- Politics and Social Issues
Education Problems in Public Schools
Education in America
Americans now trail far behind Europe and Asia by every measure of scholastic achievement—especially in math and science—despite spending far more than any other country on education for our public schools. The top 5% of our students are matched academically by 50% of those in Japan. In algebra and calculus, the Japanese and the Chinese double our academic success.
Only 41 percent of a student's day is spent on basic academics in the public schools of America. Students in Japan and Germany spent 250% more classroom hours on basic academics every year and are assigned three times the homework—while American pupils are in sensitivity training.
25% of our high school graduates can barely read their diplomas. Nationally, 40 percent of fourth graders cannot read a simple children's book; among blacks and Hispanics, that proportion is as high as 65 percent. America has seen a 50 percent drop in the number of students who score over 700 on the SAT verbal test in the last 45 years—back to exactly when the teachers' unions rose to power through changes in state laws regarding collective bargaining.
Education in Public Schools
Instead of holding back children who need remedial help, everybody must pass, leading to a dumbing down of the curriculum for everybody. Our high school graduates show an appalling lack of understanding history, knowing geography, and having the ability to write above a minimal level. We graduate children from high school who cannot identify the United States on a map of the world. Progressive teaching methods, and the teachers' unions, are the problem.
One false assumption about public schools is that the amount of money spent determines the quality of the education. This is not the case. Washington D.C. public schools spend twice as much as public schools in Idaho, and three times as much as public schools in Utah, and yet the D.C public schools have far poorer outcomes.
"The Father of Modern Education" is John Dewey—a Communist, an Atheist, the leader of the teacher's union, and a signer of the Humanist Manifesto.
The Humanist Manifesto calls for Secular Humanism to become the new religion of America. It is designed to replace "the fables of Christianity," which it calls powerless, insignificant, and backward. It specifically states that there is no God; rejects the supernatural; worships science; and states that religious worship and churches should be eliminated. Secular Humanism opposes Capitalism and endorses Communism.
John Dewey (1859-1952) had no appreciation for the Declaration of Independence. According to him, no truth is self-evident. Dewey was no fan of democracy either. He wrote: "There is no sanctity in universal suffrage, frequent elections, majority rule, congressional and cabinet government. They are to be modified to suit the needs of the state."
John Dewey sneered at religious people as misguided simpletons. He believed that with his guidance, the little people could be trained to let go of their beliefs, habits, thoughts, desires, customs, and social institutions. Dewey wrote that modern science has destroyed the ancient view that the universe has a purpose. Science is the only the means to truth, and its truths are subject to change, so therefore there is no such thing as objective truth—all truth is relative and changeable.
John Dewey sought to spread his Progressive ideas through the American Public School System. His goal was use the public schools to undermine faith in God, and faith in the American Way. Dewey believed all wealth should be redistributed equally to everyone.
John Dewey was unquestionably the most influential reformer of the public education system in the United States in the 20th Century. He set the curriculum for American Public Schools for generations.
Progressives Rule University Education Departments
The goals of public education have been radically transformed—intentionally perverted—by Progressives over the past fifty years. Every public school teacher in America must be certified by the education department of a university or a teachers' college. Therefore, the way to brainwash millions of Americans is to first brainwash those who will teach children in the public schools.
The American Association of University Professors was founded by John Dewey and today has 47,000 members. The AAUP was formed specifically as a Progressive movement that had a goal of defeating religion in the name of a new god named Science. The AAUP wanted the Creator God eliminated from universities, American culture, and the public square. In 1988, the AAUP declared that Christian schools and colleges forfeit the right to represent themselves as "authentic" seats of higher learning.
The Progressive educational philosophy is based on these basic beliefs:
An absolute faith in science and the theory of evolution; a belief that children could be taught very much like animals in accordance with the new behavioral psychology; a conviction that there was no place for religion in education; and that traditional values were an obstacle to social progress which had to be removed.
Progressives, as taught by John Dewey, consider socialism morally superior to capitalism. To change the way America thinks, an elite cadre of intellectual leftists has long sought to capture the minds of American youth by editing textbooks, and presenting slanted facts as truth.
The philosophy of Progressive educators is opposed to the American system of self-governance that limits government to a few carefully defined functions. Progressive educators do not teach children that their rights are antecedent to government—not created by it. They do not want children to understand economics or history because if they did they would come to understand that market-based economies deliver prosperity while Socialist systems deliver poverty and de facto slavery.
Progressive educators have gradually taken control over what are supposed to be "local schools" in America. They do it with money. These "experts" write up federal curriculums and federal guidelines about what children should be taught and not taught; but they are only "voluntary." Of course, the public schools are denied federal dollars for education—taken from all taxpayers—if they do not "volunteer."
Atheism is a religion (Malnak v. Yogi, l977). Secular Humanism is a religion. The so-called "Separation of Church and State" has driven God-based religions from the public schools only to be replaced by the man-based religion of Atheistic Secular Humanism.
Secular Humanist Paul Blanshard writes: "I think that the most important factor moving us toward a secular society has been the educational factor. Our schools may not teach Johnny to read properly, but the fact that Johnny is in school until he is sixteen tends to lead toward the elimination of religious superstition."
Paul Kutz, a signatory of Humanist Manifesto II (l980) writes in its preface: "Humanism is a philosophical, religious, and moral point of view." Kutz' books call for the establishment of humanistic churches.
American Humanist Association has a religious tax exemption status approved by the federal government. Nine times Humanist Manifesto I calls Secular Humanism a religion.
John J. Dunphy writing in The Humanist states: "[Secular Humanist] 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 the educational level--preschool, day care, or large state university. The classroom must and will become an area 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."
Everybody has a Worldview. The term worldview refers to the framework of ideas and beliefs through which an individual interprets the world and interacts with it. Every person has one whether they know it or not, or can define it or not. Therefore, nobody has a neutral worldview. Not even a professor or school teacher or writer of school curriculums.
Some claim they compartmentalize or privatize their worldview, or religion, into public and private spheres. Politicians will say as an individual I am opposed to this or that but as a public official I have the opposite view. This is simply mendacious. A person's worldview colors all of their roles in life and all aspects of their life. Someone's values are always being advocated even in so called "neutral" settings. Public schools are administered by people who think, and that thinking reflects their worldviews.
The Christian Faith
The public schools do not recognize, and certainly do not honor, God. Christianity is shunned and Christians are routinely discriminated against. Meanwhile, public schools go out of their way to accommodate Muslim children. The Koran is called the revealed word of God; Christianity and Judaism are called claims or beliefs. Jesus is described in one sentence: He was a Palestinian—a word not invented until the 20th Century.
A federal appeals court has ruled that it's fine for NYC Public Schools to ban nativity scenes at Christmas time, but permit the Islamic star and crescent during Ramadan. The ruling is based on the absurd notion that the star and crescent symbol is "secular," as opposed to "purely religious" nativity scenes. Jewish menorahs during Hanukkah are also given "secular" status and are not forbidden by our black-robed rulers.
The American Civil Liberties Union has so intimidated the public schools that they go to great lengths to censor any mention of God. Some schools will not recite the Declaration of Independence in the classroom because of the references to God. Students are not told that Christians founded all of the oldest, most prestigious universities in America, such as Harvard, Yale, and Princeton.
The public schools have been surgically scrubbed of the Christian faith. In one 30 page section about the Pilgrims in a Social Studies textbook, the Christian faith is not mentioned once. American History is presented devoid of Christianity.
The public schools insist on teaching the Theory of Evolution as if it were fact—which it is not. The public schools teach our children that they are primordial slime and nothing more than apes with thumbs. This is quite a contrast from the Biblical Truth that our children are the very Image of God. I can't help but think this trumps all that Self Esteem training at the center of postmodern education. And it makes killing unborn babies so much easier if they are merely a random accident and clump of cells, rather than an immortal creature made by a Creator with a plan and a purpose—and a Judgment Day.
The evolutionary theory of Charles Darwin offers us the creation without the Creator. It is the foundation of Atheism. It teaches children that there is no immortal soul, no spiritual nature of man, and no God we should obey. Human beings are merely highly evolved animals that should not deny any desire or pleasure. Life has no meaning and no purpose.
I submit that this worldview changes how people treat other people in a profound way. And not in a good way either. Rather than believing that every person you encounter is an immortal being, they are no better than beasts.
Sir Arthur Keith, a famous British evolutionary anthropologist and anatomist, confesses, "Evolution is unproved and unprovable. We believe it only because the only alternative is special creation, and that is unthinkable."
The Theory of Evolution is contrary to established science. George Wald, another prominent Evolutionist (a Harvard University biochemist and Nobel Laureate), wrote, "When it comes to the Origin of Life there are only two possibilities: creation or spontaneous generation. There is no third way. Spontaneous Generation was disproved one hundred years ago, but that leads us to only one other conclusion, that of supernatural creation. We cannot accept that on philosophical grounds; therefore, we choose to believe the impossible: that life arose spontaneously by chance!"
Since by the teachings of Darwinism we are mere accidental animals—and there is no God—all morals must be relative, meaning rules just made up by people. The teacher's union subverts the American Way of Life by teaching our children this worldview: Moral Relativism.
This is an ideology that posits there is no such thing as truth. This is diametrically opposed to the highest goal of education: the search for truth. If all ideas are right then none are.
Educators don't really believe in this moral relativism anyway. If they did, they would not be so quick to point out what they have decided are the moral failings of America. What moral relativism really is then is the denial that our children should have any personal morality—which has been replaced by a focus of societal morality.
There are many social indicators that demonstrate the destruction caused by moral relativism. Moral relativism automatically makes the young doubt the existence of God. The ideas of Socialism appear more reasonable if there is no such thing as truth. Without truth there is no such thing as morality, or immorality; and any philosophy—no matter how bizarre—must not be condemned. But moral relativism does recognize one great sin: being judgmental. Isn't it odd that to have good, sound judgment was once considered an indispensable attribute?
Moral relativism teaches the children that American values, traditions, customs, and system of government are no better than any other. Thus, they are not worth defending.
High school graduates today are not only poorly
educated, they have nothing concrete to believe in and are therefore unwilling
to make moral judgments. They have
inflated opinions of themselves and are quick to bristle at the slightest
criticism. The result is an explosive mixture of nihilism, narcissism,
ignorance, and resentment.
Our public school system is saturated with moral relativism. The one sure thing that a college professor can expect from new students is that they do not believe in moral absolutes; they are unwilling to judge morally the opinions or actions of others, even when they disagree with them. Throughout their school days it is drilled into students that all lifestyles are equal and that they should not discriminate between them. Any firm code of morality is destroyed by brainwashing, the ultimate message of which is "there is no ultimate right and wrong."
"Tolerance" is the goal of much of this idiocy. There is nothing as intolerant as Tolerance. Supposedly it means refraining from forcing your views on others or judging them for their actions. But many of the other tenets held by the Progressives of the teachers' unions are all about not tolerating views or speech outside the Progressive canon.
Conservative people or Christians must tolerate the views of the radical socialist but their views are not given the same treatment. In fact, they are singled out for intolerance above all others. Boy Scouts may not use a classroom to meet after school unless they tolerate homosexuals; but homosexuals are not expected to tolerate Boy Scouts. Tolerance theory has now gone so far over the edge, that to be against anything Progressives are for is to "hate." If you don't agree with me you hate me. And you are a racist bigot.
Teaching for Social Justice
What is Social Justice? It's a euphemism for Socialism or Communism. It is an ideology that believes that all people in our country should have equal income and assets—equal outcomes to their lives regardless of unequal contributions to society. This involves teaching children that if any people have attained more wealth than others, it is the result of oppression—injustice. "Teaching for Social Justice" is required by teacher credentialing programs.
The National Education Association promotes identity politics. Instead of working for the betterment of America, one works for the benefit of the group to which one belongs. The only group disbarred from participation in identity politics is white males. All other groups are conditioned to see themselves as victims of oppression, with the resultant boulder on the shoulder that one can see all around us. For the white boys there is reserved the NEA doctrine of White Guilt—making them ashamed of who they are. I don't think that is good for their Self Esteem. But it serves the Progressive goal of leveling down the achievers.
Self Esteem Curriculum
The focus of public school education has been diverted from the learning of knowledge, wisdom, and truth—to "Self Esteem." Honor rolls and spelling bees are going the way of the dinosaur—not to mention dodge ball. Sixty percent of American high schools no longer use class rankings or announce valedictorians.
"Honors awards at graduations from such schools should be based on moral achievement. The primary focus of ceremonies should go to these who, regardless of academic competence in other areas, have shown themselves most capable of sensitivity, caring for others, and commitment to the common good" Michael Lerner in The Politics of Meaning.
Competition and achievement are frowned upon and if prizes are awarded, they must be given to all kids in a group—participation awards. Honors classes, designed so the brighter students could learn more, have been discontinued at many schools because the vast majority of the kids who qualified for them were white. That might not be good for the Self Esteem of those who do not qualify as bright. Progressives would rather have the smartest children in America bored to tears in remedial classes with everybody else.
Constructive criticism has been replaced with undeserved praise. Children are told that even wrong answers are still "good" answers. This underrates the importance of effort.
200 studies have shown that the Self Esteem Movement in education has yielded zero positive results. In fact, the opposite is true. It has spawned a generation of narcissists who face every choice with "it's my life!" If they fail in life it must be because "society" is oppressive.
The enormous wave of violence in schools can be traced to Progressive education. What should be taught is personal responsibility. The Self Esteem Movement has given a generation the freedom to be fools.
The public schools have rejected sound educational precepts, such as to teach an established body of knowledge, wisdom, and truth. Rather than be taught to think and reason logically, students are encouraged to trust their adolescent feelings. This is not a serious place of learning. No wonder when things don't go their way they sometimes respond with rage and violence. Therefore, many schools now require armed guards and metal detectors.
Multiculturalism at School
The NEA has been at the forefront in promoting multiculturalism in public schools. This contradicts one of the greatest American traditions: assimilation. Rather than America achieving unity in its societal values and culture; multiculturalism teaches that the American Way is no better than any other—in fact is probably worse.
Multiculturalism leads some black kids to persecute good black students for "talking white." And so, many students are condemned to a life lived with a pitiful grasp of the English language.
Multiculturalism leads some white kids to not understand or appreciate their awesome heritage—a little something known as civilization. Instead, they emulate dysfunctional cultures, as witnessed by the "whiggers" phenomena.
Political Correctness is an enormous part of the NEA agenda for your children. The term "Founding Fathers" is now banned in some schools because it is not gender neutral. Any classroom discussion of art, literature, music, technology, inventions, or civilization must include an equal number of achievements by all racial groups and genders—no matter how insignificant.
Political Correctness offers harsh penalties for free speech and the right to think for yourself. Many do not know that this doctrine originated with Vladimir Lenin and was a favorite of Chairman Mao—Cultural Marxism. George Orwell would be surprised that America has become the home of the Thought Police. These rules attempt to create a new mental reality for our children that contradicts the real world.
The Feminization of Boys
The public schools have long been in the midst of a campaign to feminize boys. The teachers union favors feminine behavior—wants to make boys into little girls—and boys suffer a disconnect from themselves. Boys are in trouble because of this horrifying social engineering.
Ten out of eleven children diagnosed with Attention Deficit Disorder are boys. This is the reason given for recommending Ritalin for male children who act like real boys. Parents who refuse to put their children on Ritalin are often intimidated by threats from public school officials that child protective services could charge them with neglecting the educational and emotional needs of their children.
Schools receive additional funds from the government for every child labeled ADD and then drugged. Parents on welfare also receive additional money if they have a child on Ritalin. But hundreds of boys have died from taking this drug.
Girls today are twice as likely to pursue a professional career. Girls have steadily improved their performance in schools but the performance of boys has steadily declined. Women now earn more college degrees than do men.
The Gender Equity Act of 1994 categorized girls as an under-served population, placing them on par with other "oppressed" minorities. Since then teachers and administrators have been deluged with gender equity materials and conferences sponsored by the Department of Education.
The feminization of boys is an outgrowth of the Feminist idea that boys and girls are the same, and will grow up to not be any different from each other if we change their childhood environment—creating an androgynous society. Even in preschool, the Department of Education recommends that supervisors intervene if boys or girls play with toys that are associated with "gender stereotypes."
Those Dead White Guys
Along with this is the NEA mandate to ignore Dead White Men as much as possible. Go ahead and use that Bill of Rights; our legal system; clean water system; sanitation; roads; automobiles; airplanes; medicine; agriculture; health care; electricity; telephones; internet; refrigeration; air conditioning; social safety net; personal freedom and liberty—but don't tell kids how it all got here. By all means, don't read the Great Books of Western Thought.
Students are subtly taught to be citizens of the world. Progressives want a global government; a new world order. The biggest obstacle to this goal is Western Christian Caucasians with strong traditions of freedom and individualism. For world government to work, such peoples must be diluted and their influence nullified, so that a new generation, fully accepting of "diversity" and focused on global issues, thinks of citizenship in global, not in local, regional or national terms.
The former National Chairman of the Communist Party, USA, William Z. Foster, in his book, Toward a Soviet America, wrote that education could advance the revolution best if centrally controlled and organized under a Federal Department of Education. Foster said that the Department of Education "should be revolutionized, cleansed of religious, patriotic and other features of the bourgeois ideology. The students will be taught on the basis of Marxian dialectical materialism, internationalism, and the general ethics of the new Socialist society."
The National Education Association (teachers' union) adds: "Allegiance to a nation is the biggest stumbling block to the creation of international government. National boundaries and the concept of sovereignty must be abolished. The quickest way to do this is to condition the young to another and broader alliance. Opinion favorable to international government will be developed in the social studies curriculum in the public schools."
The indoctrination of our children with leftist ideology is complete with the usual anti-Americanism. Children are taught that the famines and starvation in Africa are the fault of America; not their own pitiful, utterly corrupt rulers. Children are not told that American citizens give more money to Africa, and volunteer more time, than the rest of the world combined—or anything else flattering about our nation.
The history of America is portrayed as a long story of oppression and injustice—not as the greatest nation in the history of the Earth. It is certainly not a place with any values worth fighting for or that children should feel damn lucky to live in. The only taboo in public school education is Traditional Values.
Progressives Revise History
"There are still a lot of people who take the view that we're being too chauvinistic if we say democracy is superior." National Education Association
Since the 1970s public school students have been taught a revised American History that paints America as the villain of the world. Democracy is presented as simply one system among many others. America's faults are the focus; with an emphasis on the oppression of minorities, women and the poor.
Our history textbooks focus on the Founding Fathers as slaveholders; the Ku Klux Klan; the My Lai Massacre; and the internment of Japanese by President Franklin Roosevelt. They give scant attention to the heroic achievements of our people such as the civilizing of the wilderness; the abolition of slavery; the liberation of Europe in World War II; and the liberation of hundreds of millions of people after we forced the collapse of communism.
No nation in the history of this world has done more good than the United States. But our children are taught that America is a racist, hostile, imperialistic force in the world. They are indoctrinated into believing that capitalism and free enterprise are bad but socialism is good.
The fact is American history teachers teach a big lie to their students. The children are not told that most early Americans owned guns; the Federal Income Tax was unconstitutional before the 16th Amendment was passed in 1913; Darwinists lost the Scopes Monkey Trial; the Federal Reserve helped cause the Great Depression; the New Deal spawned massive bureaucracies and curtailed freedom; World War II ended the Great Depression not the New Deal; the Rosenbergs really were spies for the USSR; Senator McCarthy was correct that communist spies were working in our government; Lee Harvey Oswald was a communist; the Great Society and the birth control pill helped cause the destruction of the American family; the decline of American manufacturing was caused by union greed and corruption; Ronald Reagan is most responsible for ending the Cold War; Bill Clinton was impeached for perjury not adultery; 9-11 was the work of Islamic terrorists.
Students are taught the following lies: Columbus was responsible for killing millions of Indians; The Founders Fathers envisioned a "wall of separation between Church and State," to keep religious influence out of government; The United States of America was created by rich white men to protect their personal wealth; the 1950s were boring and created a generation of conformists; George W. Bush was selected, not elected in 2000; Global warming is a fact and it is caused by America.
The ideas behind multiculturalism, social justice, diversity, and political correctness are derived from Cultural Marxism. They exist to condition students to reject the traditional morality of America despite its overwhelming success and prosperity. Public schools purposefully contradict what parents teach their children—especially if the parents are Christians. Any parent who voices objections to this ideology is branded "mean-spirited" "judgmental" and "intolerant."
Schools minimize the importance of cognitive thinking. Students have been denied the basics of education—to be taught to read, write, and do basic mathematics. They graduate from high school with a tiny vocabulary.
Public schools have surely contributed to a rise in crime and immorality by rejecting any code of morality. If there is no right or wrong children will feel free to just go with their feelings and emotions. To decide for yourself what is right or wrong is fine for mature adults who have a moral foundation, a fully developed intellect, and some life experience but to allow a child to decide for itself is absurd.
Every child needs a simple but exact code of conduct. Otherwise we produce children unable to take a stand and this is a weakness that leads to immorality more often than not. Do we not all want the next generation to be decent and responsible? They rarely become this in a moral vacuum.
Children lack the mental prowess necessary to observe, analyze situations, compare results, anticipate consequences, and make decisions based upon firm commitment to goals and ideals, which is all a part of the values clarification process. In fact, many adults have a hard time doing this.
Morals and values are often the result of the experiences of people which are then passed along to the next generation. It is absurd to assume every person should "reinvent the wheel" and start from scratch, living and experiencing, and then determining a set of values that applies to them. First, people don’t have a lifetime of mistakes to make to finally arrive at a sensible set of morals and values. Second, any morals and values of the past which have been widely accepted over long periods of common human experience tend to make sense and apply at any time.
The methods and approaches of values clarification are riddled with subtle and not so subtle hints and suggestions to alternative values and beliefs, such as sexual promiscuity, drugs, anti-capitalism, and anti-religion. The manner in which the materials are presented encourages the student to question their religious notions, sexual morality, parents as guides and authorities. It also tends to encourage extreme tolerance of any form of deviance.
When I read that young people think Socialism is a good idea, or that it is fine for the government to takeover health care, banking, insurance, manufacturing, set wages, and in the future implement Central Planning and Collectivism, I am not angry with them. How could I be? They don't know any better. Our children are being force fed a worldview radically different than the one most Americans believe and completely opposed to the ideas upon which America was founded. It is an atheistic worldview that denies our children are spiritual beings.
One solution to education problems in public schools is to decertify the teachers' unions. Teachers are, after all, public servants who need no protection against robber barons.
Along with this, the Federal Department of Education should be abolished to return public schools to the control of the communities in which the children and parents reside. Why should people in New York or California or Washington, D.C. have the power to dictate the educational curriculum in Iowa, Alabama, or Wyoming?
If public schools in New York or California want to teach children that America, free enterprise, our Constitution, and the Christian faith are all villainous—so be it. At the same time, if public schools in Mississippi or North Dakota want to pray or read the Bible, venerate the Founding Fathers, teach patriotism and the glories of American History, so be it. Let each community decide for itself the values, wisdom, truth, and knowledge it wishes to impart to its own children.
American children are overwhelmingly enrolled in public schools for one and only one reason: they are free. Hardly anybody has a good word to say about them otherwise. Of course, they are only free in that they are paid for with taxes on the incomes of American taxpayers—whether they use them or not. Might as well get your money's worth, eh?
But shouldn't free Americans be able to use their educational dollars as they see fit? If you don't pay your taxes that support the public schools you go to prison. Once again, we see Americans forced at the barrel of a gun to pay for things they not only do not want; but are detrimental to the health of our children and our nation's future.
One solution is vouchers for parochial or other private schools—which naturally the teachers' unions are vehemently against because they are not about the kids, they are about the teachers.
In New York, Catholic Schools graduate 90% of their minority students in urban neighborhoods—versus 50% in the public schools up the street, beholden to the union.
But Catholic schools are closing rapidly. In The City they have room for 15,000 failing students right now. Vouchers could save a lot of kids. The Catholic schools save a lot of taxpayer money, too, spending $7,000 per student per year versus $20,000 per student at the public school. So, they do twice as good a job for 1/3 the money!? Yes! They do.
Shouldn't parents have a right to save their children from a life of poverty? One would think that leftists, who never run out of things people have a "right" to, would agree. But not compared to their love for unions.
Progressives are ready for this eventuality though. They have a plan to attach to vouchers a laundry list of Progressive educational requirements, all of which are in this chapter, multiculturalism, etc., etc., etc.
Progressives are adamantly opposed to homeschooling, private schools, charter schools, and certainly Christian schools. The reason for this is simple: Progressives are not demanding the right to educate their children as they see fit—most of them don't have any. They demand the right to educate your children as they see fit.
"When an opponent declares, 'I will not come over to your side,' I calmly say, 'Your child belongs to us already…What are you? You will pass on. Your descendants, however, now stand in the new camp. In a short time they will know nothing else but this new community." Adolph Hitler
"Let me control the textbooks and I will control the state." Adolph Hitler