“Then Elihu said: ‘Hear my words, you wise men;  listen to me, you men of learning. For the ear tests words as the tongue tastes food. Let us discern for ourselves what is right; let us learn together what is good” (Job 34). (NIV)

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NEW!! Starting April 15, 2017 this blog will no longer have entries. I’ve opened a new stand-alone blog, Gods Path for Kids, that will carry the same types of news items but will be more easily accessible. You can also see links to the new blogs pushed through to my Facebook page. A click on that will take you to the www.GodsPathForKids.com website. See you there!

These blogs will serve as updates to my book Who’s Got Dibs on Your Kids? As soon as I get new information on either the new problems facing your kids, or the battles being fought against them, I’ll post them here. If you know of something that I haven’t posted, please share it with all of us. Use the Contact form to get in touch.


Islam and Our U.S. Department of Education

Islam and our U.S. Department of Education? What’s the connection?

My blog-before-last was titled “Islam Indoctrination in Public Schools.” In that I referenced how Islam is being taught in our public schools World History and Social Studies classes. Many complaints have been made about both the textbooks and the curricula. Today I learned it has gone far beyond that. This blog is somewhat longer than usual, but I believe the matter deserves it.

The United States Department of Education has developed studies for grades five through twelve called Access Islam. You can view the program yourself at Access Islam. At that website you will find links to nineteen different videos, detailed lesson plans, a timeline of Islam from 560 (Life of Muhammad) to 2006 (Islam in America), a glossary, additional resources, and a page of credits. If you look carefully on the “About” page of credits, you will see under Project Advisors the name Shabbir Mansuri. Mansuri is the man I wrote about in Who’s Got Dibs on Your Kids? who was the primary person involved in rewriting world history textbooks to teach Islam.

I’ve placed a video on this website produced by the Christian Action Network (CAN) that demonstrates portions of the videos that are a part of the Access Islam lesson material. You can watch it from the link on the word “video” above, or if you want to direct others to it, they can go to DibsOnYourKids.com and go to the link for Videos under the tab Videos and Images.

I highly recommend you go to the Christian Action Network page and read their report on Access Islam courses. Here is an excerpt from that page:

Students are taught to learn Islamic scripture, give the meaning of that Islamic verse, and explain how they can use it in their daily lives.

“How can this be anything other than indoctrination?” said Martin Mawyer, president and founder of Christian Action Network (CAN).

The DOE offers no similar lesson plans for Christianity, Mawyer added. “There is absolutely no balance in the curricula offered. Only Islam is given a full course of study.”

The Islamic education program, funded by the DOE, is primarily disseminated through PBS LearningMedia and the Educational Broadcasting Corporation.

This is but a small portion of what our kids are being taught in Access Islam. Bear in mind that it was developed by the U.S. Department of Education with tax dollars, and disseminated through PBS which is supported with tax dollars. I am posting on my Ways to Help page some ideas I have for you to help us fight against this indoctrination of our kids in the Islam faith. This is definitely taking them on a path away from God—the true and only God.

Beauty and the Beast: Just Say “NO!”

The American Family Association (AFA) has issued a warning about the movie Beauty and the Beast. It is a remake of the Disney animated feature film that came out in 1991. However, this remake includes a new agenda. (Why do we have to worry about “agendas” in kids movies?)

AFA states:

Parents should be warned that Disney has given the green light to a strong LGBTQ agenda in a movie that targets the 5 to 11-year-old demographic market.

If parents don't push back today and take a strong stand, Disney will continue to allow more children's movies to push the homosexual agenda.

Just so you don’t think they are misreading the intent of the movie, they offer a quote from the director of the movie, Bill Condon, as he was interviewed by Attitude magazine:

LeFou is somebody who on one day wants to be Gaston and on another day wants to kiss Gaston. He's confused about what he wants. It's somebody who’s just realizing that he has these feelings. And [LeFou] makes something really subtle and delicious out of it. And that’s what has its payoff at the end, which I don't want to give away. But it is a nice, exclusively gay moment in a Disney movie. (Emphasis mine.)


If you want to do more than not go to see the movie, or not buy it when the DVD comes out, go to AFA’s page and sign their open letter to Disney https://www.afa.net/activism/action-alerts/2017/03/say-no-to-disney-say-yes-to-pilgrims-progress/# rejecting this subterfuge of using a beautiful story, loved by almost all, to introduce homosexuality into their target market of five to eleven-year-old kids.

Islam Indoctrination in Public Schools

Is it really true that indoctrination of Islam is part of public school curricula? I wrote about it in my book, Who’s Got Dibs on Your Kids? On February 18 I spoke about it at an event in Arizona where I pointed out a letter from a mother of a high school student from 2005. She complained about the teaching of Islam in Scottsdale, Arizona, and raised enough ire that the school district pulled the history book published by Prentice-Hall, a division of Pearson Publishing. I knew they had changed the textbook, but what, I wondered, were they using now.

The Internet took me to the school district’s website where I found a list of their current textbooks. There were a number of world history/social studies books listed, and I zeroed in on the one that looked like the most logical replacement: The World’s History by Prentice-Hall 2007. I could find no edition of that year on Amazon, so I used the ISBN the school district provided instead. It turned out that ISBN is connected to the 2005 edition of the textbook. I ordered it, and it just arrived. Look at what I learned.

There is a full chapter on Islam and another on Judaism and Christianity. That seems relatively fair, except many would say Judaism and Christianity each deserve their own chapter. But let’s put that aside for now. What does the chapter on Islam teach the children?

The chapter begins on page 345 (how do our kids carry these heavy books?) with the sentence, “Islam, in Arabic, means ‘submission.’ Islam teaches submission to the word of God, called ‘Allah’ in Arabic.” We could spend a lot of time just on that one sentence: The Islamic “word of God” is the Quran, not the Bible. God, the true God, the one and only God, is not the god the Islamic faith calls Allah. The statements made in that sentence are written as fact. Our kids are supposed to learn that material as fact.

The next sentence says, “Muslims, ‘those who submit,’ know God’s word primarily through the Quran, the Arabic book that records the teachings of God as they were transmitted to the Prophet Muhammad (570-632).” Again, the “teachings of God” are not the teachings of the one and only true God, but a false god. And “god” actually, factually, (according to this textbook) transmitted his teachings to Muhammad. Is that what you want our kids believing? How are they supposed to answer test questions based on this material?

And these are just the first two sentences of the chapter.

I will be going through this chapter, as well as the one on Judaism and Christianity, and put a paper you can access on this website. I’ll let you know when it is available.


When is Your Child Not Your Child?

When is your child no longer your child? When do your parental rights evaporate? In Minnesota, it seems to be when your child says he or she is no longer subject to your control, and “The State” agrees.

In St. Louis, Minnesota, a seventeen-year old boy received medical services and narcotics from the Park Nicollet Minneapolis Gender Services and Fairview Health Services for a sex change from male to female. They all say he is “emancipated”— a legal term for “free from restriction or restraint, especially social or legal restraint.” This emancipation can only occur with a court order. There was none in this case. (Interestingly, although all the sex change providers determined he was emancipated regardless of the lack of court action, his application for a name change was denied by the St. Louis County District Court because of the “lack of any adjudication relative to emancipation.”)

But wouldn’t this kind of treatment be expensive, even if it were legal? One website (teenvogue.com) indicates that hormone therapy alone costs about $1,500 each and every year for the rest of one’s life. Gender reassignment surgery begins at about $30,000 and goes up from there. Facial feminization surgery will vary somewhere between $25,000–$60,000. So where does a seventeen-year old get that kind of money? The one in St. Louis had his medical services paid for through St. Louis County Public Health and Human Services.

In addition, Thomas Moore Society, the legal firm representing the mother, says:

Minnesota law violates Calgaro’s [the boy’s mother] federal right to due process because she has no ability to challenge the service providers’ actions without either parental consent or a court order of emancipation.

Calgaro has no path to object to her son’s life-changing operation under Minnesota law.

Minnesota Courts recognize that a minor child is not emancipated until a Court decides the child is emancipated. (Above emphases added.)

So, if you have always believed that federal and your state laws protect your rights as a parent from outside influences, let this story raise your antennae. If there is anything in your child’s behavior that is raising questions in your mind and heart, talk to your child, talk with your pastor, see a Christian counselor, before someone determines you no longer have the right to do that.

Wounded by a Mispronounced Name?

We’ve heard a lot lately about college kids and microaggressions, but it seems to have reached a new level of absurdity. There is now an actual national campaign begun by the Santa Clara County, California Office of Education (SCCOE), called “My Name, My Identify: A Declaration of Self.” It claims that a teacher who mispronounces a student’s name can cause that student “anxiety and resentment.”

The National Association for Bilingual Education, partnering with SCCOE adds, “Mispronouncing a student’s name truly negates his or her identity, which, in turn, can hinder academic progress.”

It doesn’t stop there. School districts across the United States—528 of them—have a similar campaign to pronounce students’ names correctly so that they are sensitive to the ancestral and historical significance of a student’s name. What is being lost in this effort is that many born-in-America people, adults and children alike, have names more complicated than Sally Jones or Robert Smith. The campaign website addresses that fact, but then puts most emphasis on “cross-cultural communication,” and interacting “with more people from diverse backgrounds and experiences, many with different languages and ethnicities.”

We chose the name Geoffrey for our second son. It is the Teutonic version of Jeffrey, and means God’s peace. There are numerous prominent men with the name Geoffrey, but we learned it was difficult for many people to pronounce and spell. Geoff played in an ice hockey tournament and the program listed the players’ names using shortened versions, such as Bob, Jim, Art. Geoff’s came out “Goof!” Yes, he was razzed about it, and he carried that version with him even in our family. It was a good fallback when we wanted to tease him about something. He didn’t suffer either from the misspelling or the teasing.

The name of one of  my granddaughters is Nyssa. It is pronounced Nissa (short “i” as in “sister”.) When she was in pre-school her principal announced her as one of the participants in a presentation the kids were giving. She pronounced it with a long “i” so that it sounded like “Nice”a. My granddaughter walked up to the principal and tugged on her dress to get her attention. “My name is Nyssa,” she told her, and went back to her place on the stage. I don’t think it hindered her academic progress . . . she graduated from college summa cum laude. If a four-year-old can handle a mispronunciation of her name, why can’t these older kids? I don’t believe that is the most difficult problem they are going to have to deal with in their lives.

It is important for teachers, friends, and other associates to be respectful enough to try to learn the correct pronunciation of someone’s name. However, I think it is also incumbent on those with names that others find difficult to pronounce or spell to understand that cultural differences go both ways. I do not mispronounce a name intentionally; my mind and tongue just don’t work in a way to let me correctly pronounce all foreign words or names. I try, but I’m not always successful.

In the article, “'My Name, My Identity': Educators Promote Cultural Awareness in Campaign” by Sylvia Cunningham  the author writes that instead of telling the student his or her name is difficult to pronounce, the teacher should take the responsibility for being unable to pronounce the name. I think that would be a good approach, but I don’t think it is helpful to promote the idea in children that they will have damaged personalities for life if someone pronounces or spells their name incorrectly. When one moves out of their comfort-zone, as with moving from one country to another, they might expect to feel uncomfortable for a while. Let’s not stress microagressions with our children, but rather that all of us work to understand the lives, attitudes, and culture of all those with whom we come in contact.

I’m concerned that this national campaign will create another group that has grievances. Another “injustice” will laid upon those who have difficulty pronouncing unusual names. They will be characterized as having one more “phobia”—perhaps culturalphobia—further driving our society apart. What do you think?

Satanism: Coming To A School Near You?

I told you in Who’s Got Dibs on Your Kids? about The Satanic Children’s Big Book of Activities that is distributed in some schools. Now the Satanists are going one step further . . . they are opening after school clubs! At this point their goal is to get positioned in those schools that also have after school Good News Clubs. Here is an excerpt from their website FAQs:

Is Satanism in schools legal?

Yes. The Supreme Court ruled in 2001 in the case of Good News Club v. Milford Central School that schools operate a “limited public forum” and that, as such, they may not discriminate against religious speech should a religious organization choose to operate an After School Club on their premises. Christian evangelicals — particularly the Child Evangelism Fellowship — have taken advantage of this ruling ever since. As it is illegal for the schools to discriminate against specific religions or preference others, After School Satan Clubs cannot be denied wherever Christian, or any other religious clubs, operate.

What do children learn in the After School Satan Clubs?

All After School Satan Clubs are based upon a uniform syllabus that emphasizes a scientific, rationalist, non-superstitious world view. While the twisted Evangelical teachings of The Good News Clubs “robs children of the  innocence and enjoyment of childhood, replacing them with a negative self image,  preoccupation with sin, fear of Hell, and aversion to critical thinking,” After School Satan Clubs incorporate games, projects, and thinking exercises that help children understand how we know what we know about our world and our universe.

These people are not “a bunch of kooks.” They are serious in their efforts to steer your kids off of God’s path to salvation. The one thing better about this group, if there is anything to be praised about them, is that unlike the other Pied Pipers I write about they don’t try to conceal who they are, what they are, and what their end game is.

On this website's "Images" page I placed a copy of an illustration ( http://www.afterschoolsatan.com/) they use on The Satanic Temple website to introduce visitors to the After School Satan Club. It is followed by this paragraph:

“Fundamentalist Christian organizations are trying to turn public schools into indoctrination camps for children. With millions in funding and a team of aggressive lawyers, they have been successfully eroding the separation of Church and State. Your donation will allow us to expand our campaign to undermine their efforts and enable us to continue to advance campaigns that protect religious pluralism and defend personal sovereignty.”

Please warn your children about both The Satanic Children’s Big Book of Activities and this after school club. They can both sound so innocent and appealing. And if you are already mentally saying to yourself, “Not in my school,” please be aware that (according to their website) the Satanic Temple After School Clubs are already present in:

You may watch their promotional video that I have on my Videos page here, but keep in mind you may find it creepy. Remember that regardless of how they spin it, Satan is real, and the Satanists are trying their best to lead our kids not on the path that follows Jesus, but the one where Satan is the Pied Piper. We know what his end-game is!

Research Confirms Our Kids are Following the Pied Pipers

The basis of my theory in Who’s Got Dibs on Your Kids? is that there is a carefully planned, determined effort to lead our nation away from God—and the easiest, most effective way to do that is to start with the kids when they’re little. If, from youngest childhood on, they don’t know to turn to God, they will never miss Him from their lives as they grow older. Is that diabolical plan working? It seems so.

A Pew Research Center report dated September 13, 2016, compares key characteristics of the Democratic and Republican parties,– especially race and ethnicity and religious affiliation. The religious affiliation factor was the one that caught my attention.

It found that members of the Democratic Party are becoming less religious at a faster rate than the country as a whole, and the Republican voters are becoming less religious at a slower rate than the country generally—but, obviously, members of both parties are becoming less religious. Another factor to add into the mix, the study shows that the Republicans as a group are older than the Democratic set. Can we interpret from those statistics that the reason the Republican party is becoming less religious at a slower rate is because there are more older people in the mix who were out of school before the Pied Pipers began their escorting our kids down those paths away from God?

One paragraph of the report is particularly telling. It reads:

While Americans remain highly religious, the share of registered voters who are religiously unaffiliated – describing themselves as atheist, agnostic or “nothing in particular” – has increased from 8% in 1996 to 21% today. Here again, the pace of change in religious affiliation has been far faster among Democratic than Republican voters, resulting in a widening gap between the two parties in the shares who do not affiliate with a religion. In 1996, just 10% of Democratic voters were religiously unaffiliated; today that share has nearly tripled to 29%. Among Republican and Republican-leaning registered voters, the share not affiliating with a religion has increased from 6% to 12% over the past two decades. (Emphasis added.)

There is only one way to stop this walk away from salvation through Jesus Christ. Kids must be taught at home, by parents or grandparents, the misinformation they will be assaulted with in all areas of their lives, and how to resist it. The closer our kids feel to their Savior, the more likely they will follow Him, and the less likely they will follow a Pied Piper.

Jesus said to them, “Truly I tell you, at the renewal of all things, when the Son of Man sits on his glorious throne, you who have followed me will also sit on twelve thrones, judging the twelve tribes of Israel (Matthew 19:28).

Beware of Information Provided on Computers

Can information you rely on in various computer programs and on-line resources change how you look at things? I think it can.

In Who’s Got Dibs on Your Kids? I talk about the Google Knowledge Vault. It will deliver what it believes to be the most truthful information to match your search. However, this definition of “truthful” may be in the eye of the beholder.

For many years the definition of a parochial school was one connected with a church or parish. Even today’s Merriam-Webster on-line gives the full definition of parochial school as “a private school maintained by a religious body usually for elementary and secondary instruction.” However, when I am using Microsoft Word, and right click on “parochial” I am given the synonyms “narrow, narrow-minded, closed-minded, provincial, insular, hide-bound, unsophisticated, and close-minded.” Are those the words now equated with “a religious body?”

Pay attention that neither you nor your kids rely too heavily on readily-available computer resources.

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