Onslaught On Education: An Analysis (And What Caught My Attention The Most)

 


I must admit, this was a difficult post to put together and as I was conducting my review and analysis of a video called Onslaught On Education, which was produced in 1997 by the John Birch Society, [1] I finally had to break it up into segments as there was a lot to cover; some subjects being more in-depth than others and in some cases, so in-depth that any attempt to address them to the extent that they require would go beyond the initial scope of this post and therefore will only cover them in a brief summarized fashion here but plan to examine them in future posts in a more detailed fashion where appropriate.  The video features conservative activist Ezola Foster of whom many have said that the very issues that she addressed in that day sounded very much like the issues we are facing today such as:
 
 
-Anti-White racism
-LGBTQ+ indoctrination
-Anti-American revisionism
-The risks of multiculturalism
-Affirmative action and diversity [2]
 
 
After watching the video for myself, I admit that much of what she was saying was speaking to the times that we live in now, and while I found much of what she said to be true upon my initially research there were also some inaccuracies on her part that needed to be addressed as well which I will have to take, as I mentioned earlier, one segment at a time.
 
 
Brief Introduction To Foster And Then Her Claims Regarding The Watts Riots
 
 
Foster was born in Louisiana in 1938 and began teaching at Watts David Starr Jordan High School in 1963 where she claimed that Watts was where all the academic and school social programs that are known to us began, [3] but the LA Unified School District did not actually create these programs themselves, but I will grant her this much in that the Watts riots may have served as a catalyst for some state level programs was the 1965 Watts riot which began after the arrest of a black man for drunk driving. [4] According to the LAPD police report, the man had resisted arrest and when the officers tried to subdue him, his mother and brother had intervened and as a consequence, all three were arrested and taken into custody and it was at that moment that the riots began. [5] 
 
After order was restored, then Governor Edmund Brown, also known as Pat Brown sent out a commission conducted by John McCone whom Brown appointed as Chairman of the commission.  The title of the report was called Violence In The City: A Beginning Or An End?, which, as Foster stated, [6] was also known as the McCone Commission report [7] due whom the commission was headed by.  Commission Chairman McCone stated the following factors he believed to have caused the riots:
 
 
 
----Publicity given to the glowing promise of the Federal poverty program
was paralleled by reports of controversy and bickering over the mechanism to handle the program here in Los Angeles, and when the projects did arrive, they did not live up to their press notice. [8]
 
 
 
On a side note, if  Lyndon B. Johnson’s war on poverty was a failure in LA, where else did it fail and why? McCone went on to report:
 
 
 
----Throughout the nation, unpunished violence and disobedience to the law were widely reported, and almost daily there were exhortations, here and elsewhere, to take the most extreme and illegal remedies to right a variety of wrongs, real and supposed.
 
 
----In addition, many Negros here felt and were encouraged to feel that they had been affronted by the passing of Proposition 14----an initiative measure passed by two-thirds of the voters in November 1964 which repealed the Rumford Fair Housing Act…[9]
 
 
 
Notice where he said “were encouraged to feel”.  In other words, not all the blacks dwelling in Watts and surrounding areas were affected by the repeal of the Rumford Fair Housing Act but were made to feel as though they had suffered an injustice by which they were never victimized.
 
McCone continued in his report:
 
 
 
When the rioting came to Los Angeles, it was not a race riot in the usual sense.  What happened was an explosion----a formless, quite senseless, all but hopeless violent protest----engaged in by a few but bringing great distress to all.
 
Nor was the rioting exclusively a projection of the Negro problem.  It is part of an American problem which involves Negroes but which equally concerns other disadvantaged groups…[10]
 
 
 
And went on to place much emphasis on the matter of education and far more so than any other factor he believed to have caused the Watts riot, thus showing Foster’s claim [11] about what the McCone Commission report deemed to be the main cause of the riot to be accurate:
 
 
 
In examining the sickness at the center of our city, what has depressed and stunned us most is the dull devastating spiral of failure that awaits the average disadvantaged child in the urban core.  His homelife too often fails to give him the incentive and elementary experience with words and ideas which prepares most children for school.  Unprepared and unready, he may not learn to read or write at all; and because he shares his problem with 30 or more in the same classroom, even the efforts of the most dedicated teachers are unavailing.  Age, not achievement, passes him on to higher grades, but in most cases he is unable to cope with courses in the upper grades because they demand basic skills which he does not possess…
 
Frustrated and disillusioned, the child becomes a discipline problem.  Often he leaves school, sometimes before the end of junior high school…He slips into the ranks of the permanent jobless, illiterate and untrained, unemployed and unemployable.  All the talk about the millions which the government is spending to aid him raise his expectations but the benefits seldom reach him.
 
Reflecting this spiral of failure, unemployment in the disadvantaged areas runs two to three times the country average, and the employment available is too often intermittent.  A family whose breadwinner is chronically out of work is almost invariably a disintegrating family.
Crime rates soar and welfare rates increase, even faster than the population.
 
This spiral of failure has a most damaging side effect.  Because of the low standard of achievement in the schools in the urban core and adjacent areas, parents of the better students from advantaged backgrounds remove them from these schools, either by changing the location of the family home or by sending the children to private school.  In turn, the average achievement level of the schools in the disadvantaged areas sinks lower and lower.  The evidence is that this chain reaction is one of the principal factors in maintaining de facto school segregation in the urban core and producing it in the adjacent areas where the Negro population is expanding.  From our study, we are persuaded that there is a reasonable possibility that raising the achievement levels of the disadvantaged Negro child will materially lessen the tendency towards the de facto segregation in education, and that this might possibly also make a substantial contribution to ending all de facto segregation. [12]
 
 
 
But sadly, de facto segregation continues to persist to this day for several reasons.  And even if the blacks dwelling in Watts had been unjustly disadvantaged academically, ironically, according to the report’s own admission, a lack of education was not what caused the rioting but due to “inflated and distorted rumors concerning the arrest”. [13] 
 
Despite the fact the emphasis that the report had placed on the need to provide a better-quality education to the disadvantaged, the elementary and secondary education act that Foster mentioned, [14] which then President Lyndon B. Johnson incorporated into his so-called war on poverty [15] and which has since been amended several times [16] had been underway four months before the Watts riots took place [17] thus rendering Foster’s chronology of events inaccurate in that case, meaning that the Watts riots did not serve as a catalyst for the elementary and secondary education act, though, as I mentioned earlier, may have served as a catalyst for education-related programs conducted at the state level.
 
 It is also the law from which Ezola Foster went on to say that provisions such as Title I and Chapter I had come from as well as the food program [18] and while there is a Title I associated with the elementary and secondary education act, included in the act by the way, [19] I didn’t see anything in there about a food program or a chapter I.  The only chapter 1s I came across were associated with taxes and banking [20-21] but it does turn out that there is a food program which is a Food And Nutrition Service branch of the US Department of Agriculture (USDA) and they do include in their services, not only a school lunch program, but also a school breakfast program [22] thus affirming Foster to be correct on that claim which she makes 18 minutes and 11 seconds into the video [23]  but it appears to be a provision separate from the 1965 elementary and secondary education act but as to whether or not it has to do with Lyndon B. Johnson’s war on poverty, I do not know.
 
Ezola Foster then went on to explain why certain euphemisms are invented and placed on people including children and the reason for this, she said, was to attempt to persuade the government to fund the public schools and their programs, [24] and of course I wouldn’t dispute that this has been and is still being done by the lobbyists who then attempt to persuade legislators at both state and federal levels to pass the legislation that they desire but I have so far found no documented evidence that the schools themselves invented these programs of concern.  Have some school districts been test cases for these social and academic programs that Foster mentioned in the video?  Probably so, but as for the curriculum and academic programs that have been over time implemented by the public school districts throughout the nation, they have either adopted them willingly or have been required to do so by either state and federal law and sadly, as Foster herself pointed out, many can agree that the curriculum and most of the academic and social programs that has either been adopted or imposed on public school districts across the country have not served the children of the public school system well, but have, in the long run, done them a terrible disservice and I will not dispute that what beneficial academic programs have been offered, the schools refuse to make use of because the powers that have taken over the public school system at large only serve interests that have nothing to do with the children. [25]
 
 
Foster’s Latchkey Laws Statements
 
 
Ezola Foster then stated that the so-called “Latchkey laws” required schools to stay open longer so as to prevent children from being left at home alone without adult supervision [26] and while Latchkey laws do exist, there does not appear to be any in existence on the federal level, but they do exist at the state level and so far, contrary to Foster’s claims, none of them appear to require schools to stay open up to a certain time in order to prevent children from being left home alone [27] and according to one source that I had researched, that while there are some states that require a child to be a certain age before they can be left home alone, I was amazed to find that many states DO NOT have a minimum age requirement for a child to be left home alone. [28] In such states, even a baby could be legally left alone for a certain period of time unsupervised, but most parents who love their children, have their best interests at heart, and possess any degree of common sense are not going to leave a baby or toddler alone in the house for a significant period of time anyway but Ezola Foster IS right about one thing: There are those who will play upon the emotions of the masses and who will even exploit a tragedy to advance falsehood and to lure as many as they can into embracing harmful and destructive policies. [29]
 
 
Ezola Foster’s Description Of “Peer” Counselors And “Professional Parents.”
 
 
I am not saying that school counselors in and of themselves are necessarily a bad thing, but Ezola Foster explained if a student is even suspected of inappropriate behavior that they could be sent, even for very frivolous reasons and baseless assumptions, to a counselor and depending on what that particular student tells the counselor, the counselor could then contact child protective services and have the child taken from their parents, even for things that might not constitute as child abuse. [30] For example, a child could potentially be removed from the custody of their parents if they are subject to disciplinary action measures such as “spanking” and now today, there is the danger of children being taken from their parents in some states if the parents refuse to affirm a misguided gender identity and that is already happening in other countries by the way
but Foster had described these counselors as peer counselors instead of school counselors and a peer counselor does not carry out the same roles as a school counselor.  The role of a peer counselor is different [31-32] and she also mentioned something about “professional parents” whom she said were assigned in the inner city school districts to take the complaints that actual parents had about what their children were being taught at that respective school and how they were being treated [33] but when I looked up what a professional parent is, it didn’t appear to be anything like what Foster was describing but rather they, as defined by an organization called Pacific Clinics, are in short, described as “a critical component of the California foster care and adoption system. A professional parent offers children and teenagers a loving home, a safe environment to grow, and guidance through times of great change in their lives. These things are important for any child or teen to thrive as they transition into a permanent family placement and adulthood.” [34] 
 
But if whatever Foster was describing was also called a “professional parent” hired by inner-city schools to take the complaints of actual parents, I would think it to be an insult to and a mockery of the professional parent occupation which is strictly involved in the foster care service.
 
 
Ezola Foster’s Firsthand Account Of The LGBT Infiltration Into Her School District
 
 
Ezola Foster went on to share firsthand of one such example of the immoral and perverse value system that began creeping into the public school system in the form and guise of an LGBT support program called Project 10 which she claimed to be a program designed to groom students into the LGBT lifestyle. [35]
She was not the only one to express her concerns about the project. There were others as well. [36-37]
 
Now, Project 10 was started by a lesbian named Virginia Uribe which she claimed to be a support group for LGBT youth. [38] Foster claimed that Project 10 was founded in the 1970’s but it was actually formed and established in 1984. [39] And as to Foster’s claims of Uribe’s reasoning behind the founding of the Project 10 [40] I could find no verification but nevertheless I will not dispute her firsthand experience with how Project 10 had affected her students.
 
Foster recounted the time her students asked her about how she felt about Project 10 and she said that she gave them her honest opinion about it. [41] She then went on to share about how her students felt uncomfortable and even disgusted with the pornographic LGBT images that they said their math teacher had displayed throughout his classroom. [42] Her students had told her that they had brought the matter before their parents and other teachers but to no avail. [43]
 
She then took the matter to her respective school principal but was rebuffed. [44] She then went to see the classroom of her students’ math teacher for herself and not only did she find that everything that her students had told her about what was displayed in the classroom to be true, she also discovered LGBT papers written to recruit teenage boys into homosexuality. [45] It wasn’t until she finally brought the matter to the attention of the local media that the math teacher finally removed all the LGBT images from his classroom. [46]
 
But whether or not LGBT behavior was to be affirmed and even celebrated was and has been a controversy going at least as far back as the 1980’s and one which has caused a lot of contention and even hostility between both people of faith and the irreligious.
 
Now, when I was growing up, I was never exposed to LGBT ideology as perhaps others in certain other districts might have been and there are a lot of things that Ezola Foster mentions that might have taken place in her respective school district that were never implemented within the respective school district that I grew up in and the reason being for that, as the video seems to suggest is that the divisive, hate-filled, perverse lies that were being taught were first being taught in the inner-city school districts and then more recently began to spread out from there.
 
In my case, as may have been the case with many others who grew up outside of the inner-city environment, it was not necessarily what we were being taught that was the problem.  It was what we were NOT being taught that was the problem.  Now in this day, it is both what students are being taught and not being taught that is the problem and what they are being taught or not being taught is but a symptom of a cause which is not an academic one, but a spiritual one to which Ezola Foster, to her credit, did point out on a couple of occasions [47-48] but upon which few ever take time to adequately expound upon but which, as I normally do in my posts, will take time to expound upon later.
 
 
Ezola Foster’s Claims Pertaining To The Healthy Start Program
 
 
Ezola Foster pointed out that public schools have been known to refer pregnant teenage girls to abortion providers [49] and claimed that the Healthy Start program has been a major instigator in this and not only that, they have been responsible in encouraging students to conceal any venereal (sexually transmitted) diseases from their parents. [50]
 
Now, I don’t know what the Healthy Start program encouraged and supported in 1997, but after exploring the Healthy Start program website and affiliated entities, I did not find anything pertaining to abortion on their site specifically, but then again, things do change over a space of 27 years and we do live in a post Roe .v. Wade society as of nearly two years ago and thank God for that victory though the abortion battle is not by any means over.
 
If Healthy Start did have any information pertaining to abortion at some point, they don’t appear to now, so I cannot verify Foster’s claims insofar as this goes, but if there is anyone who would be involved in having schools refer pregnant teenage girls to abortion providers, it would be the abortion lobbyists and the likes of Planned [Murder]hood and not necessarily programs like Healthy Start at the present.
 
 
Ebonics And The Foundational Basis For The Chicano Movement’s Open Border Policy
 
 
Ezola Foster went on to talk about two examples of what she believed to be a “dumbing down” or lower-quality education which were Ebonics [51] and Outcome Based Education. [52]
 
I will expound upon Outcome Based Education (OBE) later in this post, but as for Ebonics, whether or not there was an intent to “dumb down” the academic system has been a debatable matter.  Proponents of Ebonics wanted it recognized as a legitimate English dialect commonly used among black people but at the same time, Robert Williams, the man who coined the term “ebonics”, admitted that blacks, needed to move on from Ebonics and, like everyone else, to the use of standard English. [53]
 
Ebonics had first been proposed by the Oakland school board and district  and while many, including Foster [54] perceived the Oakland school board’s proposed measure recognizing Ebonics as a language separate from English in order to academically legitimize the dialect, and even to teach in Ebonics or Ebonics rather than in standard English, the district said that their intended proposal and measure was misunderstood, though they refused clarify the resolution. [55] Even a UC Davis article on the subject sympathetic to the Oakland District’s resolution admitted that the district school board did their cause no favors by their failure to clarify their intent:
 
 
 
…they lacked expertise in their articulation of a solution to this problem. The resulting poorly expressed resolution was met with the equally passionate opinions and judgments of dominant society, which ultimately
caused the resolution to be rejected and ridiculed. Although the intentions of the Oakland School Board were justified in their attempt to remedy a very real problem faced by many African American students
and their instructors, the board’s improper use of many linguistic terms ultimately rendered their resolution not only ineffective as a combatant against this problem but also harmful to the African American communities that utilize the dialect concerned, subsequently making them a frequent source of ridicule and parody…
 
…the school board was not betrayed by the media but by their own misuse and misunderstanding of certain terms, which subsequently fueled the media’s negative portrayal. In this essay, the terms “language,” “genetically based,” and “dialect” will be analyzed in order to explain the ineffectiveness of the school board’s resolution in achieving its purpose. [56]
 
 
 
Explaining further:
 
 
 
The first term, “language,” appeared in the resolution in the following context: “African American students […] possess and utilize a language…described in various scholarly approaches as‘Ebonics’”… the Oakland School Board’s statement went against the beliefs of many well recognized linguists and they didn’t provide their audience with substantial proof that Ebonics is indeed a language. Thus their bold declaration was received with criticism, doubt, and ridicule in popular culture.
 
The second instance which resulted in mass confusion and ridicule was the use of the phrase “genetically based” in the following sentence:
 
“African Language Systems [Ebonics] are genetically based and not a dialect of English”.  At first glance, this term
appears to imply that African American have some kind of genetic predisposition toward Ebonics. Indeed, the expression was so widely understood to refer to biology that the school board later retracted it
from their resolution. They later explained on their website that the term “genetically based” refers to “origins” and not “genetics.”
 
The third and final misused term which explains the ineffectiveness of the school board’s resolution is the word “dialect.” The school board claimed in their resolution that Ebonics is “not a dialect of English”. Given the dual understanding of this term, it is clear why the Oakland School Board chose to use it in the way that they did. According to a technical linguistic definition, “dialects” are the variants of a language, which itself is a more ample linguistic entity.
 
Thus the Oakland School board’s adamant assertion that Ebonics is not a dialect can be interpreted as a tactic intended to fight against the oppression of the African American people. However, just as with the term “genetically based,” if the board would have acknowledged and accounted for this term’s official understanding,
perhaps they could have selected a more accurate or communicative expression to argue their point, and in doing so avoided the backlash that ensued.
 
In the end, the school board’s use of these and other controversial terms resulted in confusion and misunderstanding within the larger American community, which eventually led to the ridicule and parody of the African American community itself. The misconceptions that sprung from the resolution’s inaccuracy include the following:
 
The Oakland school district is going to teach its students Ebonics instead of English, they want Ebonics speakers to be recognized as bilingual, they only want more state and federal funding, they are devising a system of lower standards in which students are rewarded for failure, and they are condoning the use of slang. Obviously, these and other misconceptions caused the negative associations that had been synonymous with Ebonics before the resolution to spread and deepen within the country. And in the end, the Oakland School Board failed to acquire
the validation of Ebonics that they had set out to create in the first place. [57]
 
 
 
The author of the article did, however, contradict herself when she, towards the end of her piece, lay most of the blame on the media which she said “warped and twisted the resolution in order to form ridiculous myths and stereotypes” [58] when earlier, she had previously solely lay blame on the poor wording of the resolution.
 
Concerns and criticisms of the academic legitimacy of Ebonics, and not just from whites but blacks as well was that, as The Linguistic Society Of America put it, academically legitimizing Ebonics was “a sign of limited education or sophistication, as a legacy of slavery or an impediment to socioeconomic mobility.” [59] 
 
Ezola Foster herself stated that as a black woman, she felt that the teaching of Ebonics was degrading and dehumanizing to her. [60]
 
Foster did go on to claim, however, that Ebonics was created by the Chicano movement in order to fund bilingual education [61] but other sources, including the man who coined the term “Ebonics” [62] dispute that claim stating that Ebonics was derived from anything but a Spanish or Mexican source though there has been much debate amongst linguists as to the origins of the Ebonics dialect. [63-64]
 
But as far as the Chicano movement is concerned, Ezola is right about the movement striving for the implementation of an “open borders” policy. [65] And in the process of seeking out information to verify her claims, I did come across something that serves as a founding basis for the implementation of an “open borders” policy but it is not because they have an interest in becoming members of the U.S. or assimilating into American society.  It is for the purpose of reclaiming land they allege was stolen from them and establishing a nation of their own and the land they claim was once theirs consists of, according to some sources, of the American Southwest which includes Texas, New Mexico, Arizona, Utah, Nevada, the south part of Colorado, and California, only the vast majority of California is not a part of the south west and neither is most of Nevada for that matter.  But a Chicano publication called El Plan Espiritual de Aztlán seems to lay claim not just to the American southwest , but to the entire North American Continent:
 
 
 
We are free and sovereign to determine those tasks which are justly called for by our house, our
land, the sweat of our brows, and by our hearts. Aztlán belongs to those who plant the seeds,
water the fields, and gather the crops and not to the foreign Europeans.
We do not recognize capricious frontiers on the bronze continent…
 
Before the world, before all of North
America, before all our brothers in the bronze continent, we are a nation, we are a union of free
pueblos, we are Aztlán. [66]
 
 
 
Now for those of you out there who do not know what Aztlan is, it is according to a number of different sources a land where it is believed the Aztecs had originated before migrating to central Mexico and establishing their empire.  While many, including some within the Chicano movement, believe Aztlan to be a myth, for those who have reason to believe that it might have once been a place that existed, there are several possible locations for where this Aztlan may have once been ranging from North Mexico to a number of different locations throughout the American southwest.
 
It is not known why the Aztecs left Aztlan but the land of Aztlan, regardless of the extent of the region, wasn’t stolen from them by a foreign power. [67-71] They had abandoned it and after having been gone from Aztlan, they in essence eventually forfeited all claims to that region.
 
But it isn’t just the Chicano belief in the lost country of Aztlan serving as the basis and motive for demanding an open border policy, there is also the circumstances surrounding the Mexican-American war that need to be examined from both the American and Mexican perspective.
 
The Mexican-American war was driven largely in part by the Jacksonian philosophy of “Manifest Destiny” which stated that the American people would inevitably create a nation expanding from the Atlantic ocean to the Pacific. [72]
 
While it is true that Mexico was forced to cede much of its territory to the U.S., which consists of the present states of Arizona, California, New Mexico, Nevada, Utah, and parts of Colorado and Wyoming, after its defeat in the Mexican-American war, America never took Texas from Mexico.  Texas seceded from Mexico and shortly afterwards, joined the U.S. of their own volition and that being said, neither Mexico can justifiably lay claim to Texas and neither can the Chicano movement claim Texas as part of any future nation they envision.
 
 
Ezola Foster’s Experience Growing Up In The South
 
 
Ezola Foster said that in the community in which she grew up, being in Maurice Louisiana, she never experienced the level of hatred, prejudice, and hostility that other blacks experienced in her day, even with the Jim Crow and segregation laws in place, going on to relay a story about how she and her friends decided to drink out of a fountain reserved for whites.  The store clerk, a white man, reminded them that they were only supposed to drink from a colored water fountain to which Foster and her friends replied, “If we wanted colored water we would be drinking Kool-Aid.” No consequences ever came of it and they and the store clerk all broke out in laughter. [73] 
 
Foster then condemned the leaders of the black community in her day for making things out to be worse in the South than she perceived them to have actually been in order to cause and maintain a needless division between whites and blacks [74] but I will not dispute the positive experiences that some blacks may have had with whites in the south any more than I would dispute the hostility, discrimination, prejudice, and hatred experienced by other blacks at the hands of whites which is why I believe, in order to get a full grasp and picture of what things were actually like in Foster’s generation, that we need to take into account every testimony pertaining to what relations were like between blacks and whites in that era (both good and bad) and that in spite of the Jim Crow and segregation laws that were in place in those days and that requires not a reliance upon an academic textbook, but upon an independent research into that history.
 
 
The Origins Of The PTA, The Original Intent Behind Its Formation, And What It Has Become
 
 
Ezola Foster stated that the PTA was initially meant to be a an organization in which parents could volunteer in after-school activities [75] but according to its history, it was actually intended to be more than that:  It was an organization that was founded to enable and empower parental influence and participation in the education of their children in cooperation with their children’s teachers.  The PTA was first called the National Congress of Mothers, [76] but it was better known as the National Congress of Parents and Teachers.  The organization was founded and shaped by three women from diverse walks of life and backgrounds.  Founder Alice McClellan Birney was a devout Christian and a traditionalist who believed that the main occupation of a woman was to be a mother and caretaker of the home [77, 78] and that the spiritual and moral upbringing of a child was just as important as their academic development, even devoting an entire chapter of her book, Childhood, on the matter.  [79] In fact, the official call of the first annual gathering of the National Congress Of Mothers listed the spiritual development of the child among the three most important developments in the upbringing and shaping of a child; as equally important as his mental and physical development. [80]
 
Phoebe Apperson Hearst who, with Birney, co-founded the National Congress of Parents and Teachers, served as its first Vice-President, [81] albeit she was more well-known for her philanthropy, [82-83, 85] love of archaeology and antiquities, [82-83] and for being the mother of William Randolph Hearst who would become renowned owner and establisher of a major newspaper empire. [84]
 
She was also an active advocate for women’s suffrage [85, 86] and for the equal rights of women as she believed that women were just as capable of carrying out virtually the same occupations as men. [85, 87] In the latter years of her life, she also became a convert to the Bahai faith, [85, 88, 89] a universalist religion, and was one of its first propagators in America [89] which served as a major inspiration for much of her philanthropic work and her involvement in advocating for women’s rights and suffrage. [90]
 
And then there was Selena Sloan Butler, with an early [91] and collegiate education, founded upon the Christian faith [92]  who was a civil rights activist seeking to bring unity and equality between whites and blacks, [93] helped establish the Atlanta branch of the Young Women’s Christian Association and served as its management head [94] but Butler’s husband, Henry Rutherford Butler, was the Grand Master of the Most Worshipful Union Grand Lodge, a branch and lodge of the freemasons which is a globalist secret society which teaches a universalist creed  [95] and Selena herself was a member of the order of Eastern Star, [96] also a freemason branch open not just to men, but to women as well which abides in the same creed as the rest of freemasonry. [97]
 
Butler helped establish the National Congress of Colored Parents and Teachers (NCCPT) whose goals were the same as that of the National Congress of Parents and Teachers and even served as its president. [98] 
 
The reason for the founding of the NCCPT is because people of color were excluded from the NCPT though the two organizations were aligned with one another with the same vision and purpose in mind. [99] The two organizations eventually merged into one and became what we know as the National Parent Teacher Association or the PTA. [100]
 
Sadly, as Ezola Foster pointed out, [101] the PTA has become far removed from what it was initially intended to be having been taken over by leftist lobbyists as is made clear by the political and social positions that they have taken [102-121] and no longer an organization in which parents are able to retain an influence over what their children are taught in the public schools.

What Really Drew My Attention The Most

 
But what really came to my attention more than anything was a system called Values Clarification and so, a large portion of this blogpost is going to expound upon since it had nothing to do with academic excellence, character building, or the teaching of morals, but rather  instead had more to do with social engineering and even indoctrination rather than an honest and unbiased education.
 
Values Clarification was a school program based on a book called Values And Teaching, written by Louis E. Raths [122] who was a professor at New York University in the mid 1960’s. [123]
He, along with his co-authors, rejected the teachings of moral absolutes and as a website devoted to his works even admitted, “In their view, telling students that cheating was wrong or that honesty was the best policy was a particularly ineffective way to develop values.” [124]
 
If that is not an effective way to instill values into children, then what is?
 
The website further went on to state that values clarification “came to be associated with the self-actualization and human potential movement, or the field of counseling psychology.” [125]
 
And it so turns out that the philosophical foundation of values clarification is rooted in early psychology which in turn has its foundations in Darwinism and in atheism.  In fact, the man who had the most profound influence on Raths’ works was a man by the name of John Dewey who denied the existence of God and did not believe that man needed God to be morally upright.  He believed that morality would be formed and shaped by nature and that tying morality to a supernatural moral lawgiver was a hinderance to the evolution of values and morals instead of a help:
 
 
 
When historical knowledge has discredited made for the supernatural character of the persons said to have founded historic religions; when the supernatural inspiration attributed to literatures held sacred has been riddled and when anthropological and psychological knowledge has disclosed the all-too human source from which religious beliefs and practices have sprung, everything religious must, they say, go. [126]
 
 
 
Only Dewey claimed that he did not want to do away with religion altogether, but rather, he proposed a religion not centered around the worship and reverence of the supernatural, but rather a religion that centered around “experience”, stating that once “religion” was liberated from anything having to do with the supernatural, “the religious aspect of experience” would “be free to develop freely of its own account.” [127]
 
He even went so far as to accuse traditional or historic religions, including Christianity, of being marked by “practices that are shameful in their cruelty and lustfulness, and by beliefs that are degraded and intellectually incredible” [128] never minding the fact that many of the most well-educated, most accomplished persons who had the most profound impacts upon the world happened to be men who feared God and were even Christians.  For example, Sir Isaac Newton who was a brilliant scientist and mathematician saw the hand of God in his observations.
 
 
 
Bodies, projected in our air, suffer no resistance but from the air. Withdraw the air, as is done in Mr. Boyle's vacuum, and the resistance ceases. For in this void a bit of fine down and a piece of solid gold descend with equal velocity. And the parity of reason must take place in the celestial spaces above the Earth's atmosphere; in which spaces, where there is no air to resist their motions, all bodies will move with the greatest freedom; and the Planets and Comets will constantly pursue their revolutions in orbits given in kind and position, according to the laws above explained. But though these bodies may indeed persevere in their orbits by the mere laws of gravity, yet they could by no means have at first derived the regular position of the orbits themselves from those laws
 
The six primary Planets are revolved about the Sun, in circles concentric with the Sun, and with motions directed towards the same parts and almost in the same plane. Ten Moons are revolved about the Earth, Jupiter and Saturn, in circles concentric with them, with the same direction of motion, and nearly in the planes of the orbits of those Planets. But it is not to be conceived that mere mechanical causes could give birth to so many regular motions: since the Comets range over all parts of the heavens, in very eccentric orbits. For by that kind of motion they pass easily through the orbs of the Planets, and with great rapidity; and in their aphelions, where they move the slowest, and are detained the longest, they recede to the greatest distances from each other, and thence suffer the least disturbance from their mutual attractions. This most beautiful System of the Sun, Planets and Comets, could only proceed from the counsel and dominion of an intelligent and powerful being. And if the fixed Stars are the centers of other like systems, these being formed by the like wise counsel, must be all subject to the dominion of One; especially, since the light of the fixed Stars is of the same nature with the light of the Sun, and from every system light passes into all the other systems. And lest the systems of the fixed Stars should, by their gravity, fall on each other mutually, he hath placed those Systems at immense distances one from another.
 
This Being governs all things, not as the soul of the world, but as Lord over all: And on account of his dominion he is wont to be called Lord God or Universal Ruler. For God is a relative word, and has a respect to servants; and Deity is the dominion of God, not over his own body, as those imagine who fancy God to be the soul of the world, but over servants. The supreme God is a Being eternal, infinite, absolutely perfect; but a being, however perfect, without dominion, cannot be said to be Lord God; for we say, my God, your God, the God of Israel, the God of Gods, and Lord of Lords; but we do not say, my Eternal, your Eternal, the Eternal of Israel, the Eternal of Gods; we do not say, my Infinite, or my Perfect: These are titles which have no respect to servants.
 
The word God usually signifies Lord; but every lord is not a God. It is the dominion of a spiritual being which constitutes a God; a true, supreme or imaginary dominion makes a true, supreme or imaginary God. And from his true dominion it follows, that the true God is a Living, Intelligent and Powerful Being; and from his other perfections, that he is Supreme or most Perfect. He is Eternal and Infinite, Omnipotent and Omniscient; that is, his duration reaches from Eternity to Eternity; his presence from Infinity to Infinity; he governs all things, and knows all things that are or can be done. He is not Eternity or Infinity, but Eternal and Infinite; he is not Duration or Space, but he endures and is present. He endures forever, and is everywhere present; and by existing always and everywhere, he constitutes Duration and Space. Since every particle of Space is always, and every indivisible moment of Duration is everywhere, certainly the Maker and Lord of all things cannot be never and nowhere. Every soul that has perception is, though in different times and in different organs of sense and motion, still the same indivisible person. There are given successive parts in duration, co-existant parts in space, but neither the one nor the other in the person of a man, or his thinking principle; and much less can they be found in the thinking substance of God. Every man, so far as he is a thing that has perception, is one and the same man during his whole life, in all and each of his organs of sense. God is the same God, always and everywhere. He is omnipresent, not virtually only, but also substantially; for virtue cannot subsist without substance. In him are all things contained and moved; yet neither affects the other: God suffers nothing from the motion of bodies; bodies find no resistance from the omnipresence of God. 'Tis allowed by all that the supreme God exists necessarily; and by the same necessity he exists always and everywhere. Whence also he is all similar, all eye, all ear, all brain, all arm, all power to perceive, to understand, and to act; but in a manner not at all human, in a manner not at all corporeal, in a manner utterly unknown to us. As a blind man has no idea of colours, so have we no idea of the manner by which the all-wise God perceives and understands all things. He is utterly void of all body and bodily figure, and can therefore neither be seen, nor heard, nor touched; nor ought to be worshipped under the representation of any corporeal thing. We have ideas of his attributes, but what the real substance of any thing is, we know not. In bodies we see only their figures and colours, we hear only the sounds, we touch only their outward surfaces, we smell only the smells, and taste the favours; but their inward substances are not to be known, either by our senses, or by any reflex act of our minds; much less then have we any idea of the substance of God. We know him only by his most wise and excellent contrivances of things, and final causes; we admire him for his perfections; but we reverence and adore him on account of his dominion.
 
For we adore him as his servants; and a God without dominion, providence, and final causes, is nothing else but Fate and Nature. Blind metaphysical necessity, which is certainly the same always and everywhere, could produce no variety of things. All that diversity of natural things which we find, suited to different times and places, could arise from nothing but the ideas and will of a Being necessarily existing. But by way of allegory, God is said to see, to speak, to laugh, to love, to hate, to desire, to give, to receive, to rejoice, to be angry, to fight, to frame, to work, to build. For all our notions of God are taken from the ways of mankind, by a certain similitude which, though not perfect, has some likeness however. And thus much concerning God; to discourse of whom from the appearances of things, does certainly belong to Natural Philosophy. [129]
 
 
 
And John Woodward, who has been called the father of paleontology, in his Essays of Natural History, stated in the second part of his work that the purpose of that book was not only to discuss the origin of fossils, but also to defend the historicity of the Genesis account of creation and the flood which had been coming under attack in his generation:
 
 
 
The Confectaries of the former part of this Discourse are all negative ; that being only introductory, and serving but to clear the way to this second part:
 
to free the Enquiry from the Perplexities that some Undertakers have encumbered it withall:
and to set aside the false Lights they used in quest of the Agent which transposed
these Sea-shells to Land…[130]
 
Which Difficulties I propose at large, and particularly those which have of late been urged,
by some Learned Men, as proofs that these Bodies were not left behind by the Deluge; shewing of how little Validity they are…[131]
 
Having therefore discharged my hands of that Task, and, from Observation of the present state of the Earth, and of the site and condition of the Marine Bodies which are lodged within and upon it, shewn that they could not possibly be reposed in that manner by particular Inundations: by the Seas receding and shifting from place to place: nor by any of the other means there proposed:
I pass next on to search out the true means: and to discover the Agent that did actually bring
them forth, and disposed them into the Method and Order wherein we
now find them. [132]

 
 

It was Christian principles and teachings that prompted the pilgrims and puritans to pass an act that required citizens within their respective colonies to read and write:
 
 
 
It being one chief project of that old deluder, Satan, to keep men from the knowledge of the
Scriptures, as in former times keeping them in an unknown tongue, so in these later times by
perswading from the use of tongues, that so at least the true sense and meaning of the Originall
might be clowded by false glosses of Saint-seeming deceivers; and that Learning may not be
buried in the graves of our fore-fathers in Church and Commonwealth, the Lord assisting our
indeavors: it is therefore ordered by this Court and Authoritie therof;
 
That every Township in this Jurisdiction, after the Lord hath increased them to the number of
fifty Housholders, shall then forthwith appoint one within their town to teach all such children as
shall resort to him to write and read, whose wages shall be paid either by the Parents or Masters
of such children, or by the Inhabitants in general, by way of supply, as the major part of those that
order the prudentials of the Town shall appoint. Provided that those which send their children be
not oppressed by paying much more then they can have them taught for in other towns.
2 And it is further ordered, that where any town shall increase to the number of one hundred
Families or Housholders, they shall set up a Grammar-School, the Masters thereof being able to
instruct youth so far as they may be fitted for the Universitie. And if any town neglect the
performance hereof above one year then everie such town shall pay five pounds per annum to the
next such School, till they shall perform this Order. [133]
 
 
 
 And it was Christian principles which largely inspired the writing of the U.S. Declaration of Independence:
 
 
 
When in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to separation.  We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness. [134]
 
 
 
And in turn, this then led to the writing and establishment of the U.S. Constitution to which we owe the protection of our most cherished freedoms and liberties.
 
Also French Statesman Alexis De Tocqueville stated in the first volume of his best-known work, Democracy In America that the liberties implemented, enjoyed, and cherished in America in his day could only be possible with the due reverence and worship of a Creator.
 
 
 
Religion perceives that civil liberty affords a
noble exercise to the faculties of man, and that the
political world is a field prepared by the Creator
for the efforts of the intelligence . Contented with
the freedom and the power which it enjoys in its
own sphere, and with the place which it occupies,
the empire of religion is never more surely esta
blished than when it reigns in the hearts of men
unsupported by aught beside its native strength
 
Religion is no less the companion of liberty in
all its battles and its triumphs ; the cradle of its in
fancy, and the divine source of its claims . The safe
guard of morality is religion , and morality is the best
security of law, and the surest pledge of freedom'. [135]
 
 
 
And in a report he sent back to his respective government as to what made America great in his day, he wrote that America’s greatness was not founded in its economy, academics, or even in its government, but in the church:
 
 
 
“ I went at your bidding, and passed along their thoroughfares of trade. I ascended their mountains and went down their valleys. I visited their manufactories, their commercial markets, and emporiums of trade. I entered their judicial courts and legislative halls. But I sought everywhere in vain for the secret of their success, until I entered the church. It was there, as I listened to the soul-equalizing and soul-elevating principles of the Gospel of Christ, as they fell from Sabbath to Sabbath upon the masses of the people, that I learned why America was great and free, and why France was a slave.” [136]
 
 
 
It was also Abraham Lincoln’s belief in and reverence for God that inspired him and drove him to issue a day of national fasting and repentance wherein he stated what he believed to be the cause of the civil war:
 
 
 
Whereas, the Senate of the United States, devoutly recognizing the Supreme Authority and just Government of Almighty God, in all the affairs of men and of nations, has, by a resolution, requested the President to designate and set apart a day for National prayer and humiliation.
 
And whereas it is the duty of nations as well as of men, to own their dependence upon the overruling power of God, to confess their sins and transgressions, in humble sorrow, yet with assured hope that genuine repentance will lead to mercy and pardon; and to recognize the sublime truth, announced in the Holy Scriptures and proven by all history, that those nations only are blessed whose God is the Lord.
 
And, insomuch as we know that, by His divine law, nations like individuals are subjected to punishments and chastisements in this world, may we not justly fear that the awful calamity of civil war, which now desolates the land, may be but a punishment, inflicted upon us, for our presumptuous sins, to the needful end of our national reformation as a whole People? We have been the recipients of the choicest bounties of Heaven. We have been preserved, these many years, in peace and prosperity. We have grown in numbers, wealth and power, as no other nation has ever grown. But we have forgotten God. We have forgotten the gracious hand which preserved us in peace, and multiplied and enriched and strengthened us; and we have vainly imagined, in the deceitfulness of our hearts, that all these blessings were produced by some superior wisdom and virtue of our own. Intoxicated with unbroken success, we have become too self-sufficient to feel the necessity of redeeming and preserving grace, too proud to pray to the God that made us!
 
It behooves us then, to humble ourselves before the offended Power, to confess our national sins, and to pray for clemency and forgiveness.
 
Now, therefore, in compliance with the request, and fully concurring in the views of the Senate, I do, by this my proclamation, designate and set apart Thursday, the 30th. day of April, 1863, as a day of national humiliation, fasting and prayer. And I do hereby request all the People to abstain, on that day, from their ordinary secular pursuits, and to unite, at their several places of public worship and their respective homes, in keeping the day holy to the Lord, and devoted to the humble discharge of the religious duties proper to that solemn occasion.
 
All this being done, in sincerity and truth, let us then rest humbly in the hope authorized by the Divine teachings, that the united cry of the Nation will be heard on high, and answered with blessings, no less than the pardon of our national sins, and the restoration of our now divided and suffering Country, to its former happy condition of unity and peace. [137]
 
 
 
Even General Robert E. Lee, despite having fought on the confederate side during the civil war, stated that the embracing and application of the Christian faith and its principles would eventually bring an end to slavery in America:
 
 
 
In this enlightened age, there are few I believe, but what will acknowledge, that slavery as an institution is a moral & political evil in any Country…Their emancipation will sooner result from the mild & melting influence of Christianity, than the storms & tempests of fiery Controversy. [138]

 
 

Unlike what Dewey and others of like-mind would have us believe, it has been “atheism” and Darwinism, not Christianity, that has instead led to horrific acts of cruelty, the callous slaughter of untold numbers of innocent people including women, children, and even infants, justification of shameful and perverse practices, and the dumbing down of students within our academic system.
 
For example, Margaret Sanger held a contempt for organized charity (many of which being Christian) as she blamed them for sustaining whom and what she called weak and unfit and deemed such efforts as a hinderance to the preservation of what she believed to superior classes and races of people:
 
 
 
Organized charity itself is the symptom of a malignant social disease.
Those vast, complex, interrelated organizations aiming to control and to diminish the
spread of misery and destitution and all the menacing evils that spring out of this sinisterly
fertile soil, are the surest sign that our civilization has bred, is breeding and is perpetuating constantly increasing numbers of defectives, delinquents and dependents. [139]
 
 
 
But it was her godless callousness, evil heartedness, and belief in a superior race that led her to founding the American Birth Control League, which later became known as Planned Parenthood which I call, Planned [Murder]hood because it has nothing to do with family planning, but everything to do with how to terminate the life of a child deemed an inconvenience by the parent.
 
Even Charles Darwin himself admitted that his theories and ideas, if carried out to their final conclusion would lead to the extermination of peoples deemed inferior by superior peoples
 
 
 
At some future period, not very distant as measured by centuries, the civilized races of man will almost certainly exterminate and replace throughout the world the savage races.[140]
 
 
 
And no doubt there have been those who have attempted to apply Darwinism to such final conclusions.
 
But John Dewey still insisted that the beneficial elements of any given religion could be emancipated from their theistic source [141] and though he denied that he was proposing a new religion, he was in fact doing just that: An atheistic religion and even one that could be described as “anti-theistic.”
 
He also went on to claim that one need not the aid of the supernatural to undergo a transformative experience that could even reinforce and strengthened values already cherished:
 
 
 
If this function were rescued through emancipation from dependence on specific types of beliefs and practices, from those elements that constitute a religion, many individuals would find that experiences bringing about better, deeper, and enduring adjustment in life are not so rare and infrequent as they are commonly supposed to be.  They occur frequently in connection with many significant moments of living.  The idea of invisible powers would take on the meaning of all the conditions of nature and human association that deepen the sense of values that carry us through periods of darkness and despair…[142]
 
 
 
He then claimed that those values and morals founded in theism were but a product of what he called “Natural piety” which he stated “may rest on a just sense of nature as the whole of which we are parts, while it also recognizes that we are parts marked by intelligence and purpose, having the capacity to strive by their aid to bring conditions into greater consonance with what is humanly desirable.” [143]
 
In other words, he believed that man was by nature good and not evil.  He also claimed that the discovery of truth was not dependent upon divine revelation but upon “continued and rigorous inquiry,” which he said “does not limit access to truth to any channel or scheme of things” and “does not first say that truth is universal and then add there is but one road to it.” [144]
 
Continuing further, he stated:
 
 
 
It does not depend for assurance upon subjection to any dogma or item of doctrine.  It trusts that the natural interactions between man and his environment will breed more intelligence and generate more knowledge provided the scientific methods that define intelligence are pushed further into the mysteries of the world, being themselves promoted and improved in the operation.  There is such a thing as faith in intelligence being religious in quality. [145]
 

 

 

So, according to Dewey, truth is not an absolute and neither are morals but rather both are subject to “experience” and are not products of the divine but are products of nature thus rendering the courageous and selfless act of a man who dives into a freezing river to save a woman from drowning to be just as much of a natural impulse as the impulses of a crazed and angry gunman who bursts into an elementary school and kills 20 children and so the atheism of Dewey led him to make an attempt at explaining everything from a naturalistic perspective; his works serving as the primary inspiration of Louis E. Raths’ book, Values And Teaching, from which the creed of Values Clarification was birthed and then for a time, implemented throughout many school districts.
 
The Louis E. Rath website goes on to define a value or the formation of a value in a seven-step process:
 
 
 
1.       Choosing freely.  They write, “If something is in fact to guide one’s life whether or not authority is watching, it must be the result of free choice.  If there is coercion, the result is not likely to stay with one for long…Values must be freely selected if they are to be really valued by the individual” (1966, p. 28).
 
2.       Choosing from among alternatives. This element suggests that if there is no choice, then the valuing process cannot take place. Although they do not say how many alternatives need to be considered to fulfill this aspect of the definition, they do suggest that the more alternatives there are, the more satisfying the final choice is likely to be.
 
3.       Choosing after thoughtful consideration of the consequences of each alternative. This criterion stipulates that valuing is a reflective, rather than an impulsive or capricious, process. Valuing is a cognitive process, requiring informed consideration of choices and their consequences.
 
4.       Prizing and cherishing.  This criterion suggests that values, when they are freely selected and reflected upon, are also matters of pride and esteem.
 
5.       Affirming.  This element asserts that when values meet the criteria above, that they should be worthy of  affirmation.  This idea goes in part to the prizing element above; that is, if an attitude or interest is truly a value as defined here, then willingness to publicly affirm that value is a measure of commitment and positive emotional support for it.
 
6.        Acting upon choices.  Values are not merely verbal expressions, but are manifested in our behavior.
 
7.       Repeating. This final element suggests that a value persists in one’s life, that it recurs in different situations and times. Values constitute patterns in character over time. [146]
 
 
 
Then in order for the first three criterion to be met, which is what all the other criterion are built upon, students would have to have presented before them every religious and philosophical doctrine and creed and in an unbiased fashion.  They would have to be exposed just as much to any doctrine of theism as they are to any humanistic philosophy.  They would have to be just as equally exposed to Christianity as they are to Islam, Judaism, Buddhism, Hinduism, or any other known religion in the world and taught just as much about their differences as what they have in common with one another.  They would also have to learn just as much about young earth creationism as they do about evolution and the case for or against every viewpoint, religion, doctrine, creed, and philosophy presented to them would have to be made so that they can weigh the facts for themselves and decide for themselves as to what values and belief system they identify with best.
 
But that was not what was to happen with the implementation of values clarification.  They weren’t about to present any manner of theistic doctrine before students in the public school system, much less Christianity.  In fact, if anything at all, the values clarification teaching formula had the potential for even undermining and casting in the minds of students doubt in what any religious upbringing they may have had under their parents; the sixth out of the eight value indicators presented being the most concerning:
 
 
 
6.  Beliefs and convictions.  While beliefs connote deeper ideas than mere “attitudes,” they can also be reviewed by students through the values clarification approaches.  Some will be promoted to values, according to this theory. [147]
 
 
 
It should be no coincidence that this values clarification would be introduced after classroom led prayer, even voluntary prayer, and scripture reading was banned from the class room, but here, I must correct Ezola Foster again, as she claimed that the removal of prayer and Bible reading from the schools was done by an act of Congress [148] but it was not done by an act of Congress.  It was done by an act of the Supreme Court which claimed that school led prayer and scripture reading violated the establishment clause in the First Amendment of our Constitution which is more commonly called “Separation of Church And State.” [149]
 
It needs to be made known, however, that “Separation of Church And State” does not appear anywhere in the Constitution but has been a mis-rendering and a misapplication of a correspondence between the Danbury Baptist Church and then President Thomas Jefferson shortly after his election. [150] Jefferson never intended for there to be no religious influence in the public square neither did he intend for the “separation of church and state” to be used to eliminate prayer and scripture readings from schools or civic institutions, and nor was it ever intended to prevent governing officials from making appeals to God and the authority of scripture before the people.  It was only intended to give clarification to the establishment clause contained within the First Amendment which simply states that the government can neither interfere with religious practices nor favor any particular sect.
 
The closest thing that the legislative branch had ever come to the suppression of religious involvement in government affairs was the passage of the Johnson Amendment in 1954 and remains within the IRS tax code to this day.  It offers churches and other non-profit organizations a tax-exempt status provided that they neither endorse nor oppose, nor campaign on behalf of or against any political candidate [152] with both proponents and opponents of the measure admitting that then Senator Lyndon B. Johnson had introduced and inserted the measure into the IRS tax code for nefarious purposes [153-154] hence why the tax-exempt provision for non-profit organizations, including churches, is called the Johnson Amendment.
 
It needs to be noted, however, that historically charities and religious institutions have never been directly subjugated to taxation in this nation.
 
Values clarification was proposed the very same year that school-initiated prayer and scripture reading in the public school classroom were banned by the Supreme Court but rather than remain dogmatically neutral, it only lead the way to another dogma.  A godless dogma that would pave the way for the affirmation and even the imposing of immoral and perverse values.

Another program of great concern was that of Outcome Based Education.  As noted by the Educational Resources Information Center (ERIC), the program was a “controversial model of educational restructuring that” defined “learning as what students can demonstrate that they know” instead of what they need to be taught. [155]

 

Like Values Clarification, Outcome Based Education was not a curriculum-centered method, but a student centered method.  Ezola Foster stated that Outcome Based Education (OBE) sought to advance students, not on the basis of academic performance, but on their behavior or rather how well they conform to a desired behavior [156] with which, according to one skeptic cited by ERIC, seemed to concur in stating a concern that OBE was borrowing principles and tenets from “behavior modification” [157] for which Values Clarification was setting the stage and in borrowing tenets from “behavior modification” techniques, there was also concern that OBE was reducing “teaching and learning to human engineering.” [158]
 
Proponents of OBE made it look great on the surface by citing the following goals and objectives they claimed they wanted to achieve through the program:
 
 
 
• Analytic capabilities;
• Problem-solving skills;
• Skill in making value judgments and decisions;
• Skill in creative expression and response to
creative work of others;
• Civic responsibility;
• Responsible participation in a global environment;
• Skill in developing and maintaining wellness;
• Skill in using technology as a tool for learning;
• Skill in life and career planning [159]
 
 
 
They also thought it important for student to demonstrate the following:
 
 
 
• Employ observation skills;
• Classify and organize information;
• Draw and support inferences;
• Describe and define relationships; and to
• Integrate and apply these skills in a variety of
Situations [160]
 
 
 
 
The cited aforementioned objectives may not be harmful or evil in and of themselves and are in fact very important skills that we all need to learn, but wherein lies the concern is that such a degree of emphasis may be placed on instilling the aforementioned skills into the students that it may detract from learning vitally important subject matters such as math, reading, writing, science, and history and not only that, pave the way for indoctrination; not that indoctrination was not already taking place and as Ezola Foster admitted fairly early on in the video, systemic indoctrination at all grade-levels and in every branch of academia has been taking place for decades. [161] It is just that it has gotten worse with each upcoming generation. 

Conclusion
 
 
In Summary:
 
 
Foster’s claims that the Watts district was where all the social programs began: False. 
 
They did not begin there but may have been a catalyst for some state-initiated academic programs.  Even the passage of the elementary and secondary education act on the federal level was underway before the riots.
 
Foster’s claim that the conclusion of the McCone Commission report was that the cause of the rioting was due to poor education: True.
The Governor’s Commission, also known as the McCone Commission, did cite poor education as the cause of the Watts riot but contradicted itself after admitting that the riots were fueled by false and exaggerated rumors pertaining to the arrest of a black man for drunk driving.
 
Foster’s claim of Title I, Chapter I, and the food program being derived from the elementary and secondary education act: Partly true and partly false.
 
Title I is included in the elementary and secondary education act, but there is nothing about a Chapter I within the act and the food program appears to be a completely separate program from that of the elementary and secondary education act.
 
Foster’s claim that the food program has both school breakfast and lunch programs: True.
 
Foster’s claim that the public schools do not make use of beneficial programs [162]:True
 
Foster’s statement that certain euphemisms are placed on our children in order to convince governing authorities to fund the public schools and desired programs: Probably true, just as the lobbyists will place certain euphemisms on anyone they claim to represent in order to receive funding for programs that either may or may have nothing to do with the welfare and interests of those they claim to be advocates for.
 
Foster’s claims of funds being used for social experimentation on children [163]: Likely true (Values Clarification, Outcome Based Education, and even Common Core education are likely examples of this)
 
Foster’s claim that the governor of CA had to bribe the schools into using phonics [164] : Unable to verify.  Can’t remember who the governor of California was at that time.
 
Foster’s claim that latchkeys require schools to stay open for a certain period of time after class hours: False.  There appears to be nothing in any latchkeys laws that require schools to stay open for a certain period of time after class hours.
 
Foster’s claim that socialists will play upon emotions to advance their agenda: True.  As is the case of many who spread falsehood.
 
Foster’s description of peer counselors: False, but would be expected of a standard school counselor.
 
Foster’s description of “professional parents”: False as professional parents appear to only be involved in foster care services.  What she was describing would be a mockery of and an insult to the service.
 
Foster’s firsthand account with Project 10: Likely true as her firsthand account was consistent with the concerns expressed by others as Project 10 was not only an instrument of LGBT behavior affirmation, but a possible a means to recruit students into the homosexual lifestyle.
 
Foster’s claims about Virginia Uribe, the founder of Project 10: Unable to verify though it was confirmed that she was a lesbian.
 
Foster’s claims that Project 10 began in the 1970s: False.  Was started in 1984.
 
Ezola Foster’s claims about Healthy Start being involved in referring pregnant teens to abortion clinics and concealing contracted venereal diseases from their parents: No evidence that Healthy Start is directly involved in such activities at present, but it is currently unknown as to what activities they were involved in prior to the overturning of Roe .v. Wade.
 
Ezola Foster’s claims about Ebonics being a scheme of the Chicano movement to fund bilingual education: Appears to be false.
 
Ezola Foster’s claim about the Chicano movement championing for open borders: True.
 
Ezola Foster’s personal experience growing up in the South: Likely true in her case but the opposite for many other blacks who were routinely subject to racial violence, prejudice, and discrimination during that era.
 
Ezola Foster’s claim about leaders within the black community stirring up needless racial division: True
 
Ezola Foster’s claim that the PTA was originally intended for parents to assist in after-school activities: That may in part be true, but it was much more than that.
 
Ezola Foster’s claim that the PTA has been taken over by leftwing lobbyists:  Sadly true.
 
Ezola Foster’s claim that the removal of prayer and scripture reading from the public schools was an act of Congress: False.  It was an act of the Supreme Court.
 
Ezola Foster’s claims about Values Clarification and Outcome Based Education: True
 
Ezola Foster’s claims of psychology having a role in setting the foundation for Values Clarification: True
 
Ezola Foster’s claims about multi-culturalism being taught in such a way so as to poison children against their own culture: True, depending on how it is taught.  There is nothing wrong with teaching children about other cultures as long as it does not come at the expense of them learning about their own history and culture and providing that they are not being turned against their own nation and culture.
 
Ezola Foster’s claims that the American flag was hardly ever displayed within inner city schools in her day and that in some public schools neither the Declaration of Independence nor the Constitution were ever taught [166]: If it was true in her day, it is most definitely true today, only this is now more widespread today than it was then.
 
Ezola Foster’s claim that education is no longer about teaching children about what is important but what feels good to them and that such philosophy is infiltrating private and homeschooling environments [167]: Probably true and is especially true in the public school system and it is vitally important for private schools and homeschools to shield themselves from the very things that have academically ruined the public school system.
 
Ezola Foster’s claim about a proposed slaved reparations bill being in existence for some time. [168]:  True.  The slavery reparations bill known as H.R. 40, has been in existence since at least 1989. [169] and it is the same bill that has recently resurfaced under the Biden creature administration.
 
Ezola Foster’s claim about the political and lobbying groups and organizations that she said are responsible for the academic and moral decline of our education system and our nation working together for the fulfilling of a shared agenda:  True
 
Despite some of the inaccuracies on Foster’s part, what one should gain from watching the video is that the issues and perils to our nation that we face today are nothing new.  The forces behind the moral and spiritual decline in our nation and the attacks upon the way of life and liberties that we hold dear have been at work for decades, if not centuries and the increasing polarization taking place within our nation is not racial, economic, political, ethnic, nor gender related.  It is spiritual and it takes a spiritual solution to a spiritual problem.
 
The political, lobbying, and activist groups that are contributing to the moral and spiritual decline of our nation and are assaulting our God-given liberties are but the affect and instrument of the spirit behind them and at work in them having been formed under the guise of advancing honorable and noble causes but in reality have nothing to do with the causes they claim to represent but instead exploit the factions they claim to represent, whether it be minorities, immigrants, or women, to implement an agenda to enslave every man, woman, and child of every stage in life, age, color, lineage, ethnicity, nationality, occupation, economic and social status, and even religion, creed, and political affiliation, bend as many as it can to its will, and bind their souls in a perpetual darkness and it is an agenda to which multitudes who have aligned with and have given themselves over to these instruments and forces of darkness under the misleading impression that they are serving noble causes when the motives behind the formation of these groups are dark and sinister and once having fulfilled its agenda through them will oppress and destroy them just as it seeks to destroy those whom it would have the “useful idiots” in its cause perceive as their enemies because a blindness has been cast over their eyes, a deafness has been brought to their ears, and a hardness has been placed over their hearts.
 
All of these entities whom Ezola Foster cites and others not mentioned in the video are bound together by a common source and are derived from a common foundational philosophy which is what, in spite of representing different purported causes, drives them to align themselves together in the name of a common agenda that is built upon a foundation that they all share in common and around which they are united and the common agenda that binds them together rests upon a philosophical and spiritual foundation that is diametrically opposed to the one upon which our nation was founded and from which the liberties for which this nation is known is derived and from whom the greatness of blessing is bestowed and when we reject the source of our liberties, then not only are we robbed of those liberties we hold dear and even take for granted, but the blessings of greatness are also withdrawn but many today do not know what the source of our liberties is and where the greatness that has been bestowed upon us comes from because there is power and a spirit at work that has suppressed, hidden, and blinded us to that very source and would have us believe that the source of our liberty and the extent of the liberties we are given are determined by the earthly powers that be because they have been led to base what is right and wrong on the dictates and whims of a civic rulership and when the basis of liberty and morality go no further than what is endorsed and dictated by our teachers, governing officials, and even our parents, we may not even be aware of our invisible chains nor the source of them, nor the inevitable consequences of that bondage if we should remain blind to it.
 
A man who becomes aware of his bondage and slavery will earnestly and diligently seek a way from escape from that captivity and will take any way of escape that is presented to him but the freedom that men not only seek out, long for, and fight to preserve is an outward freedom that is economic, academic, social, and political whereas the source of these freedoms sought after and even fought for offers a freedom that does not begin from without, but begins from within.
 
But in order for people to understand that freedom and liberty begin from within, they have to first understand what it is that they are inwardly in bondage to and how they came to be in that bondage from which all other forms of bondage, captivity, and oppression are produced.  Otherwise, they will never know the liberty that was intended for them by the source of that liberty offers a perfect liberty and a liberty greater than any liberty offered by man but in order for us to receive that liberty, we must be willing to undergo an inward transformation and the reason why that inward transformation is required of us is because our present nature is not what the source of liberty ever intended for us to have because our inward present nature goes against everything we were meant to be and it is our inward condition that estranges us from the source of liberty which when embraced, eventually produces all the manifested liberties by which we benefit for that source of liberty is also the source of all life and it is to this very source all things belong for it was this source of liberty that created all things and to whom we owe our very existence for without this source from which all things came into being, nothing was made that was made (Jn. 1:3) for neither man, nor the earth, nor anything in the vast universe created itself.
 
And when the universe and all that is in it were made, all things were good in the sight of the God who made it for He had made all things in Heaven above, the earth below, and in the vast space between to be good and pleasurable and because He had made all things to be good, there existed a perfect peace and harmony between God, man, and nature itself and there was nothing withheld from man except for one thing, and that was the fruit of a tree called the tree of the knowledge of good and evil, for it was warned of man that in the day that he were to eat of it, he would surely die (Gen. 2:16-17, 3:3) but man did not heed the voice nor warning of his Maker, but instead listen to another voice; the voice of an evil spirit who had once served before the throne of God until the day he, in his pride, thought he could take for himself that which belonged to God alone and as a consequence, he and those who sided with him were cast from the positions they had once held in Heaven. (Is. 14:11-21, Ezek. 28:12-19)
 
That angel who had rebelled against his Creator was called Lucifer who then became better known as Satan or the Devil and after having been cast from the position he had once held, he with subtlety, in the form of a serpent, infiltrated the newly created earth and there he deceived the first woman whom God had created whose name was Eve into eating of that forbidden fruit (Gen. 3:4-5) and after having eaten of that forbidden fruit, she gave some to her husband Adam who was the first man whom God had created and he ate of it also. (Gen. 3:6)
 
The lies with which the serpent caused man to commit the first recorded transgression against God was as follows:
 
He falsely assured them that they would not die and caused them to doubt the Word of God.
And he deceitfully told them that they would become more divine and enlightened thus causing them to think that God was withholding them from their complete and optimal potential.
 
But when they ate of that fruit the only thing that they were enlightened to was a nakedness of which they were embarrassed and ashamed. (Gen. 3:7) They never felt any superior or any more powerful than they had been before they had eaten of that forbidden fruit.  If anything at all, they felt lower and inferior than they had before.  And worst of all, the sentence of death was pronounced upon them just as they were warned (Gen. 3:19) because when they had eaten of that forbidden fruit, something, a condition, entered into man that was not intended for them and which inwardly corrupted him and thereby brought upon him the sentence of death, but the sentence of death did not stop with Adam or his wife Eve.  The inward corruption which entered into them was then passed down to all of mankind (Rom. 5:12) since it is from Adam and Eve all of mankind descends and since we are all descendants of Adam and Eve, the corruption that entered into them has also been passed down to all of us, thus also making us into that which God never intended us to be and as a consequence, we all die (Rom. 6:23) and that ultimate cause of death is that corrupted condition of our very nature; that condition being what the Bible calls sin and it is into sin we are all born and by sin do we all die, but the consequences of Adam’s disobedience did not confine themselves to him or mankind, but the effects of sin have spread throughout all of creation because sin taints, distorts, corrupts, and perverts more than we can possibly comprehend which is why it is written that the earth groans and travails in pain to this day. (Rom. 8:19-22) 
 
And because of Adam’s disobedience, the dominion that mankind would have had over all of the earth (Gen. 1:26) was diminished because the transgression of Adam gave Satan justification to claim lordship over the people, nations, kingdoms, and empires of the world. (Mt. 4:8-9, Lk. 4:6-7) which is why he is called the prince of this world (Jn. 12:31, 16:11) and worst of all, sin into which we are born and by which we die has caused us to be separated and estranged from the God who made us and who is without sin and therefore cannot allow that which is in sin into the Kingdom of Heaven lest Heaven be defiled as the earth has been defiled and because of sin ever present within us, even our own goodness and righteousness falls short of the glory of God (Rom. 3:23) which can be described as being nothing more than moral perfection because sin is not just an evil or inappropriate act nor a thoughtless cruel word spoken.  It also corrupts our very thoughts and motives, darkens our attitudes, and hardens and blackens our hearts which is why it is written that it is written that we are not defiled by that which is from without but we are already defiled from within (Mt. 15:11, 18-20) and therefore an outward performance on our part is insufficient for our redemption for our redemption can only be possible through an inward cleansing (Mt. 23:6) and an inward transformation and because the God who made us is not willing that any of us should perish in eternal damnation, but that all would come to repentance (2 Pet. 3:9) He lovingly and mercifully sent into the world on our behalf His only begotten Son who is called Jesus Christ, who Himself is without sin (2 Cor. 5:21, Heb. 4:15) to take upon Himself the demanded penalty for all sin and because He was without sin, He was that perfect and unblemished sacrifice (Heb. 7:26-27) required to take away the sins of the world which He did through His death upon the cross on which His blood was shed and then after having through His death and the shedding of His blood purchased our redemption, He was then raised from the dead on the third day so that we by in Him by faith would be justified (Rom. 4:25) if we will, fully trusting in His redemptive work and in sincere repentance call upon the name of Jesus Christ for the forgiveness of sins (Rom. 10:13) and upon the forgiveness of sins are we reconciled to the God from whom we were once estranged (2 Cor. 5:18) and are spiritually transformed and made anew (2 Cor. 5:17) and it is this spiritual transformation that causes us to no longer desire to follow after selfish and worldly pursuits but after those things that pertain to the Kingdom of Heaven, (Mt. 6:33)
to no longer take pleasure in those things that are evil and displeasing in the sight of the Lord, but in that which is good, right, and pleasing in His sight,
to no longer desire to walk in the lies of this present world, but only in the truth that comes from Christ Almighty, (Jn. 14:6) no longer placing our hopes in the things of this present world, but looking forward to that new and better world to come, (Rev. 21-22)
to no longer rely on worldly resources, men, or even our own power, abilities, skills, and wisdom for our needs and provision but upon God who is able to meet all of our needs, (Mt. 6:25-33) recognizing that the resources of this world and even the people He brings into our lives are but instruments and vessels through which God meets our needs and that the skills, power, knowledge, and wisdom by which we might acquire our provision are provided and instilled in us by God,
to no longer fear what men can do to us, but rather fearing the God before whom we will have to one day give an account for how we lived our lives, (Mt. 10:28)
to no longer look to corruptible institutions within our society for direction and order in our lives but to God who, by His written Word has given us laws and precepts to be applied to our lives and which serve to produce and maintain an ordered life, and who, by His Holy Spirit which comes to dwell within us upon repentance, establishes in our lives a course and direction in our lives to pursue for His glory,
to no longer seek our own glory but the glory of God,
to no longer rally behind corruptible men, but instead behind the incorruptible God in Heaven bearing in mind that those men and women God raises up for our edification are but instruments and servants of His for that respective purpose to which He has called them,
to no longer seek to align ourselves with the things of darkness but only with the things of the light,
to no longer trust in the wisdom of the world but only on the wisdom and knowledge that comes from above, nor depend on corruptible earthly authorities to swiftly administer justice, but only in the power of God to deliver us from evil.
 
And it is this redemption found in Christ and this inward change done in us by Him where liberty begins because it is His truth by which we are set free (Jn. 8:32) for it is by His truth that we are led the salvation that He offers us through the forgiveness of sins if we will with a repentant heart call upon Him to do so and in being set free of our sins, we are also set free from an everlasting damnation of unimaginable torment.  And if we will but declare ourselves to have no other ruler or king than that of our Creator, then we can boldly and confidently declare before all powers that be that our rights and liberties are solely determined by the God who made us and not by any man or governing power and just as we have been made spiritually free by the blood of Christ, so one day we look forward to the day that we will also be made free of bodily death when our corruptible forms are transformed into that which is incorruptible and in which dwells no sin for where there is no sin, there is no death (1 Cor. 15:51-55, 1 Thess. 4:13-18) and then shall the usurper of earth face his final defeat and be cast out of the world along with all who have followed him. (Rev. 20:10-15)
 
And finally, the creation itself shall be liberated from the curse that came upon it because of the sin of man when it is made anew and when it is made anew, it shall be a new and better world in which there is no sin, no death, nor any decay, nor any evil, darkness, suffering, grief, pain, sorrow, misery, hardship, or adversity, but only unity, harmony, love, peace, contentment, happiness, and joy before the Lord God Almighty. (Rev. 21-22)
 
Today decide for yourself whether or not you are a free soul under God or the property of another entity because you will be conformed to one master or another and if you would be a free soul under God, and if you have not done so already, then I would urge you reader to call upon the name of the Lord Jesus Christ who is able to make you into a free soul under God.  It is but a sincere simple prayer of repentance away:
 
 
 
“Lord Jesus I need you.
 
 
I realize that I am a sinner
who has fallen short of the glory of God
and that my goodness falls short
of your standard of Moral perfection.
 
Please forgive me of all of my sins.
Come into my heart and into my life
to be the Savior and Lord of my life.
Make me into the servant and follower
that you want me to be.
In your name Lord Jesus, I pray.
 
 
Amen.”
 
 
Know that God is not concerned with the words that you use to call upon Him forgiveness, but with the attitude of your heart and if you have, with all sincerity, have asked Christ to forgive you of your sins, placing your trust in Him only for your salvation and in nothing else, then your sins are forgiven and your place in Heaven is certain.

 

 

End notes:

 

 

1.  Featuring Ezola Foster, “Onslaught on Education,” 43 sec. in, The John Birch Society, 1997
https://rumble.com/v43yiao-onslaught-on-education-ezola-foster-full-video.html
 
2.  “A black Louisiana teacher began sounding the alarm about troubling Marxist trends in our schools 

in the 80s and 90s…” Revolver News, December 28, 2023
https://revolver.news/2023/12/a-black-louisiana-teacher-began-sounding-the-alarm-about-troubling-marxist-trends-in-our-schools-in-the-80s-and-90s/
 
3.  Foster; Onslaught, 43 sec. in
 
4.  John McCone, Commission Chairman, “Violence In The City—And End Or A Beginning,”  pg. 10, A Report By The Governor’s Commission On The Los Angeles Riots, December 1965

https://ia801401.us.archive.org/0/items/ViolenceInCity/violence%20in%20city.pdf
 
5.  Ibid.
 
6. Foster; Onslaught, 54 sec. in
 
7.  John McCone in a letter to then Governor Edmund Brown; attached to the report, December 2, 1965
 
8.  Ibid. pg. 4
 
9.  Ibid.
 
10.  Ibid pg. 5
 
11.  Foster; Onslaught, 54 sec. in
 
12.  Ibid. pp. 5-6
 
13.  Ibid. pg. 10
 
14.  Foster; Onslaught, 3 min. 8 sec. in.
 
15. “Elementary And Secondary Education Act of 1965,” H.R. 2362, April 11, 1965
https://files.eric.ed.gov/fulltext/ED017539.pdf
 
16.  Elementary And Secondary Education Act of 1965; latest provisions enacted December 27, 2022 and last amended February 1, 2023
https://education.laws.com/elementary-and-secondary-education-act
 
17. “Elementary And Secondary Act of 1965,” April 11, 1965, pg. 1
 
18.  Foster; Onslaught, 3 min. 8 sec. in.
 
19. “Elementary And Secondary Act of 1965,” pg. 1
 
20.  26 U.S. Code Chapter 1 - NORMAL TAXES AND SURTAXES
https://www.law.cornell.edu/uscode/text/26/subtitle-A/chapter-1
 
21.  11 U.S. Code Chapter 1 - GENERAL PROVISIONS
https://www.law.cornell.edu/uscode/text/11/chapter-1
 
22.  USDA Food And Nutrition Service
https://www.fns.usda.gov/school-meals
 
23.  Foster; Onslaught, 18 min. 11 sec. in.
 
24.  Ibid. 2 min. 14 sec. in.
 
25.  Ibid. 2 min 26 sec in – 2 min. 41 sec. in
 
26.  Ibid. 3 min. 38 sec. in.
 
27. “Legal Age Restrictions For Latchkey Kids,” Latchkey-Kids.com
http://www.latchkey-kids.com/latchkey-kids-age-limits.htm
 
28. “Latchkey Kids Guidelines,” Calling Care.com
http://www.callingcare.com/latchkey-kids-guideline.htm
 
29.  Foster; Onslaught, 3 min. 30 sec. in.
 
30.  Ibid. 5 min. 37 sec. in --- 6 min. 31 sec in.
 
31. “The School Counselor and Peer Support Programs,” American School Counselor Association
https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-Position-Statements/The-School-Counselor-and-Peer-Support-Programs
 
32. “Peer Counselors” Severn School
https://www.severnschool.com/academics/student-support/peer-counselors
 
33. Foster; Onslaught, 13 min 12 sec. in --- 13 min. 27 sec. in.
 
34. “What is a Professional Parent?” Pacific Clinics, October 29, 2020
https://www.pacificclinics.org/news/what-is-a-professional-parent/
 
35.  Foster; Onslaught, 8 min. 33 sec in.
 
36.  Michael Quintanilla, “Haven for Gay Teens : Education: Some people call Project 10 a bad idea, but the counseling program gives some homosexual students in L.A. the courage to stay in school,” Los Angeles Times, December 7, 1989
https://www.latimes.com/archives/la-xpm-1989-12-07-vw-404-story.html
 
37.  Patricia Wared Biederman, “Views Clash on Homosexual Students Program,” Los Angeles Times, June 24, 1988
https://www.latimes.com/archives/la-xpm-1988-06-24-me-6027-story.html
 
38. “Dr. Virginia Uribe,” The Lavender Effect
https://thelavendereffect.org/projects/ohp/virginia-uribe/
 
39. “Project 10: Pioneering Program for LGBTQ+ Students,” The Lavender Effect
https://thelavendereffect.org/projects/project-10/
 
40.  Foster; Onslaught, 9 min. 9 sec in --- 9 min. 29 sec. in
 
41.  Ibid. 10 min. 25 sec. in
 
42.  Ibid. 10 min. 58 sec. in --- 11 min. 06 sec. in
 
43.  Ibid. 11 min. 31 sec. in --- 11 min. 37 sec. in
 
44.  Ibid. 11 min. 43 sec. in
 
45.  Ibid. 11 min. 57 sec. in
 
46.  Ibid. 12 min. 15 sec. in
 
47.  Ibid. 5 min. 21 sec. in
 
48.  Ibid. 14 min. 50 sec. in --- 14 min. 53 sec. in
 
49.  Ibid. 17 min. 10 sec. in
 
50.  Ibid. 17 min. 53 sec. in
 
51.  Ibid. 16 min. 1 sec. in
 
52.  Ibid. 6 min. 43 sec. in
 
53.  Associated Press, “The origins of ebonics explained,” Deseret News, August 10, 1997
https://www.deseret.com/1997/8/10/19355037/the-origins-of-ebonics-explained/
 
54.  Foster; Onslaught, 16 min. 10 sec. in --- 16 min. 32 sec in
 
55.  Richard Lee Colvin, “Oakland District Says Policy on Ebonics Misunderstood,” Los Angeles Times, December 31, 1996
https://www.latimes.com/archives/la-xpm-1996-12-31-mn-14142-story.html
 
56.  C. Michelle Kleisath, “The Ebonics Controversy,” pg. 70, Prized Writing, UC Davis,
https://prizedwriting.ucdavis.edu/sites/prizedwriting.ucdavis.edu/files/users/jaspg16/069_074_kleisath.pdf
 
57.  Ibid.  pp. 71-73
 
58.  Ibid. pg. 73
 
59.  Foster, Onslaught, 16 min. 10 sec. in
 
60.  John R. Rickford, “What is Ebonics (African American English)?”
Linguistic Society of America
https://www.linguisticsociety.org/content/what-ebonics-african-american-english
 
61.  Foster, Onslaught, 15 min. 51 sec in --- 16 min. 1 sec in, 16 min. 20 sec. in
 
62.  Associated Press; Deseret News
 
63.  Ibid.
 
64.  Rickford, Linguistic Society of America
 
65.  Foster, Onslaught, 15 min. 51 sec. in
 
66. “El Plan Espiritual de Aztlán,” 

Originally adopted at the first Chicano Youth Liberation Conference in Denver Colorado, March 1969
http://clubs.arizona.edu/~mecha/pages/PDFs/ElPlanDeAtzlan.pdf
 
67.  M. R. Reese, “The Lost City of Aztlan – Legendary Homeland of the Aztecs,” Ancient Origins, May, 2019
https://www.ancient-origins.net/news-myths-legends-americas/lost-city-aztlan-legendary-homeland-aztecs-002550
 
68.  Kurt Readman, “Where, or What, is Aztlan, Lost Homeland of the Aztecs?” Historic Mysteries, August 6, 2022
https://www.historicmysteries.com/myths-legends/aztlan/26064/
 
69.  Robert Bitto, “Journey to Aztlán, the Mythical Homeland of the Aztecs,” Mexico Unexplained, May 30, 2016
https://mexicounexplained.com/journey-aztlan-mythical-homeland-aztecs/
 
70. “Chicano Nationalism, Revanchism and the Aztlan Myth,” FAIR, January 1, 2005
https://www.fairus.org/issue/societal-impact/chicano-nationalism-revanchism-and-aztlan-myth
 
71.  Nicoletta Maestri, “Aztlán, The Mythical Homeland of the Aztec-Mexica,” ThoughtCo., July 3, 2019
https://www.thoughtco.com/aztlan-the-mythical-homeland-169913
 
72. “Manifest Destiny,” Conservapedia
https://www.conservapedia.com/Manifest_Destiny
 
73.  Foster; Onslaught, 20 min 2 sec. in, 22 min. 41 sec. in, 23 min. 45 sec. in
 
74.  Ibid. 23 min. 27 sec. in, 24 min. 59 sec in, 25 min. 9 sec. in
 
75.  Ibid. 13 min. 42 sec in
 
76.  “125 Years Strong,” PTA
https://www.pta.org/home/About-National-Parent-Teacher-Association/Mission-Values/National-PTA-History
 
77.  Alice McClellan Birney a.k.a. Mrs. Theodore Birney, “Childhood,” pp. 90-98, New York
Frederick A. Stokes Company Publishers 1905
https://ia902900.us.archive.org/12/items/childhood00birn/childhood00birn.pdf
 
78.  National Congress Of Mothers, “The Works And Words Of The National Congress Of Mothers (First Annual Session)” pp 7-9 New York D. Appleton And Company, 1897
https://ia804709.us.archive.org/18/items/workwordsofnatio00natiiala/workwordsofnatio00natiiala.pdf
 
79.  Birney; Childhood. pp. 222-228
 
80.  National Congress Of Mothers, “The Works And Words Of The National Congress Of Mothers (First Annual Session)” pg. viii
 
81.  Ibid. pg. 10
 
82.  Barbara S. Lesko “Phoebe Elizabeth Apperson Hearst,” Brown University
https://www.brown.edu/Research/Breaking_Ground/bios/Hearst_Phoebe%20Appserson.pdf
 
83. “Phoebe Hearst’s Collections,” Hearst Museum of Anthropology
https://hearstmuseum.berkeley.edu/collection/phoebe-hearst-collections/
 
84. “Phoebe Apperson Hearst,” Missouri Encyclopedia
https://missouriencyclopedia.org/index.php/people/hearst-phoebe-apperson
 
85.  Radiance Talley, “Phoebe Hearst: A Trailblazer For Educating Women and Children,” California.com, August 27, 2021
https://www.california.com/phoebe-hearst-a-trailblazer-for-educating-women-and-children/
 
86. “Phoebe Apperson Hearst,” Turning Point Suffragist Memorial
https://suffragistmemorial.org/phoebe-apperson-hearst-ca-december-3-1842-april-13-1919/
 
87.  Phoebe Hearst, “California As A Field For Women's Activities,” Golden Nugget Library; originally published 1915
https://goldennuggetlibrary.sfgenealogy.org/Hearst.htm
 
88. “Phoebe Hearst,” Bahai Chronicles, May 5, 2018
https://bahaichronicles.org/phoebe-hearst/
 
89. “Phoebe Apperson Hearst, ‘Mother of the Faithful’" Abdu’l Baha
https://centenary.bahai.us/photo/phoebe-apperson-hearst-mother-faithful
 
90. California.com
 
91. “Selena Sloan Butler,” Georgia Women of Achievement
https://www.georgiawomen.org/selena-sloan-butler
 
92.  Spelman College documents including correspondences between Selena Sloan Butler and associates of the college
https://dlg.galileo.usg.edu/data/dlg/aaed/pdfs/dlg_aaed_aarl09.002-004-003.pdf
 
93. Selena Sloan Butler (addressed as Mrs. H.R. Butler) “A Letter from Mrs. H.R. Butler to the Commission On Interracial Cooperation,” part of a collection of documents on interracial relations, PDF pg. 15. 
 
[A number of different organizations are listed at the beginning as either being representative of those organizations with ties to the Commission On Interracial cooperation or organizations of which that Commission consisted as Selena Sloan Butler is addressed as chairman of at least one of those listed organizations.]
https://dlg.galileo.usg.edu/data/dlg/aaed/pdfs/dlg_aaed_aarl09.002-001-009.pdf
 
94.  Selena Sloan Butler also addressed as Mrs. H.R. Butler, “Letter to the Wheatley branch of the Y.W.C.A” PDF pg. 15, Atlanta Georgia, October 2, 1922, part of a compilation of documents pertaining to the Wheatley Branch of the Y.W.C.A which also includes its then suggested Constitution.
https://dlg.galileo.usg.edu/data/dlg/aaed/pdfs/dlg_aaed_aarl09.002-004-010.pdf
 
95.  Author unknown; signature illegible, “Letter to Henry Rutherford Butler of the Most Worshipful Union Grand Lodge,” written July 6, 1931
https://dlg.galileo.usg.edu/data/dlg/aaed/pdfs/dlg_aaed_aarl09.002-005-007.pdf
 
96.  Georgia Women of Achievement
 
97.  General Grand Chapter: Order of the Eastern Star; history
https://easternstar.org/about-oes/our-history/
 
98.  Selena Sloan Butler also addressed as Mrs. H.R. Butler, “Georgia Colored Parent Teacher Association report,” PDF pg. 1, written January 23, 1924; part of a collection of documents pertaining to the Georgia Colored Parent Teacher Association
https://dlg.galileo.usg.edu/data/dlg/aaed/pdfs/dlg_aaed_aarl09.002-002-013.pdf
 
99.  Georgia Women of Achievement
 

100. California State PTA Membership Services Commission, “Celebrate Black History Month By Celebrating Selena Sloan Butler,” California State PTA, January 18, 2023
https://capta.org/celebrate-black-history-month-by-celebrating-selena-sloan-butler/
 
101.  Foster; Onslaught, 13 min. 48 sec. in
 
102. “National PTA Honors Outstanding Efforts in Diversity, Equity and Inclusion,” PTA, April 26, 2023
https://www.pta.org/home/About-National-Parent-Teacher-Association/PTA-Newsroom/news-list/news-detail-page/2023/04/26/national-pta-honors-outstanding-efforts-in-diversity-equity-and-inclusion
 
103. “National PTA Stands With LGBTQ Community,” PTA, December 5, 2022
https://www.pta.org/home/About-National-Parent-Teacher-Association/PTA-Newsroom/news-list/news-detail-page/2022/12/05/national-pta-stands-with-lgbtq-community
 
104. “National PTA Statement on 10th Anniversary of Sandy Hook Elementary School Shooting,” PTA December 14, 2022
https://www.pta.org/home/About-National-Parent-Teacher-Association/PTA-Newsroom/news-list/news-detail-page/2022/12/15/national-pta-statement-on-10th-anniversary-of-sandy-hook-elementary-school-shooting
 
105. “NO MORE,” Sponsored by American Federation of Teachers, American Psychological Association Services, Inc., American School Counselor Association, Clinical Social Work Association, National Association of School Psychologists, National Association of Social Workers, National Education Association, National Parent Teacher Association, and School Social Work Association of America, date of publication unknown
https://www.pta.org/docs/default-source/files/advocacy/2022/federal-legislation/letters-to-policymakers/open-letter-usa-today-final.pdf
 
106. “National PTA Honors Outstanding Advocacy Efforts for Children’s Health and Safety,” PTA, February 14, 2023
https://www.pta.org/home/About-National-Parent-Teacher-Association/PTA-Newsroom/news-list/news-detail-page/2023/02/14/national-pta-honors-outstanding-advocacy-efforts-for-children-s-health-and-safety
 
107. “LGBTQ Community Inclusivity in PTA,” PTA, date of publication unknown
https://www.pta.org/home/run-your-pta/Diversity-Equity-Inclusion/lgbtq-community-inclusivity-in-pta
 
108. “Position Statement - Harmful Sexual Orientation and Gender Identity Change Efforts,” PTA, date of publication unknown
https://www.pta.org/home/advocacy/ptas-positions/Individual-Position-Statements/position-statement---harmful-sexual-orientation-and-gender-identity-change-efforts
 
109. “Inclusive Curriculum and Educational Materials,” PTA, date of publication unknown
https://www.pta.org/docs/default-source/files/runyourpta/diversity/lgbtq-community-inclusivity/pta-guidance-on-inclusive-curriculum-and-educational-materials.pdf
 
110. “LIBRARIES AND EDUCATIONAL MATERIAL,” PTA, date of publication unknown
https://www.pta.org/docs/default-source/files/advocacy/2022/ptas-positions/individual-pta-resolutions/p130-libraries-and-educational-material.pdf
 
111. National PTA Statement on Situation at the Border,” PTA, May 4, 2021
https://www.pta.org/home/About-National-Parent-Teacher-Association/PTA-Newsroom/news-list/news-detail-page/2021/05/05/national-pta-statement-on-situation-at-the-border
 
112. “National PTA Applauds President Biden’s Immigration Reform Bill,” PTA, January 21, 2021
https://www.pta.org/home/About-National-Parent-Teacher-Association/PTA-Newsroom/news-list/news-detail-page/2021/01/21/national-pta-applauds-president-biden-s-immigration-reform-bill
 
113. National PTA Offers Solace and Support During COVID-19,” PTA, January 5, 2020
https://www.pta.org/home/About-National-Parent-Teacher-Association/PTA-Newsroom/news-list/news-detail-page/2021/01/25/national-pta-offers-solace-and-support-during-covid-19
 
114. “National PTA Statement on Riots at the U.S. Capitol,” PTA, Likely January 8, 2021
 
(The PTA incorrectly dated this publication as January 8, 2020 as no known rioting had taken place at the U.S. capitol in 2020 on that day.  It was likely in reference to the events of J6 2021)
https://www.pta.org/home/About-National-Parent-Teacher-Association/PTA-Newsroom/news-list/news-detail-page/2021/01/08/national-pta-statement-on-riots-at-the-u.s.-capitol
 
115. “COVID-19 (Coronavirus) PTA Resources,” PTA, date of publication unknown
https://www.pta.org/home/family-resources/coronavirus-information
 
116. “National PTA Disappointed with Supreme Court’s Ruling in Espinoza v. Montana Department of Revenue Case,” PTA, June 30, 2020
https://www.pta.org/home/About-National-Parent-Teacher-Association/PTA-Newsroom/news-list/news-detail-page/2020/07/01/national-pta-disappointed-with-supreme-court-s-ruling-in-espinoza-v.-montana-department-of-revenue-case
 
117. “President Trump?s Cuts to Public Education Undermine Opportunity for All Children,” PTA, March 16, 2017
https://www.pta.org/home/About-National-Parent-Teacher-Association/PTA-Newsroom/news-list/news-detail-page/2017/03/16/President-Trumps-Cuts-to-Public-Education-Undermine-Opportunity-for-All-Children
 
118. “National PTA Statement on President Trump's Address to Congress,” PTA, March 1, 2017
https://www.pta.org/home/About-National-Parent-Teacher-Association/PTA-Newsroom/news-list/news-detail-page/2017/03/07/National-PTA-Statement-on-President-Trumps-Address-to-Congress
 
119. “National PTA Statement on Betsy DeVos? Confirmation as U.S. Secretary of Education,” PTA, February 7, 2017
https://www.pta.org/home/About-National-Parent-Teacher-Association/PTA-Newsroom/news-list/news-detail-page/2017/02/07/National-PTA-Statement-on-Betsy-DeVos-Confirmation-as-U-S-Secretary-of-Education
 
120. “National PTA Urges Congress and the Administration to Halt Zero-Tolerance Policy Separating Undocumented Children and Families,” PTA, June 20, 2018
https://www.pta.org/home/About-National-Parent-Teacher-Association/PTA-Newsroom/news-list/news-detail-page/2018/06/20/national-pta-urges-congress-and-the-administration-to-halt-zero-tolerance-policy-separating-undocumented-children-and-families
 
121. “National PTA Urges Immediate Action to Address the Humanitarian Crisis at the Border,” PTA, June 27, 2019
https://www.pta.org/home/About-National-Parent-Teacher-Association/PTA-Newsroom/news-list/news-detail-page/2019/06/27/national-pta-urges-immediate-action-to-address-the-humanitarian-crisis-at-the-border
 
122. “Louis E. Raths,” Louis E Raths website
https://louisraths.wordpress.com/values-clarification-2/
 
123.  Larry Cuban, “Whatever Happened To Values Clarification?” Larry Cuban on School Reform and Classroom Practice, October 4, 2017
https://larrycuban.wordpress.com/2017/10/04/whatever-happened-to-values-clarification/
 
124.  Louis E Raths
 
125.  Ibid
 
126.  John Dewey, “A Common Faith,” pp. 1-2, New Haven/Yale University Press and London/Humphrey Milford and Oxford University Press, 1943
https://ia904702.us.archive.org/35/items/in.ernet.dli.2015.90386/2015.90386.A-Common-Faith.pdf
 
127. Ibid. pg. 2
 
128. Ibid. pg. 5
 
129.  Sir Isaac Newton, “The Mathematical Principles of Natural Philosophy Vol 2,” pp. 388-392, London: Printed for Benjamin Motte, at the Middle-Temple Gate, in Fleet-Freet, 1729
https://ia800903.us.archive.org/23/items/bub_gb_6EqxPav3vIsC/bub_gb_6EqxPav3vIsC.pdf
 
130.  John Woodward, “An Essay Towards A Natural History Of The Earth And Terrestrial Bodies, Especially Minerals: As also of the Sea,  Rivers, and Springs, With an Account of the Universal Deluge And of the Effects that it had upon the Earth, ” pp. 71-72, London: Printed for Ric. Wilkin at the Kings-Head in St. Paul’s Church-Yard, 1695
https://ia801608.us.archive.org/20/items/essaytowardnatur00wood/essaytowardnatur00wood.pdf
 
131.  Ibid., pg. 73
 
132.  Ibid., pg. 72
 
133.  Old Deluder Satan Law of 1647
https://www.mass.gov/doc/old-deluder-satan-law/download
 
134.  The Declaration of Independence, July 4, 1776
 
135.  Alexis De Tocqueville, “Democracy In America Volume I,” pp. 45-46, 

Translated by Henry Reeve, Esq., Saunders & Oatley, London, 1835
https://www.google.com/books/edition/Democracy_in_America/-b5LAAAAYAAJ?hl=en&gbpv=0
 
136.  Madison Clinton Peters, “Empty Pews & Selections from Other Sermons on Timely Topics,” pg. 35, 

Philadelphia A. T. Zeising & Co. , Printers And Publishers, December, 1886
https://www.google.com/books/edition/Empty_Pews_Selections_from_Other_Sermons/f54PAAAAIAAJ?hl=en&gbpv=0
 
137.  Abraham Lincoln, “Proclamation Appointing a National Fast Day,” 

Abraham Lincoln Online; originally written and given in Washington D.C., March 30, 1863
https://www.abrahamlincolnonline.org/lincoln/speeches/fast.htm
 
138.  Robert E. Lee, “Letter from Robert E. Lee to Mary Randolph Custis Lee,” 

Encyclopedia Virginia; originally written December 27, 1856
https://encyclopediavirginia.org/primary-documents/letter-from-robert-e-lee-to-mary-randolph-custis-lee-december-27-1856/
 
139.  Margaret Sanger, “The Pivot Of Civilization,” pg. 25, New York Brentano’s Publishers, 1922
https://ia800607.us.archive.org/7/items/pivotofcivilizat00sang/pivotofcivilizat00sang.pdf
 
140.  Charles Darwin, “The Descent Of Man And Selection In Relation To Sex; 2^nd Edition revised and augmented,”

pp. 133-134, London: John Murray, Albemarle Street, 1874
http://darwin-online.org.uk/converted/pdf/1874_Descent_F944.pdf
 
141.  Dewey, “A Common Faith,” pg. 8
 
142.  Ibid. pg. 14
 
143.  Ibid. pg. 25
 
144.  Ibid. pg. 26
 
145.  Ibid.
 
146.  Louise E. Raths
 
147.  Ibid.
 
148.  Foster; Onslaught, 4 min. 55 sec. in
 
149.  Abington School Dist. v. Schempp; U.S. Supreme Court, June 17, 1963
 
(This case also included the Murray .v. Curlett case which, in and of itself did not make it to the Supreme Court but only to an appellate court which delayed its ruling until the U.S. Supreme Court ruling on the Abington School District .v. Schempp case.  The respective appellate court conformed its ruling with that of the Supreme Court ruling on the Schempp case, thus handing the infamous Madalyn Murray O’Hair her judicial victory in her respective case)
https://casetext.com/case/school-district-of-abington-township-pennsylvania-v-schempp-murray-iii-v-curlett
 
For more information on the case pertaining specifically to Madalyn Murray O’Hair:
https://casetext.com/case/murray-v-curlett
 
150. “Letters between Thomas Jefferson and the Danbury Baptists,” 

original correspondence took place between the two parties between the months of October 1801 and January 1802
https://billofrightsinstitute.org/primary-sources/danburybaptists
 
152. “The Restriction of Political Campaign Intervention by Section 501(c)(3) Tax-Exempt Organizations,” IRS
https://www.irs.gov/charities-non-profits/charitable-organizations/the-restriction-of-political-campaign-intervention-by-section-501c3-tax-exempt-organizations
 
153.  Randall Balmer, “The Johnson Amendment and the First Amendment - A No-nonsense Protection,” Liberty Magazine, January/February, 2018
https://www.libertymagazine.org/article/the-johnson-amendment-and-the-first-amendment-a-no-nonsense-protection
 
154.  Michelle Terry, “How the Johnson Amendment Threatens Churches’ Freedoms,” ACLJ, July 26, 2016
https://aclj.org/free-speech/how-the-johnson-amendment-threatens-churches-freedoms
 
155.  Gwennis McNeir, “Outcome Based Education,” Research Roundup, pg. 1, Vol. 10 Number 1, Fall 1993; Educational Resources Information Center (ERIC)
https://files.eric.ed.gov/fulltext/ED379765.pdf
 
156.  Foster; Onslaught, 6 min. 43 sec. in
 
157.  McNeir, pg. 3
 
158.  Ibid.
 
159.  Ibid.
 
160.  Ibid.
 
161.  Foster; Onslaught, 3 min. 24 sec in
 
162.  Ibid. 2 min. 26 sec. in
 
163.  Ibid. 2 min. 32 sec. in
 
164.  Ibid 2 min. 41 sec. in
 
165.  Ibid 22 min. 11 sec in --- 22 min. 22 sec. in
 
166.  Ibid 36 min. 16 sec in --- 36. Min. 50 sec in       
 
167.  Ibid. 39 min. 4 sec. in
 
168.  Ibid. 44 min. 22 sec in
 
169.  Beatrice Peterson, “After racial unrest across US, Congress takes another look at reparations,” 

ABC News, February 17, 2021
https://abcnews.go.com/Politics/racial-unrest-us-congress-takes-reparations/story?id=75925706

 

 

Scripture references:

 
 
 
1.  John 1:3
 
2.  Genesis 2:16-17
 
3.  Genesis 3:3
 
4.  Isaiah 14:11-21
 
5   Ezekiel 28:12-19
 
6.  Genesis 3:4-5
 
7.  Genesis 3:6
 
8.  Genesis 3:7
 
9.  Genesis 3:19

10.  Romans 5:12
 
11.  Romans 6:23
 
12.  Romans 8:19-22
 
13.  Genesis 1:26
 
14.  Matthew 4:8-9
 
15.  Luke 4:6-7
 
16.  John 12:31
 
17.  John 16:11
 
18.  Matthew 15:11, 18-20
 
19.  Matthew 23:6
 
20.  2 Peter 3:6
 
21.  2 Corinthians 5:21
 
22.  Hebrews 4:15
 
23.  Hebrews 7:26-27
 
24.  Romans 4:25
 
25.  Romans 10:13
 
26.  2 Corinthians 5:18
 
27.  2 Corinthians 5:17
 
28.  Matthew 6:33
 
29.  John 14:6
 
30.  Revelation 21-22
 
31.  Matthew 6:25-33
 
32.  Matthew 10:28
 
33.  John 8:32
 
34.  1 Corinthians 15:51-55
 
35.  1 Thessalonians 4:13-18
 
36.  Revelation 20:10-15