Why Do They Want Our Children?

During the last year it has become more consistent. Story after story about education shows teachers, administrators and other public officials who are devoted to making sure that children no longer trust or respect their parents. They use early sexualization, the lens of “oppression” and outright lies and deception to do so.

But why? Why do they want our children and grandchildren so much? After all, the leftists who are doing all the indoctrination and social and emotional training are the very same ones who advocate for killing babies right up to birth via abortion. If the lives of children are so easily discounted, why do the Marxists care about bringing them over to their side?

It’s simple. They want to eradicate the American family and replace it with a totalitarian, corporate, government entity that will be revered and obeyed by the populous without question. This has been the strategy of every totalitarian government in history.

To that purpose, James Lindsay of newdiscourses.com says that schools will destabilize the lives of children through early sexualization, engineer their emotions (remember the kindergarten teacher asking her students “Who is sad today?”), sever ties to family and faith, and then sever children from their own interests in favor of the “community.”

It is a push to what Klaus Schwab calls “stakeholder capitalism” which combines the evils of Leninist-Maoist philosophies with corporations acting in concert with government and with large foundations to create the “Great Reset.” The children will be the Mao style youth movement with Social/Emotional Learning as the tool teaching young people how to be wrathful towards those who disagree with government edicts, morals, and woke values. They will despise these dissidents, including their own families. They will demand “socially active” businesses and shun the rest. This will be the vanguard of the “inside out cultural revolution” made famous by Chinese Communists.

That’s a lot to digest.

This push creates children who are not just receptors of indoctrination, but conduits of information about their parents and families.

As a parent, I can think of a few times that my three- or four-year-old child would tell a teacher or neighbor something semi-embarrassing about our homelife. When my son was four, he was standing outside with our next-door neighbor looking up at the power lines where someone had thrown a pair of tennis shoes so they would hang there. My son, with his hands on his hips, said, “How the HELL did those damn things get up there?”

My neighbor laughed when he told me about it. “What kind of language are you teaching that kid?”

I was embarrassed and we definitely made an effort in our house to tone down the language after that. But, that is a great example of how little kids expose things about their homes.

Educators know that kids “tattle” on their parents and families all the time. Most of the time it’s innocent and merely an observation a child makes. “Mommy yelled at Daddy last night” or “Daddy drank beer and fell asleep on the couch.” These glimpses of a child’s homelife used to be something that educators understood as a child describing the normal happenings in any home. It was only when a child described possible physical or verbal abuse that teachers needed to get involved.

But things have changed with Social/Emotional Learning and the data mining employed by school systems. Now, teachers like the kindergarten teacher who asks her class, “who is sad today” are participating in rudimentary data mining of their students. Imagine a child who, when asked if he is sad today, raises his hand and tells the teacher, “Mommy and Daddy had a fight last night. It made me sad.” Now the teacher may be compelled to report that statement to the guidance counselor or, even worse, Child Protective Services. Even if nothing out of the ordinary is found, that family now has a paper trail that maybe things in that home don’t fit what bureaucrats define as normal.

Information gathering.

Let’s take this to another level. As the children grow older, they will be exposed to more Social/Emotional learning and CRT. Now the data mining is conducted through schoolwide surveys asking students all kinds of information about their lives, families, etc. Here’s an example from Montgomery County Public Schools:

MCPS Launches Student Wellness Survey – Montgomery County Public School, Rockville, MD (montgomeryschoolsmd.org)

In these surveys, students are asked about their sexual, drug and drinking habits. There are questions about racism at school and gender preferences. They’re also asked about the attitudes of their parents and families. And, while schools say these surveys are “anonymous” no one can be absolutely sure that is the truth. The very fact that schools hide these surveys from parents and don’t require consent from parents for students to participate says otherwise. Opt out form below: *

https://pacificjustice.org/wp-content/uploads/2018/09/pji_opt_out_maryland_parent_and_student_opt_final.pdf?fbclid=IwAR2r-iK-cBZs259A0nURCYyOYuyi0faSi6yNkjvr7vGHiY2opRvRRZexLLQ&fs=e&s=cl

On a more informal basis, classrooms can be more effective data mining centers than electronic surveys. We see system after system proclaiming that students may tell their teachers and school staff about any real or imagined gender confusion without parents being part of the conversation. School systems brag about “safe spaces” where kids can secretly change clothes to portray a new gender. Teachers brag about ways to “conceal students’ gender identity from parents” while teachers encourage gender confusion. A local middle school principal, while meeting with a student and her mother actually told the student who was expressing doubts about her sexuality, “Don’t worry about dealing with your mom and dad, I’m on your side. “And then she winked at the student. The parent was appalled. What information will that principal collect on that family through the student?

This becomes an archive of material that school and government officials can use against parents in CPS or legal actions to deprive them of parental rights.

Don’t think it can happen? Here are a couple of links to events where it HAS happened:

Mother who questioned 12-year-old daughter’s gender transition loses custody battle | The National Desk

Child Custody’s Gender Gauntlet | City Journal (city-journal.org)

Dad lost custody after questioning son’s transgender identity (nypost.com)

These events may seem extreme on the outside. How many parents have children who question their gender? That fact is that it DOES happen. And it will become more prevalent. The left is now trying to say that the spread of gender confusion is NOT because of peer contagion, but because there actually are more gender confused children in the world. In the olden days, we used to call this a “phase” people went through. Now we jump on it to declare that a child needs hormone therapy and surgery to become the opposite sex.

We used to have a saying in education. ” If you are strongly motivated to find a learning disability, you will find it no matter if it exists in a child or not.” It’s called job security and the opportunity to make money off these kids. And, of course, the chaos and confusion it causes is priceless to the authoritarians of our country and world.

Authoritarian states and their citizen acolytes believe the children belong to the government, the community, etc. It’s not ” It takes a village to raise a child.” It is “It takes a Child to expose the village.” Children are a tool for them, a way to coerce and control parents. As we go through the next years of education, pay attention to how many school systems shut parents out more and more. Here’s an example from Maryland:

Maryland school district bars staff from telling parents about gender transitions (washingtonexaminer.com)

You might ask why teachers and school administrators, who are often parents themselves, would support and promote this. Some are intimidated into keeping quiet to keep their jobs. Others are afraid of being labeled with the “phobic” of the week if they don’t follow the current leftist doctrine. And of course, the Unions not only support but advocate for this lunacy.

It’s clear that many teachers and administrators DON’T support this agenda. With over 5500 teachers leaving their jobs in Maryland this year, it’s probable that a high percentage of them are leaving because they can’t get on board with what they are being told to teach in their classrooms and what is happening to the kids.

REPORT: 615 Midwestern Teachers Reveal Why They’re Really Leaving the Classroom – Chalkboard Review (thechalkboardreview.com)

The problem is that NEW teachers will be taught that indoctrination, shutting out parents, and promoting the sexualization agenda IS their job and their sacred duty. Here’s one example:

Teacher shares tips on concealing students’ ‘gender identity’ from parents | The Post Millennial

Or they will be trained to think so. This is the training for the San Diego Unified School District teachers:

https://www.documentcloud.org/documents/22125910-sdusd-source-documents

So, what can you do to fight back?

First, you MUST pay attention to what is going on in your child’s classroom and school. This document can give you some guidance: (Document from courageisahabit.org)

Second, make sure local, state and national politicians KNOW that you are against the indoctrination and data mining of children in schools. Go to Board of Education meetings, county council meetings, write to legislators, etc. Locally, we have a State Delegate and a Congressman telling candidates to SHELVE education as a campaign issue. Either they are scared to death of the teacher’s unions, or they don’t think that parents, grandparents and other taxpayers are vocal enough to impact the election. Let them know that is NOT the case.

If there are groups locally who are fighting this, join these groups. Become active with others to make change. Make sure these are NOT groups that are closely aligned with local school districts under the guise of “charitable foundations.” Often times those foundations are just an extension of the public-school apparatus and support the indoctrination and information gathering.

Of course, if your child is in public schools, find an alternative. Be sure to investigate private schools very carefully, even if they are aligned with a religion or church. Make sure they have NO STRINGS tying them to federal or state funding. Homeschooling is always the best option.

Most important, become educated on the historical foundations of CRT, SEL, etc. The Heritage Foundation, Christopher Rufo, James Lindsey, are some great resources. You can’t fight what you don’t understand. You will be told none of these things exist, that you are crazy, uniformed. All it takes is one look into this group and its supporters to know you are not: (This group is cited in many national, state, and district documents as the center of initiatives)

Supporters – CASEL

If you see some of the names in this organization, you will know what you need to know. Take a look inside their glitzy dive into Social-Emotional Learning and really THINK about what they are promoting. It’s really about indoctrination under the guise of “equity, inclusion and social emotional learning.”

The bottom line is that the drive to indoctrinate and data mine the children is really an effort to data mine and indoctrinate you. As James Lindsey asks, “If you knew you were sending your children for 30-35 hours a week to a Maoist prison for brainwashing, what would you do?”

You would fight to stop the exploitation. Every. Single. Day!

*There is an option for parents to “opt out” of their students being surveyed. However, most parents don’t even know about this choice. It is easily hidden from parents with send home notices that get sent in disorganized back packs or at the bottom of district web pages.

**Opt out form from: