RUTHFULLY YOURS

After reporting on Islamic supremacy in our schools a year ago, I thought it worthwhile to see how things have progressed since then, for better or for worse. (Guess which it is.) When last we left off, here’s where things stood. In most cases, information only came to light because parents stumbled upon homework assignments or their child told them something of concern.

Students learned to recite allegiance to Allah along with Muslim prayers and chants. Students were also taught the Five Pillars of Islam, that Muslims pray to the same God as Christians and Jews, that Mohammed was a man with strong moral values, that terrorists are “freedom fighters,” that Muslims treat those they conquer better than America does, along with the taqiyya version of CAIR’s mission. Sharia law was promoted, Qurans were introduced into classrooms, students studied Arabic, female students wore burqas as part of a lesson on Islam, and special courses on Islam prohibited students from wearing a cross or saying the name “Jesus.”

Homework assignments required students to promote the “Golden Age of Islam” while students also had to write about what it would be like to travel to Mecca. All the while, Muslim students were given special privileges that Christian and Jewish students were not afforded, including time off during the day to pray.

Textbooks whitewashed Islam while diminishing Christians and Jews, videos framed non-Muslims as bigots and validated enforcement of blasphemy laws, a Muslim author gave a lecture that stretched over four days about her Islamic-themed book, and field trips to mosques (including the one the Tsarnaev brothers attended) involved non-Muslim students praying to Allah, with non-Muslim boys joined adult Muslims in prayer while girls were told Islam is pro-woman.

Teachers who spoke out were punished. An elementary school teacher was forced to resign after making critical comments about Islam on a talk radio program, CAIR attempted to smear another teacher by accusing her of being a “racist” after she drew an analogy between the Taliban and Hamas during a lesson on bullying, and Christian teachers were harassed by Muslims in the school hierarchy.

(See here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, here, and here.)

So where do things stand today? Sadly, we have more of the same. Much more of it, as Islamic supremacy continues to gain ground in our schools. (See here, here, here, here, here, here, here, here, here, here, here, here, and here.)

A workbook for a three-week course on Islam told students that for the duration of the course they will “become Muslim” by selecting Muslim names and wearing them on ID tags around their necks, dressing up as Muslims and acting the part in order to receive a good grade, being told jihad is a struggle against oppression, playing a dice game called Jihad that pits one group of students against another, reading the opening chapter of the Quran and analyzing various other verses, and memorizing the Shahada (the prayer for conversion to Islam).

Students across various school districts were told that Islam had nothing to do with the 9/11 terror attacks, were taught an Islamic fight song that implied that Allah is the only God, completed a project that involved making pro-ISIS propaganda posters, and a Palestinian activist gave a presentation to third graders that urged them to become “freedom fighters for Palestine.”

Homework assignments included analyzing statements by bin Laden, material from an ISIS blog featuring a female recruiter, and statements from Obama’s Cairo speech that demonized the West and framed Muslims as victims. Students also had to write the Shahada (including the oath “There is no God by Allah”) and sing “Allahu Akbar” in an Arabic song. And a Muslim cleric who was a public school teacher peddled sharia and routinely left school early to conduct prayer services at his mosque. (He’s since been fired.)

Meanwhile Muslims continued to press for special accommodations, such as school closures for Muslim holidays. Mind you, federal law allows students of minority religions to take off from school on their religious holidays without any penalty. But this is not good enough for many Muslims who offer all manner of rationales for why they need more. Some cite relatively high (emphasis on relatively) percentages of Muslims who live in certain districts. But even when their numbers are scant the same pressure is applied, as in Baltimore where no tests are scheduled on Muslim holidays, despite the fact that Muslim students comprise a mere two-to-three percent of the student body.

In one case, a Muslim community leader argued that Muslim students don’t want to miss class even if the absence is excused because it would place an undue burden on them to catch up for the day they missed. So he wants school policy to prohibit tests on Muslim holidays and the day after so Muslim students won’t have any pressure to study during their observance. He admits the ultimate goal is for the school district to close schools completely on those days because: “We want our sons and daughters to feel as American as anyone else and to be on equal footing as everyone else.” (Nice try. How about Muslim students cope just like Jewish students and Hindu students and students from other religious minorities who have been faring just fine? Deal with it!)

Another example of we-are-a-tiny-minority-but-you-owe-us rationale can be found in Anne Arundel County, Maryland, where Muslims comprise less than two percent of the population. No matter. Sporting events are banned the night prior to Muslim holidays and no tests are administered on the holidays themselves.

Then there’s this rationale offered up in Burlington, Vermont, where it is being recommended that schools close for Muslim holidays because most Muslim students are recently arrived refugees who don’t speak much English and missing school will have a negative effect on their learning. But as often happens in these cases a domino effect kicks in, and now the small Hindu community in Burlington wants school closures on their holidays. However no accommodations will be made for Hindus.

Here’s another scenario. In Irvington, N.J., where the superintendent had no idea how many Muslim students were in the school system, schools are closed on Muslim holidays based on “inclusion” rather than necessity. Riiiiiiiiight. And what “necessity” could one ever argue in any of these cases?

But who needs “necessity” when you can stand on the soap box of “rights,” as Kaity Assaf, a Muslim teenager in New Jersey did when she claimed it comes to down having the “right” to have the two most important Muslim holidays acknowledged publicly by closing all schools in her district.

Then there are those who claim victimhood and make loud demands, as happened a couple of months ago in Jersey City, NJ, when the school board made a “difficult and gut-wrenching” decision and refused to close schools for Muslim holidays after Muslims in the community requested this accommodation on six days notice. One Muslim in attendance screamed, “My child should be able to celebrate the holiday!” (as if anyone was stopping that from happening) while another stated “We feel alienated!” (what’s new?). Still another stepped up to the microphone and smirked: “We’re no longer the minority. That’s clear from tonight. We’re going to be the majority soon.”

Arrogance, demands, victimhood, threats, and above all, being above all.