The recent military raid on the Red Mosque in Islamabad, Pakistan, demonstrated once again the Islamists’ advantage on the education front. The Imam’s teachings had prepared the young men of the Mosque for Jihad. They fought bravely and died with their leader, Abdur Rashid Ghazi. What kind of curriculum can do such a thing to a young mind? Serge Trifkovic, in his must read book The Sword of the Prophet, says that from early childhood Muslims learn that freedom is incompatible with Islam. Allah predestined all human action. Freedom of action other than what is implicit in complete submission to the will of Allah is a perilous trap.
Our only purpose is the service of Allah (51:56). Freedom is not part of that purpose, anymore than to know God or to be more like God. Men can strive no higher than obeying Allah’s will as revealed by his Prophet. There is no revelation in Islam, meaning revelation of God’s nature, but only of his will and obedience to it. Human imperfection is not subject to improvement in the direction of God, and any such notion is blasphemous to a Muslim. The Sword of the Prophet page 67.
Confronted by secular freedom, such as President Bush has made his mantra, the well trained young Muslim will instinctively rebel. When exposed to the shenanigans of Britney Spears and Paris Hilton he feels repulsion akin to that of an enlightened New Yorker upon watching turbaned Taliban men beating burka clad kneeling women. But unlike the New Yorker who has been trained to accept the oddity from Afghanistan under the ruse of multiculturalism as different but equal morality, the young Muslim has been inculcated with a burning desire to emulate his Prophet.
With Muhammad’s prophetic career so thoroughly marked by blood and warfare, it should be no surprise that the sacred book bequeathed by the Prophet of Islam to the world, the Qur’an, would be similarly violent and intransigent. And it’s true: The Qur’an is unique among the sacred writings of the world in counseling its adherents to make war against unbelievers. The Politically Incorrect Guide to Islam and the Crusades, by Robert Spencer, page 19.
The madrasa curriculum emphasizes the duty of every Muslim to do whatever it takes to make Islam victorious all over the world.
Not only does Islam command warfare against unbelievers and their subjugation under Islamic rule; it also, as we have already seen, in part sanctions lying, stealing, and killing in order to advance Islam. In fact, Islam does not have a moral code analogous to the Ten Commandments; the idea that Islam shares the general normal outlook as Judaism and Christianity is another PC myth. In Islam, virtually anything is acceptable if it fosters the growth of Islam. The Politically Incorrect Guide to Islam and the Crusades, by Robert Spencer, page 79.
How different must be the thought processes of a young Muslim from those of a New York metro-sexual. Schools and Universities in the West mass-produce non-judgmental, non-aggressive, non-discriminating, self-loathing, can’t do, sensitive men. Today’s enlightened young Westerner prefers surrender to violence.
So timid have men of the West become that in (once) Great Britain schools no longer teach about the Holocaust and the Crusades because Muslim students find it offensive.
Schools are dropping the Holocaust from history lessons to avoid offending Muslim pupils, a Government backed study has revealed.
It found some teachers are reluctant to cover the atrocity for fear of upsetting students whose beliefs include Holocaust denial.
There is also resistance to tackling the 11th century Crusades – where Christians fought Muslim armies for control of Jerusalem – because lessons often contradict what is taught in local mosques.
In America schools teach children to preemptively convert to the religion of the enemy. While the California Grade Seven curriculum only preaches cultural sensitivity:
7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
1. Identify the physical features and describe the climate of the Arabian peninsula, its relationship to surrounding bodies of land and water, and nomadic and sedentary ways of life.
2. Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.
3. Explain the significance of the Qur’an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims’ daily life.
4. Discuss the expansion of Muslim rule through military conquests and treaties, emphasizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic language.
5. Describe the growth of cities and the establishment of trade routes among Asia, Africa, and Europe, the products and inventions that traveled along these routes (e.g., spices, textiles, paper, steel, new crops), and the role of merchants in Arab society.
6. Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature.
Individual School Boards went further in preparing students for eventual recruitment by Islamist missionaries. And the Supreme Court approved all this under the guise of cultural studies.
Though the course is mandated, the Californian Department of Education allows teachers to exercise their own discretion on how the course on Islam is to be taught. This discretion encouraged one teacher in the Bryon Union School District to adopt a supplementary “Student Guide†that specifically states:
“From the beginning, you and your classmates will become Muslims.”
One would think this statement alone would render the course unconstitutional. Yet the class went further in its brazen efforts to condition children into Islam.
According to the Thomas More Law Center, a public interest law firm which sued the school district on behalf of Jonas and Tiffany Eklund and their two minor children, the course also had children:
Recite aloud Muslim prayers that begin with “In the name of Allah, the Most Merciful…”
Memorize the Muslim profession of faith: “Allah is the only true God and Muhammad is his messenger.”
Chant “Praise be to Allah” in response to teacher prompts.
Profess as ‘true’ the Muslim belief that “The Holy Quran is God’s word.”
Give up candy and TV to demonstrate the Muslim holy month of Ramadan.
Take an Arabic name from a list of 30.
Play a board game called a “Race to Mekkah”.
Wear an emblem of the Muslim star and crescent moon around their necks.
Essentially, the course had students ‘become Muslims for three weeks,’ the Eklund attorneys argued in their petition to the Supreme Court to hear the case.
Children were also asked to analyze, explain and recite this Jihadist scripture:
“Believers, why is it that when it is said to you: ‘March in the cause of Allah,’ you linger slothfully in the land? … If you do not fight, He will punish you sternly and replace you with other men.”
Students were even asked to read this scripture:
“Those who avenge themselves when wronged incur no guilt.”
Not to be outdone, a Nyssa, Oregon district began teaching the ‘five pillars of Islam’ in public schools.
Another school has been “teaching” Islam by having students study and learn Muslim prayers and dress as Muslims, and a lawyer who argued a previous dispute over this issue to the U.S. Supreme Court said such methodologies wouldn’t “last 10 seconds” if it were Christianity being taught.
“Would it have been ‘just cultural education’ if students were in simulated baptisms, wearing a crucifix, having taken the name of St. John and with praise banners saying “Praise be to Jesus Christ” on classroom walls?” asked Edward White III, of the Thomas More Law Center.
His comments came after a new protest arose in Nyssa, Ore., where one parent raised objections when the Islamic teachings came to light. The district there, according to Supt. Don Grotting, is teaching a chapter in a history textbook “Journey Across Time” that talks about “how civilization has developed and some of the particular aspects of Islam.”
We teach out of the book, and there are some supplemental class activities,” he told WND. “The kids do some skits, they could bring a food from the region, you could build a prop that would have depicted (something) maybe during that time period.
“If you wanted to you could dress up (as a Muslim) for extra credit,” he said.
He said students also learned about the climate of the Middle East, the food and everyday activities of Islam, and the geography and the lay of the land.
Still another assignment was to learn the “five pillars” of Islam, study Ramadan and listen to guest speakers including an American Muslim who arrived dressed in her religious costume to talk to the kids about her Qur’an.
“She relayed to the kids, if you’re a Christian you have your Bible, this is our Qur’an,” Grotting said.
Parent Kendalee Garner, however, objected to having her son being taught Islam and also to the time the public school system spends on the subject.
She told WND that her 13-year-old son is being “indoctrinated that Islam is a religion of peace, and being dressed up as a Muslim, being taught prayers, and scriptures out of the Qur’an.”
“I just don’t understand the ban on Christianity but Islam has free rein,” she said
She said the guest speakers and skits and reports were wrong, but what set her off was a class in which students in all three social studies classes dressed in traditional Islamic outfits.
“The only reason I knew about it was because my son told me about it,” she said. “They sent him to the library instead of stopping what they were doing. I’m sure people would be outraged if they dressed up as the pope.”
That was White’s point exactly.
If that’s how teaching about religions is done, he said, “then teach all religions in the same way, Christianity, Judaism. Have the kids study Native American religions, do the dance, smoke the pipe. Have the kids dress up as priests and hear confession.”
He said when he suggests that, school managers and even judges get that “panic-stricken” look.
Now let’s reflect for a moment. Islamic schools in the United States teach hatred towards American Christians and Jews. Muslims children are taught to deceive, steal, and kill for their religion. They are prepared for Jihad.
In the West, British pupils and teachers have been told not to stare at Muslims for fear of causing offense. American children are playing “I am a Muslim” and “slaughter the Infidel” in grade seven.
If the war between Islam and the West will be decided by warriors of the next generation, who do you think is more likely to win?
