church where Christians
profess to be born again but send their children to public schools
to be corrupted and proselytized by humanists. True revival occurs
when Christian parents take full control of, and responsibilit y
for, their children’s education and, when they do so, in obedience
to God’s commandments.

True revival means true obedience to God’s way. When children
follow God’s way, the y learn to sa y grace at meals, to respect and
honor their parents, to accept God’s plan for their lives. They
learn to love Christ for His gift of salvation. They learn to grow
and prosper within the safe constraints of God’s law but with the
glorious freedom to be God’s child and to exercise one’s talents,
abilities, and special gifts for His glory.
That is the kind of revival that is taking place in the homeschool
movement, where the Christian family has made a radical
decision to break with secular cultural norms and create an entirely
new kind of modern Christian family where obedience to God is
central, where learning is a family affair, where enterprise is
encouraged, and where the latest technology is adapted to God’s
purposes. This is the kind of revival, the kind of movement,
that has the potential of changing America dramatically in the
next two decades and influencing the Western world in general.
Already the American home-school movement is influencing
Christian families in other countries. It is serving as a model
of integrated, happy, loving family life where children live and
work in harmony with their parents, where children are protected
from the dangers of a corrupt, irrational, and increasingly
violent and diseased society. It is a model that is so attractive
that many public-school children admire and envy their home-schooling
neighbors. wishing that their own narents would decide to emulate
them.

The crisis in education in America is a crisis of conflicting
purposes and conflicting goals. The government schools have their
own agenda, and Christian parents have another. Those parents who
persist in sending their children to the public schools help
perpetuate the crisis through their patronage and support of a
system that is in conflict with their own professed belief s. And
the simple truth is that Christians will never wrest control of the
system from the humanists, for the latter have so thoroughly shaped
the system in their own image that no accomodation with Christianity
is even remotely possible. Thus, handing one’s children over to
the humanists for education is tantamount to handing them over to
Satan.

And so, while the superficial revival of the ’80s made a
great deal of splash through flamboyant televangelism, the true
and profound revival is taking place quietly but steadily among
the home-schoolers~ — where whole families have made a decision
to live according to God’s way. And by their fruits we shall
know them!  The home-school family is producing a youngster who represents
the finest expression of the American Christian character: moral
in behavior, peer independent, self-confident, respectful of
elders, self-disciplined, inventive, freedom loving, patriotic,
enterprising, and God fearing. These are the youngsters who will
become the leaders of tomorrow . With enough of them, America
of will once more be a nation worthy of  God’s grace, living in obedience
to His commandments.

The Blumenfeld Archives.    A link to a PDF version of the above article:     http://blumenfeld.campconstitution.net/Articles/The%20Home-School%20Movement%20&%20Christian%20Revival.pdf

UN Lobbying Group to Launch Congressional Caucus on March 13 by Granite State Futures

Dear Friends in Liberty,

If I know you, and I think I do, you are all patriots who believe in the US Constitution and Bill of Rights. You know that the constitutional republic is the best form of government because, ideally, it was created for only a very few purposes; to protect our lives, guarantee our liberty, our rights to our property, and nothing much else.

Goodness knows it has strayed so far from this.

It pains me to think that while we as conservatives, labor at the local and state level to keep liberty and the spirit of the republic alive, there are REPUBLICANS in CONGRESS IN DC, with others, who are seeking to sabotage our efforts.

Congressman Darrell Issa (R) who follows us on Twitter, is part of this effort.

For your convenience, I have included the whole article below, with links.

I hope you will take the time to read this in full and follow the links to the Venture website.
Like other insidious lobbies, the UN will be permanently embedded in all the doings of Congress.
Zack Huhn tells me he is a ‘conservative’ and confused about why I think he’s associated with any of these regionalism groups. In fact, he says they don’t even USE the word regional ever. REALLY?

UN Lobbying Group to Launch Congressional Caucus on March 13
Congress is selling out our government to the United Nations and its goals.

We’ve had personal correspondence with this guy. His name is Zack Huhn. When I ask  him what the heck he thinks he is doing, he says he’s “confused”.

He claims his organization has nothing to do with the UN, their SDG goals or regionalism, and in fact, never even uses the word “regionalism”.

But now, on March 13, he is planning the launch of a congressional caucus (more like a group with permanent lobbying status and access to our legislators in DC) under the auspices of his group “Venture Smarter”. He is doing this  WITH THE HELP OF CONGRESSIONAL REPUBLICANS like Darrell Issa (R).

In an article written by Zack Huhn, Venture Smarter CEO, he describes:

“For cities and nations dedicated to the UN SDG’s, the foundation is especially appealing as a means by which to shorten project timeframes and enhance outcomes.”

Does that sound like he’s not at all connected to the United Nations agenda as he claims?

He says “For Cities, we might call them “Smart City Development Goals,” but the foundational principals remain the same: 100% Connected.”

He concludes with this:  “The UN SDG’s are a good model, but no easy feat. By focusing on smart and connected development first, we will streamline efforts related to each of the United Nations Sustainable Development goal as we build smart cities and connected communities rooted in solutions that create better places to live, work, and visit.” 

“Interested in setting Smart and Connected Development Goals in your region?
Get in touch! (e) hello@venturesmarter.com ”

Indeed. Someone ought to email Zack and ask why he lied to me. This is the UN agenda on steroids. Complete connectivity and 100% CONTROL over all human “settlements”, land ownership, property rights, transportation modes, food distribution, and educational content.

 Read the whole article here…

They want your soul…

Please let me know what you think. I’ve contacted Rosa Koire, Tom DeWeese, John Anthony, and Hal Shurtleff who now works with Tom DeWeese. Am I the only one who knows this is happening?

Darrell Issa follows us on Twitter as a result of my tagging him about this, but has not responded.

Yours in Liberty,
GSF(s)

The Weekly Sam: Ten Reasons Why Christian Parents Should Take Their Children Out of Public Schools by Sam Blumenfeld

In the wake of yet another public school massacre, Sam Blumenfeld’s warning to parents several decades ago is more relevant than ever:

1o Reasons Why Christian Parents Should Take Their Chldren Out of Public Schools by Sam Blumenfeld:

There has been much debate of late among Christians whether or not their children
should be taken out of the public schools and put into private Christian schools or
homeschooled. 1 firmly believe that they should be taken out, and I’ve outlined ten good
reasons why this should be done, and done as soon as possible.

The first reason is pretty obvious. The Bible commands parents to bring up their
children in the love and admonition of the Lord. We read in Deuteronomy 6:6: “And
these words, which 1 command thee this day, shall be in thine heart: And thou shalt teach
them diligently unto thy children, and shalt talk of them when thou sittest in thine house,
and when thou walkest by the way, and when thou liest down, and when thou risest up.”
How can a Christian parent obey that commandment and put a child in a school that is so
militantly anti-Christian and anti-God? The public schools represent the antithesis of a
Godly education. They should not be patronized by Christians.

Reason two: The public schools are not only anti-Christian but represent a government
establishment of religion called Humanism. Your child is at risk of being deChristianized
by the religion of public education. Here’s what humanist John J. Dunphy wrote in the
Humanist magazine of January 1983:

I am convinced that the battle for humankind’s future must be waged and won in
the public school classroom by teachers who correctly perceive their role as
proselytizers of a new faith: a religion of humanity that recognizes and respects
the spark of what theologians call divinity in every human being. These teachers
must embody the same selfless dedication as the most rabid fundamentalist
preachers, for they will be ministers of another sort, utilizing a classroom instead
of a pulpit to convey humanist values in whatever subject they teach, regardless of
educational level-preschool day care or large state university. The classroom
must become an arena of conflict between the old and the new-the rotting corpse
of Christianity, together with its adjacent evils and misery, and the new faith of
humanism, resplendent in its promise of a world in which the never-realized
Christian ideal of “love thy neighbor” will fmally be achieved.
We already know that millions of Christian children have lost their faith because they fell
prey to humanist proselytizers who preach that God does not exist and that human beings
can be as gods. Do you have any guarantee that your child will be immune from these
lies?
Reason three: The educators have redefmed the purpose of education. Its purpose is no
longer to impart academic skills so that your child can develop independent intelligence,
and make a life for himself. The new purpose of education was defmed by Professor
Benjamin Bloom in his book, Taxonomy of Educational Objectives, published in 1956, in
which he wrote:
By educational objectives, we mean explicit formulations of the ways in which
students are expected to be changed by the educative process. That is, the ways in
which they will change in their thinking, their feelings, and their actions …. The
evidence points our convincingly to the fact that age is a factor operating against
attempts to effect a complete or thorough-going reorganization of attitudes and
values …. The evidence collected thus fur suggests that a single hour of classroom
activity under certain conditions may bring about a major reorganization in
cognitive as well as affective behaviors.
As a Christian parent you will never know-and you will never be told-when that single
hour of classroom activity will be sprung on your child. The child who returns home
from school that day, may not be the same child you sent to school that morning. You’ve
played Russian roulette with your child’s spiritual life, and you’ve lost. In addition, this
change of values between children and parents inevitably leads to intense conflict within
the family. When children adopt humanist values, they become haters of their family’s
biblical values. That’s what destroys so many Christian families.

Reason four: Public schools now teach sex education almost as a form of pomography,
encouraging children to engage in premarital recreational sex. The result is that many
Christian girls have lost their virginity, developed sexually transmitted diseases, become
pregnant, had an abortion, and lost their self-esteem. The boys, under peer pressure, are
forced into sexual intimacy long before they are ready to be fathers. The children are
considered animals with no control over their sexual urges.

Reason five: Drug education arouses interest in drugs, especially when the children are
told that they must make their own decisions about drugs. This gives children a choice,
which any Christian parent would consider the wrong thing to do. There is no decision
making when it comes to drugs. A Christian child need not know all about drugs. All he
needs to know is that drugs are unequivocally forbidden. But that’s not the message
conveyed in the public schools. The result? Many Christian children get into drugs and
become hooked.

Reason six: As you know, we are presently involved in a life-and-death cultural war
between Christianity and secular humanism. When you patronize the enemy’s
institutions you are giving tacit approval of what that institution stands for. In addition, if
you have any understanding of the forces that oppose us, you know that they have
billions of dollars with which to fight us. So why give them your children? If you want
to win this war, the easiest, least bloody way to win it is by withdrawing your children
from their institutions. They cannot succeed without your children. It’s as simple as that.
So by giving them your children you are helping them tie the noose around the neck of
Christianity.

Reason seven: It is unreasonable to expect Christian children to be missionaries in the
public schools when they have not had professional training, are unable to answer the
arguments of their enemies, gain the contempt of their teachers, and become demoralized
in the process. You can’t expect children to do the job which even adults find difficult.

Reason eight: Satanists in the public schools have targeted Christian students for
persecution and even murder. That’s what took place at Columbine High School in
Littleton, Colorado, and also in a school in Paducah, Kentucky. In other words, Christian
children are at risk in public schools where Bible reading and prayer are outlawed, but
Satanism isn’t. Satanists have free reign in the public schools and your child may
become a victim of their evil force.

Reason nine: Children in the public schools are considered to be animals, because the
behavioral psychology that now governs public education is based on the theory of
evolution which claims that human beings and monkeys have a common ancestor.
Humanist behaviorists use animal training techniques to teach your precious child who
was made in the image of God. But the schools teach your child that he or she is simply
a higher form of monkey. When children accept the notion that they are animals, they are
apt to act as animals, without conscience, without a sense of moral absolutes.

Reason ten: Because of widespread educational malpractice in the schools, your child is
in danger of becoming learning disabled, dyslexic, or afflicted with attention deficit
disorder. Your child is in danger of becoming functionally illiterate. At least thirty
percent of the children in public schools emerge at the end of the process unable to read
properly, spell correctly, or do basic arithmetic. Do you have a guarantee that your child
will not be a victim of this educational malpractice?
I’m sure that I could come up with many more reasons. But these ten I hope will give
Christian parents enough food for thought so that they will make the right choice in favor
of God’s commandment. The public schools cannot be saved by Christians. Nor should
Christians want to save them since they have been rendered morally dangerous by
Supreme Court decisions and the likes of the National Education Association.
By withdrawing your children from the public schools, you will be making your own
declaration of independence from the satanic institutions that the public schools have
become. You will be exercising the precious freedom you still have to take control of
your children’s education. And by doing so, you will be preserving the heritage of
freedom to pass on to your children, and your children’s children.

Here is a link to the above article in PDF:  http://blumenfeld.campconstitution.net/Articles/Ten%20Reasons%20Why%20Parents%20Should%20Take%20Their%20Children%20Out%20of%20Public%20Schools.pdf

 

The Blumenfeld Archives

TEN GREAT THINGS YOU MIGHT NOT KNOW ABOUT GEORGE WASHINGTON

TEN GREAT THINGS YOU MIGHT NOT KNOW ABOUT GEORGE WASHINGTON:

By Tri-corner Tom Moor

1) A brilliant man, he was nonetheless homeschooled and self-taught,

unlike most other founding fathers, who had college educations.

2) At the age of 18 he surveyed the land around the 215 foot Natural Bridge archway,

in Virginia, climbed up the inside wall of the arch and carved his initials 23 feet

above the river, nice and big, “GW” and you can still see them today. It is also said that

he threw a stone up and over the 215 foot arch, which now supports US Highway 11.

3) Was a fearless warrior. In The French and Indian War had two horses shot out from under him,

four bullet holes in his jacket and one through his hat. An Indian who observed the event

remarked that his life must be guided by a “Great Spirit.”

4) Elected General of The Continental Army and swore them in on Cambridge Common, in

Massachusetts, on July 3, 1775. Exactly one year and one day before Independence was

declared.

5) Had his Cambridge headquarters at a large mansion on Tory Row, a line of large homes

on Brattle Street formerly occupied by wealthy loyalists who began to leave after

Lexington and Concord. It was there that he celebrated his 17th wedding anniversary

with his wife, Martha.  Several generations later, the famous poet, Henry Wadsworth Longfellow,

(who wrote The Midnight Ride of Paul Revere), lived in that same house. And the poet

always called it, “The General’s House.”

6) Our first president, called, “First in war, First in Peace, First in the hearts of his countrymen,” and

this was very true. He was the unanimous choice to be our first President, and for both terms

received every single vote of the electoral college. No other president has done this even once.

7) Was a great supporter, and chief creator of our More Perfect Union (that is the one-ness of states in one nation,

and of our people,  to think of ourselves, first and foremost, as Americans (as opposed to being Virginians or New Yorkers, etc). To that effect he travelled to every single state in the Union during his presidency. His comments are worth

noting today, in our time of divisive identity politics. In his farewell address, he said,

“The unity of government which constitutes you one people is also now dear to you. It is justly so, for it is a main pillar in the edifice of your real independence, the support of your tranquility at home, your peace abroad; of your safety; of your prosperity; of that very liberty which you so highly prize. But as it is easy to foresee that, from different causes and from different quarters, much pains will be taken, many artifices employed to weaken in your minds the conviction of this truth; as this is the point in your political fortress against which the batteries of internal and external enemies will be most constantly and actively (though often covertly and insidiously) directed, it is of infinite moment that you should properly estimate the immense value of your national union to your collective and individual happiness; that you should cherish a cordial, habitual, and immovable attachment to it; accustoming yourselves to think and speak of it as of the palladium of your political safety and prosperity; watching for its preservation with jealous anxiety; discountenancing whatever may suggest even a suspicion that it can in any event be abandoned; and indignantly frowning upon the first dawning of every attempt to alienate any portion of our country from the rest, or to enfeeble the sacred ties which now link together the various parts.

For this you have every inducement of sympathy and interest. Citizens, by birth or choice, of a common country, that country has a right to concentrate your affections. The name of American, which belongs to you in your national capacity, must always exalt the just pride of patriotism more than any appellation derived from local discriminations. With slight shades of difference, you have the same religion, manners, habits, and political principles. You have in a common cause fought and triumphed together; the independence and liberty you possess are the work of joint counsels, and joint efforts of common dangers, sufferings, and successes.

But these considerations, however powerfully they address themselves to your sensibility, are greatly outweighed by those which apply more immediately to your interest. Here every portion of our country finds the most commanding motives for carefully guarding and preserving the union of the whole.”

8. Of course the term, “In order to form a more perfect Union,” comes from the Preamble to our constitution,

written by Gouvernour Morris. During the constitutional convention, Alexander Hamilton and a few other

patriots bet Morris that he would not go up and slap George Washington on the back and say, “So very good

to see you well, General.”   Morris did this, and Washington stood up and gave him such a withering look that

Morris said he should rather die than try that again…..

9. The nations greatest horseman, fearless Washington would often ride ahead of the lines to scout the British positions.

Also perhaps the nations best dancer, the General had the ladies lined up to dance with him at every formal ball.

10. A man of great faith. In his daily morning prayer he asked God to, “Daily frame me more and more into the likeness of thy son, Jesus Christ, that   “living in Thy fear and dying in Thy favor , I may in the appointed time attain the resurrection

of the just unto eternal life.”