Rush Limbaugh weighed in recently on the Republicans’ on-going debate about what went wrong in November. Elaborating on his earlier comment that he was “[for the first time in my life] ashamed of America,” Limbaugh said, “The Left has beaten us. They have created far more low-information, unaware, uneducated people than we’ve been able to keep up with . . . He added that the Democrats “control the education system . . . pop culture, movies, TV and books” and use that control to create “dependency” among voters.

These are extracts from an article by Bruce Thornton at Front Page. He endorses Rush Limbaugh’s lament. Both of them seem to think that not only has the Left “beaten us” in the present (“us” being Republicans, conservatives, anti-socialists generally), but that the Left’s victory is probably irreversible:

Some may think this is a dog-bites-man observation, but it’s worth looking more closely at the most important item in Limbaugh’s list – the educational system. Everything else Limbaugh mentions is made possible because of the deep corruption in public education from kindergarten to university.

We often focus on the ideological biases of the university, where the more lunatic examples of political correctness get the most attention. But in education as in economics, there is a trickle-down effect. The grandees at the elite universities train the PhD’s who go on to second and third tier institutions, where they in turn train the students who get high school and grade school teaching credentials. They also write most of the textbooks that end up in K-12 classrooms. Thus the progressive ideology metastasizes throughout the educational system, determining the curriculum, the textbooks, and the point of view of the teachers. At that level the ideas may be garbled, half-baked, incoherent, and a collection of clichés and slogans. But they are still toxic and effective at transmitting a world-view to impressionable minds.

When my kids were in public school I witnessed this process over and over. Questionable leftist ideas I had to sit through in graduate seminars turned up regularly in my kids’ English and history courses and textbooks. In the Marxist interpretation of history, for example, traditional historical narratives reflect the “false consciousness” of capitalism’s academic publicists justifying and “mystifying” a history marked by oppression and atrocities in service to a dehumanizing capitalist ideology.

The founding of the United States, then, was not about things like freedom and inalienable rights, but instead reflected the economic interests and power of wealthy white property-owners. The civil war wasn’t about freeing the slaves or preserving the union, but about economic competition between the industrial north and the plantation south. The settling of the West was not an epic saga of hardships endured to create a civilization in a wilderness, but genocide of the Indians whose lands and resources were stolen to serve capitalist exploitation. Inherent in this sort of history were the assumptions of Marxist economic determinism and the primacy of material causes over the camouflage of ideals and principles.

In the 60’s this narrative was married to identity politics: the defining of ethnic minorities and Third World peoples on the basis of their status as victims of this capitalist hegemony and it imperialist and colonialist mechanisms, which justified the plundering, oppression, and exploitation of the non-white “others” with racist notions of their natural inferiority. Various strains of postmodernism added a cultural relativism that put out of bounds any judgments of a culture’s values, since all such standards reflect the economic needs of the dominant power. Soon feminism added women to the list of victims sacrificed to the white-male power structure. …

Generations of credential students have sat in these courses and then gone on to teach in high schools and grade schools, and to write the textbooks and curricula that propagate this ideology. The result is a student population ignorant of the basic facts of history, the vacuum filled with melodramas of victimization, racism, oppression, and violence that cast the United States as a global villain guilty of crimes against humanity. …

So too with the movies, books, television shows, and popular music Limbaugh identifies as vectors of this disease. They merely reflect what their creators absorbed in school and what their audiences have been programmed to uncritically accept as true. Having been schooled in the evil designs of oppressive, greedy corporations that abuse workers and rape the planet, these cultural consumers are natural audiences for the plots of movies and television shows that recycle these dull clichés. Having been taught the evils of free-market capitalism that enriches the few at the expense of the many, they are natural constituents of a class-envy politics demanding the rich “pay their fair share,” which is nothing more than property redistribution useful for creating a class of political clients dependent on the federal government. Having spent years being indoctrinated with romantic environmentalism and Disneyfied visions of nature, they are susceptible to an anti-carbon politics that retards development of American oil resources in the name of “protecting the planet” from an apocalyptic rise in global temperatures caused by human and corporate misbehavior, a notion that barely qualifies as a hypothesis, let alone a scientific fact. But how could most products of our dysfunctional educational system tell the difference?

No surprise, then, that last year Obama won the 18-44 demographic––46% of the electorate––by about 15 points. This is the age group that has spent its whole educational career in schools that fail at teaching fundamental skills and basic information, but succeed at transmitting the progressive ideology perfect for creating conformist dependents …

Thornton acknowledges that some children “escape this warping influence “, which, he says, “is a testimony to parents and independent-minded teachers who are careful to counter this ideology”.

He concludes with a reminder of  the Jesuit educational maxim: “Give me a child until he is seven and I will give you the man”.  And he observes, “Today’s progressives get children until they are 18 and sometimes 21. That kind of influence is hard to match.”

And now the Obama gang want to start the indoctrination even earlier, with free pre-school education for all children.

Have Republican policy-makers thought about how to cure the Left’s corruption of the school and university curricula? Is any Republican leader or conservative organization likely to think about it? Is there a solution short of abolishing all state-financed and state-aided education (which Republicans are extremely unlikely ever to think of doing)?

If the answer to all those questions is no, then is Rush Limbaugh right that “we are beaten”?

Our hopes lie with the invincible liberating selfishness of human nature; with the “natural order of liberty” – which was Adam Smith’s phrase for what Marx called “capitalism”; and with the knowledge derived form both thinking and noting the history of the last hundred years that socialism cannot work so it will not work.

The Left’s victory – like the 1917 Bolshevik revolution in Russia – may last as much as a few decades, to the extreme detriment of America, but it will fail eventually because its teachings are untrue, as all religious doctrines always are.

L is for Leftism  … M is for Marxism and Misery …  R is for Religion, Radicalism, and Revolution …  S is for Superstition, Socialism, and Serfdom … T is for Tyranny …

But that is not what children are being taught.

The religion of the Left has many names: Collectivism, Statism, Socialism, Communism, Progressivism, Marxism …

It is inculcated into children from their infancy, just as the various Christianities, Islamic faiths, Judaisms, Hinduisms, Buddhisms are drummed into little heads.

Where the Left is in power, the inculcation begins in kindergarten. At least in California.

No separation of church and state there. The Left will not admit that it is itself a religion.

This is from Townhall, by Kyle Olson:

Is your three-year-old preschooler chanting “union power” these days? She might, if author Innosanto Nagara has his way.

Nagara wrote A is for Activist, a book supposedly geared for the children of the “99 percent.” In other words, a new vehicle has been developed for leftists to begin indoctrinating children.

“It’s pretty awesome to hear a three-year-old saying ‘union power,’” Nagara said …

But union power and student activism aren’t the only goals. Consider these other letters and how they are applied in the book:

B is for banner, as in a protest banner hanging off a construction crane

L is for LGBTQ, as in Lesbian, Gay, Bi-sexual, Transgendered and Queer

T is for Trans, as in transgendered

Z is for Zapatistas, as in Mexican revolutionary leftists

Heady stuff for preschoolers, but the indoctrinators believe the tikes are old enough to learn the basics of revolutionary thought.

Nagara’s A is for Activist has been heralded by the likes of Code Pink’s Medea Benjamin, who said, “Many a thousand young activists bloom!”

“This is an amazing book for toddlers,” wrote Oakland teachers union activist Mary Prophet.

The Radical teachers group Rethinking Schools gave the book its hearty endorsement, offering it on its resources page.

“This beautifully illustrated alphabet reader brings a whole new vocabulary to board books,” the organizations wrote about the book. “For example, ‘Kings are fine for storytime/Knights are fun to play/But when people make decisions/we will choose the people’s way.’ As a spirited and humor-filled introduction to progressive values, A is for Activist is a book to grow on, and return to again and again for many years. It could also be used as a prompt for older students to create their own alphabet books with a conscience.”

One might ask how anyone with a conscience could even think about exposing little children to this sort of political garbage, or how any parents wouldallow it.

East Bay Express – an “alternative” Oakland news outlet – said the book is for “grooming your future activist.”

“Children’s entertainment comes with no shortage of messages: disobedient princesses learning to obey their parents; giant red dogs urging teamwork; purple dinosaurs imparting the wisdom of just being yourself,” the newspaper wrote. “But with a few exceptions, kids’ books, movies, and music highlight only a narrow range of voices and viewpoints. Most are an implicit endorsement of stratified wealth. … There’s an acute shortage of voices from queer folks and people of color. Many have outmoded gender norms.”

Who knew Barney [a purple dinosaur on a TV children’s program] was endorsing the perpetuation of “stratified wealth”? …

There is a war on for the minds of our future leaders. And judging by Nagara’s book, they’re targeting children at younger and younger ages. …

As a parent, do you know what your student is learning?

“A People’s History of the United States” by Howard Zinn is not so much a history, more a compendium of complaint. And (therefore) of every Leftist issue you could think of.

(We have written about Zinn before. See our post Zinn writes histories, December 11, 2009.)

The “People” in Zinn’s mind are a totally different species from the “fifty-five privileged white males whose class interest required a strong central government” and so wrote the Constitution and founded the Union. Those same fifty-five privileged white males of a species different from the People have continued to pursue their selfish material interests ever since at the expense of downtrodden masses. These masses, this vast victimized majority (he quotes Shelley at them: “Ye are many; they are few!”), consists of subordinated races, females, persons of minority sexual preferences (he doesn’t call them that), and people who would like to be rich but do not manage to become so (he doesn’t call them that).

Zinn milks pity from his readers (or tries to). He would have you feel bad if you are white, if you are male, if you are “privileged” (ie not poor), and if you are American; but implies over some 700 pages that you can redeem yourself from your badness if you will beat your breast frequently, cry “Mea culpa, mea culpa, mea maxima culpa!” every day of your life,  and join with the complainers in bringing down those fifty-five imperial villains by becoming a violent radical socialist revolutionary or, more comfortably – well, he doesn’t say so in the book because it was published before the Occupy Wall Street movement emerged, but he would have said, by joining it.

Thomas Sowell writes at Townhall:

Schools were once thought of as places where a society’s knowledge and experience were passed on to the younger generation. But, about a hundred years ago, Professor John Dewey of Columbia University came up with a very different conception of education — one that has spread through American schools of education, and even influenced education in countries overseas.

John Dewey saw the role of the teacher, not as a transmitter of a society’s culture to the young, but as an agent of change — someone strategically placed, with an opportunity to condition students to want a different kind of society.

Or to put it another way: indoctrinate students to believe that a much better society – even a perfect one – could be planned and is only not being planned because “corporate interests” (a euphemism for the fifty-five immortals who founded the USA) will not allow it.

A century later, we are seeing schools across America indoctrinating students to believe in all sorts of politically correct notions. The history that is taught in too many of our schools is a history that emphasizes everything that has gone bad, or can be made to look bad, in America — and that gives little, if any, attention to the great achievements of this country.

If you think that is an exaggeration, get a copy of “A People’s History of the United States” by Howard Zinn and read it. As someone who used to read translations of official Communist newspapers in the days of the Soviet Union, I know that those papers’ attempts to degrade the United States did not sink quite as low as Howard Zinn’s book.

That book has sold millions of copies, poisoning the minds of millions of students in schools and colleges against their own country. But this book is one of many things that enable teachers to think of themselves as “agents of change,” without having the slightest accountability for whether that change turns out to be for the better or for the worse — or, indeed, utterly catastrophic.

This misuse of schools to undermine one’s own society is not something confined to the United States or even to our own time. It is common in Western countries for educators, the media and the intelligentsia in general, to single out Western civilization for special condemnation for sins that have been common to the human race, in all parts of the world, for thousands of years.

Meanwhile, all sorts of fictitious virtues are attributed to non-Western societies, and their worst crimes are often passed over in silence, or at least shrugged off by saying some such thing as “Who are we to judge?”

Even in the face of mortal dangers, political correctness forbids us to use words like “terrorist” when the approved euphemism is “militant.” Milder terms such as “illegal alien” likewise cannot pass the political correctness test, so it must be replaced by another euphemism, “undocumented worker.”

Some think that we must tiptoe around in our own country, lest some foreigners living here or visiting here be offended by the sight of an American flag or a Christmas tree in some institutions. …

American schools today are … undermining American society as one unworthy of defending, either domestically or internationally.

Which reminds us of what happened to Rome when it took on Christianity, the first Mea Culpa creed in history.

This is from Radical Islam, by Charles Jacobs:

Millions of voters who have resided in America their whole lives have immigrated without moving an inch. They don’t live in the country of their birth even if they’ve never travelled outside its borders. This is not your father’s America. It’s not even your older brother’s. 

So writes Daniel Flynn, in an article at Front Page.

The electorate that voted Ronald Reagan into the presidency in 1980 was 88 percent white, ten percent black, and two percent Hispanic. The body politic that reelected Barack Obama in 2012 was 72 percent white, thirteen percent black, ten percent Hispanic, three percent Asian, and two percent “other” …

But –

The changing complexion of America may be the most superficial of the major demographic shifts. Getting married and bringing children into the world are less popular now than at any point in U.S. history. In 1980, just 18 percent of births occurred to women not married to their child’s father. Now, that figure exceeds 40 percent. Without a daddy in their house, many single mothers look for a daddy in the White House. …

So many Americans now depend on government for food, shelter, retirement, education, health care, and even jobs that the party of government almost guarantees itself a majority long before the campaign has started. Consider that in 1980 slightly more than twenty million Americans received food stamps. In 2012, the number approaches fifty million. From bailed-out Toledo autoworkers to the comfortably unemployed approaching 99 weeks of benefits in Detroit to Georgetown co-eds desiring free birth control, the Democrat constituency is the coalition of the bought. …

Republicans Tuesday suddenly came to grips with the changes that have been slowly transforming the United States of America. …

There has been a revolution within the form.

The nation’s name remains the same. Its habits, and inhabitants, have changed beyond recognition. 

A majority of Americans chose socialism. They may not call it that, but that is what they’re getting with their choice of Obama.

As Daniel Flynn says, the transformation of America did not come suddenly. The November 2012 election was only the consummating event. Preparation for it started decades ago. To choose an arbitrary date, one might say 1968. But the realization that it has happened has come suddenly to the Republican Party.

The change came to the West in general.

Since the advent of the “New Left”, generations of children have been educated to believe that socialism is good, capitalism is bad. In American public schools, the teaching of every branch of the humanities is an indoctrination of socialism. American history is taught as a shameful tale. The books of modern fiction prescribed for student reading more often than not carry the messages of the left: anti-capitalism, egalitarianism, environmentalism, multiculturalism. The nation state and military strength are bad. Pacifism and world socialist government are good. Business is a bad thing. (“Making a profit is a disease in our society”, declares that icon of the left, Noam Chomsky.) The person who succeeds in making money in business is ipso facto a bad person.

All this they were taught. It was a long concerted campaign. “The  long march through the institutions” (the slogan that became a program, first uttered by Antonio Gramsci, founder of the Italian Communist Party) was patiently undertaken by the footsoldiers of the left, and steadily achieved. One by one the institutions were conquered: the schools and universities, many of the churches (easily turned from irrationalism to irrationalism, from one faith to another), the media, the entertainment industry; in Europe, and parts of America, even the police and the courts of law; eventually the government, and so the military and the intelligence services.

And conservatives did not notice the march. Or if they noticed it, they didn’t think it worth the effort to stop it. And now it cannot be reversed. It is a one-directional movement, a political ratchet.

So America goes socialist. The spectacle of other societies failing under socialism/communism/collectivism/statism should, in reason, make Americans shudder, not emulate them. But it hasn’t. Americans have caught the disease that is destroying the West.

What is its name?

As a failure to notice that socialist experiments have failed, it’s mental blindness.

As a failure to understand why they’ve failed, it’s mental feebleness.

As an open-eyed, fully conscious commitment to self-destruction, it is, in the medical term, suicidal ideation.

Democracy kills itself.

November 6, 2012, the day on which Barack Obama was re-elected to the presidency of the United States, was a moment when the history of America was decisively changed. Some – and we are among them – think that the old America, the America founded in 1776, died on that day.

We have selected passages from several post mortems (see the whole articles).

Dr. Ileana Johnson Paugh, who has lived under a communist regime, writes a lament:

Our Constitutional Republic died a peaceful death on November 6, 2012. Having reached the point of no return in a comatose state after years of progressive and illegal immigration assaults, the fabric of conservative society is now completely unraveled and Uncle Sam’s America is no more.The United States of America is now relegated to the dust bin of history as a “has been” empire. The Shining City on the Hill, the hope of so many millions since July 4, 1776, no longer exists. What rises from the ashes is a country that few of us will recognize, like, or learn to accept submissively. After 236 years of existence, a new country emerges today … The Supreme Court will be forever altered after its last conservative members will be replaced by the liberal academics who call themselves “progressives.” The rule of law will be implemented by Executive Orders, making Congress irrelevant. The communist motto “Forward” that resonated with so many ignorant Americans will plunge us into many years of darkness from which we will never be able to recover. We have proven our Founding Fathers right, they did give us a Constitutional Republic and we were unable to maintain it. … The welfare dependent Americans, unions, and illegal aliens have chosen for the rest of us the dark path of serfdom to big government and to socialist utopia. … Rallies in support of conservatism overwhelmed venues for Mitt Romney while rallies for our bumbling President became scarcer and scarcer. Yet, miraculously, at the ballot box, our President won all over the countrt. … Americans chose high unemployment, reduction of our military, communist indoctrination of their children, and loss of personal freedoms … I am saddened by the loss of millions and millions of American soldiers who have died to preserve freedom yet we lost it on November 6, 2012.

Ron Radosh gives some advice. He writes:

The president will argue that the nation has given him a mandate and endorsed the policies he sought to pursue, and that he will do all he can to move the United States to the “fundamental transformation” he said was his goal in the 2008 election campaign. That means the opposite of any attempt for serious compromise, and a hunkering down to try to move ahead with ObamaCare and other politically leftist programs. …  So what should conservatives do? … Those opposed to the direction Obama favors should provide serious and meaningful alternatives of their own, and present them to the nation. They should do everything possible to reveal to the nation that it is the White House, and not the defeated Republicans, that is failing to deal with the coming crisis of a growing entitlement state.  In foreign policy, which is the most dangerous of the coming crises that will face the Obama administration, conservatives should relentlessly forge ahead on issues like the failure of the White House in the murders of our diplomats at Benghazi, which candidate Romney foolishly failed to deal with in the last days of the campaign … It also means a continuing effort to raise the issue of the danger to the world of the growing radical Islamic movements abroad, to attack their ideology, and to make it clear that although Bin Laden is dead, his death did not put an end to a regrouped al-Qaeda.

J. Christian Adams sounds a note of optimism, looking to the individual states to preserve liberty. He  writes:

The Founders gave us a Constitutional architecture which was designed to delay the arrival of demagogues. And make no mistake about it, Obama is a demagogue. He has totalitarian tendencies which manifest over and over and over again. Whether attacking religious liberty, or secured Chrysler bondholders, this man comes from a worldview distinctly un-American. Thankfully the Constitution still is operative. Some of the liberties the Founders secured are still ours to treasure. The press remains free. We can still assemble. And I suspect after tonight, gun ownership will substantially increase. But another part of our Constitutional architecture provides solace tonight – the 10th Amendment. Sure, we’ve heard the 10th thrown about for years. But tonight it ripened. Whatever powers aren’t given to the federal government, it doesn’t have. And the states are empowered to push back against federal power. It’s funny how those wise architects 200 years ago anticipated things we couldn’t anticipate just a decade ago. It is providential that the document contains seeds that sprout over time. The 10th Amendment does not lend itself to the sort of corrupt interpretation that the Commerce Clause does. States retain power, period. …

Bryan Preston writes in a spirit of mea culpa but let’s-now-do-it-right encouragement:

We can blame the candidate, sure. Romney didn’t fully capitalize on his first-debate win, and apparently the Chris Christie/Barack Obama lovefest turned a lot of votes back to the president, too. But overall, Romney ran almost as competent a challenger’s campaign as I’ve seen. We can blame the press, sure. Benghazi alone would have sunk most presidents — most Republican presidents — in weeks if not days. The coverup by the Complicit Media was shameful in the extreme. But we’ve faced down the MSM before, and won. So, no, I don’t think we can just blame Romney and I don’t think we can just blame the press. Even combined, those two aren’t enough to explain what happened today. There is something deeply wrong with our country. We’ve been living on borrowed time — and trillions of borrowed dollars — for a decade already. We seem to think that we can keep on doing so. That more than anything else is “the new normal.” Thomas Jefferson famously said of the slavery issue, “I tremble for my country when I reflect that God is just; that his justice cannot sleep forever.” I tremble for my country when I think that the God of Compound Interestis a far more jealous God than Jahweh, Allah, and Zuul all wrapped up into a single, bloody package. Maybe that truth — the truth — doesn’t sell in a country that’s been suffering for four years now, and with no real end in sight. This election should have been something like a walkover for the challenger. But no. Our economic destiny is already written in stone, with four trillion in new debt run up by Bush and the GOP, and another six trillion by Obama and the Democrats. Our only hope is rapid and wrenching reform. The alternative is hyperinflation, Cloward-Piven [forcing the break-down of the system and then establishing communism], and all the rest of the Zimbabwe-like horror. And that means Mitt Romney didn’t fail us. That means people like me — people like you — failed our country. We had years to make the case, and we didn’t. We worked our bottoms off, but it wasn’t enough. So we must redouble our efforts. … Do not tire, do not flag, do not quit. … We will need to fight [Obama] at every turn. I’m not quitting. Don’t you quit now, either.

We won’t be quitting.

The worst is yet to be, and for as long as we have the freedom to say what we think, we – and all our readers, we trust and hope – will continue to do so.

… And, on further thought, do so even after that freedom is denied us, because then it will be even more necessary. That’s our pledge.

Although the Koran is believed by Muslims to contain all the knowledge a man could ever need, the Obama administration is spending ample tax-dollars coaching Muslims in science and technology.

As far as we can discover, it is the only religious group at home or abroad to be given this expensive attention.

But then, Islam has earned its reward from Americans, hasn’t it?

Here’s the information quoted in full from a US Government Fact Sheet:

Science and Technology Engagement With the Muslim World

Progress in Realizing the President’s Vision of Enhanced Science and Technology (S&T)
Partnership in the Muslim World

1. Science Envoys: Three of America’s most prominent scientists traveled and engaged with counterparts in Morocco, Egypt, Indonesia, and other countries.

2. OPIC Fund: The OPIC Global Technology and Innovation Fund attracted almost $2 billion in private investment to support technological development projects to be implemented in Muslim communities around the world.

3. Center of Excellence on Water: USAID and State Department began the creation of a Middle East Water Center after extensive consultations across the region.

The program pursues the shibboleths of the left:

4. Center of Excellence on Climate Change: USAID and the State Department began the creation of an Asia Regional Climate Change Center after extensive consultations across the region, with an anticipated initial focus on water-scarcity issues.

Here’s one specially worth noting:

5. Gulf Nuclear Energy Infrastructure Institute: This newly established institute — a collaborative effort involving the State Department, Department of Energy (DOE), Khalifa University of Science, Technology and Research, Emirates Nuclear Energy Corporation, UAE Federal Authority for Nuclear Regulation, Sandia National Laboratory, and Texas A&M University’s Nuclear Security Science & Policy Institute — will work with Gulf States through regional workshops and follow-up bilateral training to assist those states that decide to pursue nuclear energy with the tools to do so in a safe, secure, and safeguarded manner.

It all sounds wonderfully friendly and cozy, this communion with the religion that is dedicated to our destruction:

6. Entrepreneurship Summit: This summit brought together successful business and social entrepreneurs, venture capitalists, development bankers, and other business experts to discuss ideas and share experiences with a view toward creating support networks that will help promote development in Muslim communities.

7. Expanded Science Corps: Secretary of State Clinton committed to expanding the number of Environment, Science, Technology, and Health (ESTH) officers at embassies, with new positions already being filled in the Middle Easter and North Africa (MENA).

But she grudges every penny spent on protection for our diplomats in the Islamic Middle East. (See all our recent posts on the murder of Ambassador Stevens and three other Americans in Libya.)

8. Regional R&D Collaboration: The State Department launched six new Middle East Regional Cooperation projects to fund applied research and S&T cooperation involving institutions in Jordan, West Bank/Gaza, Tunisia, and Israel on topics in agriculture, environmental protection and global and regional health.

Cooperation projects? Jordan, “West Bank/Gaza”, Tunisia with Israel?  Well, good luck with that.

9. Bilateral R&D Collaboration: The United States and Indonesia concluded a new S&T Agreement and the United States provided a doubling of financial support for S&T agreements with Egypt and Pakistan.

10. Frontiers of Science Program: The U.S. National Academy of Sciences expanded this program to support linkages between young scientists in the United States and Southeast Asia, with planned expansion to additional regions as well.

11. MENA POWER 2010: The U.S. Trade and Development Agency (USTDA) sponsored a Middle East and North Africa technology and projects forum to match MENA policymakers and project stakeholders in the electric power sector with U.S. providers of equipment and service solutions.

For such vital “investment”, the heavily-indebted United States borrows or prints money.

Lots more moola is to be lavished on solar panels (and windmills?)  in Islamic states – “green energy” being another bee in Obama’s bonnet:

12. Energy:

• Memorandum of Understanding for Clean Energy Cooperation: DOE partnered with UAE’s multi-billion-dollar Masdar City clean energy initiative, with delegates and DOE officials outlining an initial work plan.
• Memorandum of Understanding for Cooperation: Secretary Chu signed this MOU during his visit to the King Abdulaziz City for Science and Technology, in Riyadh, to facilitate partnerships with DOE national laboratories, U.S. universities and scientific institutions.
• Feasibility Studies: USTDA supported extensive feasibility studies throughout the region to determine potential capabilities for geothermal energy, solar energy, and smart grid technology.

13. Information Communication Technology:

• Iraq Science and Technology Virtual Science Library project was officially transferred to Iraqi government control and administration. 7500 users are now registered, 95% of the university population is participating, 1,000,000 articles have been downloaded to date, and publications by Iraqi authors are increasing apace and expected to reach about 300 this year.
• NSF supported a host of electronic networking programs, including implementation of a multi-million-dollar broad-band internet linkage to Egypt and Pakistan, and provided support to involve Jordan, Saudi Arabia, Turkey, France, and nearly all countries in North Africa in a network for research on new materials for renewable energy. Maghreb Digital Library. The State Department supported the establishment of a Digital Library for the Maghreb (Morocco, Algeria, Tunisia, Libya, Mauritania) to support development in S&T, increase access to digitized scientific data and research, and encourage partnership and networking.

14. Health:

• Secretary of Health and Human Services Kathleen Sebelius and the Organization of Islamic Conference (OIC) jointly hosted a Health Dialogue with Ministers of Health from the OIC member states in Geneva on the margins of the World Health Assembly. Concrete steps were outlined for enhanced collaboration.
• The National Institutes of Health conducted training in tobacco control, injury and trauma, bioethics [?] and genetics. This included meetings among twelve regional nations across MENA and SE Asia, leading to the creation of new programs in medical schools in the participating nations.

15. Water: The U.S. Geological Survey supported extensive training in collection and analysis of water samples, workshops on water contamination, training on the establishment of digital water resources data systems, and consultation on the establishment of water quality laboratories across the Middle East, South and Southeast Asia.

16. Space: NASA signed agreements with several nations for future collaboration on space programs. NASA now has agreements with 30 of the world’s more than 50 Muslim-majority nations.

17. Pollution: The Environmental Protection Agency has teamed up with Indonesia and Jordan to create programs aimed at decreasing air pollution in both nations. Breathe Easy Jakarta and Jordan’s Environmental Rangers are just two of the programs implemented to increase public participation and enforcement and accountability in the fight against pollution.

And lots more is in the pipeline. Unless, that is, Mitt Romney becomes president and cancels this massive transfer of US borrowed wealth to Islamic states.

Top 10 Activities in the Year Ahead

1. Global Engagement Fund: S&T collaboration is an important part of the new $100M Global Engagement Fund submitted to Congress for FY2011.

2. US-Egypt Year of Science 2011: This year-long enterprise will celebrate US Egypt engagement in science, promote interest among Egyptian youth in science-related careers and research, and promote digital engagement among the Egyptian science community with US peers and institutions.

3. New Science Envoys: The Administration will name three new envoys, with plans to travel to Central Asia, East and West Africa, and Southeast Asia.

4. Science, Technology, and Innovation Conference 2011: This conference will include representatives from Muslim communities around the world in cooperation with Islamic Educational, Scientific and Cultural Organization (ISESCO) and other key stakeholders.

5. White House/OSTP Digital Knowledge Networking Event: This major international event will bring together ICT leaders from public and private foundations involved in electronic knowledge sharing, technology, education, and development, along with other experts, to move from idea to realization of a significant increase in on-line knowledge-sharing in science and technology.

6. Middle East Energy Efficiency Center: DOE, State, and USAID will launch an effort in the Middle East to promote and enhance regional cooperation in science and technology, focusing on six energy-efficiency initiatives.

7. Challenges & Awards: EPA/USAID will launch a challenge to drive innovation for water technologies serving international and domestic constituencies.

8. Forest Conservation: The Department of Interior will work with several nations to preserve nature reserves and protect endangered species.

9. Eye on the Earth – Abu Dhabi 2010: EPA will co-sponsor this event to address the establishment of a global environmental information network.

10. Joint Ocean Exploration: NOAA’s research vessel Okeanos Explorer and the Indonesian research vessel Baruna Jaya will make a pioneering joint mission to the “Coral Triangle” in the Indo-Pacific region in the summer of 2011.

Note that in all this there is no mention of any project to promote the education of women in the Muslim world. We do not advocate the spending of US tax dollars on women’s education in Afghanistan (for instance), only suggesting that if the Obama administration is concerned with improving knowledge in Islam, they might raise the subject in some of their get-togethers with their Muslim buddies.

In Britain, a toy farm set called HappyLand Goosefeather Farm was sold without pigs. 

The pig removal came to public attention after a British mother bought the toy as a present for her daughter’s first birthday. Although the set contained a model of a cow, sheep, chicken, horse and dog, there was no pig, despite there being a sty and a button which generated an “oink” sound. After the mother complained, the Early Learning Centre (ELC), which manufactures the toy, responded: “Previously the pig was part of the Goosefeather Farm. However due to customer feedback and religious reasons this is no longer part of the farm.”

Which religion was it that had to be pandered to by the removal of the pig itself, though the oink of the pig could still be heard in the land?

You guessed it!

But for the generally ever more craven British public the removal of the pig from the toy farm was more than could be borne. There was “a public outcry”.

And it worked! The manufacturers relented and put the pigs back. Bravely, nobly, they announced that in Britain they would “reinstate the pig”, and stop exporting the set.

“We recognize that pigs are familiar farm animals, especially for our UK customers. We have taken the decision to reinstate the pig and to no longer sell the set in international markets where it might create an issue.”

But there is no outcry by native Britons against the conquest of their land by soft jihad. So although a toy pig gets a reprieve from the tyranny of sharia, the children themselves will not be spared.

Beyond the oink and the fury, when the tumult and the shouting die, Islam’s triumph overall cannot be denied.

So we learn from this Gatestone Institute report by Soeren Kern, where we found the story of the toy pig:

In Cheshire, two students at the Alsager High School were punished by their teacher for refusing to pray to Allah as part of their religious education class.

In Scotland, 30 non-Muslim children from the Parkview Primary School recently were required to visit the Bait ur Rehman Ahmadiyya mosque in the Yorkhill district of Glasgow. At the mosque, the children were instructed to recite the shahada, the Muslim declaration of faith which states: “There is no god but Allah and Mohammed is his messenger.” Muslims are also demanding that Islamic preachers be sent to every school in Scotland to teach children about Islam, ostensibly in an effort to end negative attitudes about Muslims.

And in order that Muslims be not offended, many a true fact of history must be suppressed:

British schools are increasingly dropping the Jewish Holocaust from history lessons to avoid offending Muslim pupils, according to a report entitled, Teaching Emotive and Controversial History, commissioned by the Department for Education and Skills.

British teachers are also reluctant to discuss the medieval Crusades, in which Christians fought Muslim armies for control of Jerusalem: lessons often contradict what is taught in local mosques.

In an effort to counter “Islamophobia” in British schools, teachers now are required to teach “key Muslim contributions such as Algebra and the number zero” in math and science courses, even though the concept of zero originated in India.

And algebra in Islam-conquered Persia.

Children’s minds may be be fed on porkies, but not their bodies on pork:

In the East London district of Tower Hamlets, four Muslims were recently jailed for attacking a local white teacher who gave religious studies lessons to Muslim girls; and 85 out of 90 schools have implemented “no pork” policies.

Schools across Britain are, in fact, increasingly banning pork from lunch menus to avoid offending Muslim students. Hundreds of schools have adopted a “no pork” policy …

The culinary restrictions join a long list of politically correct changes that gradually are bringing hundreds of British primary and secondary education into conformity with Islamic Sharia law.

The London Borough of Haringey, a heavily Muslim district in North London, is the latest school district to switch to a menu that is fully halal (religiously permissible for Muslims). The Haringey Town Council recently issued “best practice” advice to all schools in its area to “ban all pork products in order to cater for the needs of staff and pupils who are not permitted contact with these for religious reasons.”

Local politicians have criticized the new policy as pandering to Muslims, and local farmers, who have pointed out that all schools in Britain already offer vegetarian options, have accused school administrators of depriving non-Muslim children of a choice. Following an outcry from non-Muslim parents, the town council removed the guidance from its website, although the new policy remains in place.

At the Cypress Junior School, in Croydon, south London, school administrators announced in the school newsletter dated June 1, 2012 that the school has opted for a pork-free menu “as a result of pupil and parental feedback.” The announcement states: “Whilst beef, chicken, turkey and fish will all feature, as well as the daily vegetarian and jacket potato or pasta option, the sausages served will now be chicken rather than pork.”

In Luton, an industrial city some 50 kilometers (30 miles) north of London where more than 15% of the population is now Muslim, 23 out of 57 schools have banned pork.

In the City of Bradford, a borough of West Yorkshire in Northern England where there are now twice as many practicing Muslims that there are practicing Anglicans, 24 out of 160 schools have eliminated pork from their menus. In Newham (East London), 25 out of 75 schools have banned pork. Other pork-free schools include Cranford Park Primary School in Hayes (Middlesex), and Dog Kennel Hill Primary in East Dulwich (South London).

The Borough of Harrow in northwest London was among the first in Britain to encourage halal menus. In 2010, Harrow Council announced plans to ban pork in the borough’s 52 state primary schools …

According to the UK-based National Pig Association, which represents commercial pork producers, “It is disappointing that schools cannot be sufficiently organized to give children a choice of meat. Sausages and roast pork are staples of a British diet and children enjoy eating them. If products can be labeled with warnings that they contain nuts and vegetarian dishes can be made and kept separate from meat dishes, [we] don’t see why the same can’t apply to pork.”

They’re merely disappointed, not outraged? They don’t see why? Tell them: because the Muslims say no.

The Muslims say that childhood in Britain must be changed in all sorts of ways.

Lunch menus are not the only area in which “cultural sensitivity” is escalating in British schools.

In West Yorkshire, the Park Road Junior Infant and Nursery School in Batley has banned stories featuring pigs, including “The Three Little Pigs”, in case they offend Muslim children.

In Nottingham, the Greenwood Primary School cancelled a Christmas nativity play; it interfered with the Muslim festival of Eid al-Adha. In Scarborough, the Yorkshire Coast College removed the words Christmas and Easter from their calendar not to offend Muslims.

Also in Cheshire, a 14-year-old Roman Catholic girl who attends Ellesmere Port Catholic High School was branded a truant by teachers for refusing to dress like a Muslim and visit a mosque.

In Stoke-on-Trent, schools have been ordered to rearrange exams, cancel swimming lessons and stop sex education during the Muslim holy month of Ramadan. In Norwich, the Knowland Grove Community First School has axed the traditional Christmas play to “look at some of the other great cultural festivals of the world.”

Soon all English literature will probably have to be sifted for references to pigs, and the books re-written without them, in the probably vain hope that they won’t be burnt anyway when Paliament is won by the Sharia Party.

When that day comes, there will be no more pigs anywhere on the British islands, not in stories, not on farms, not as toys.

Will there be music and  dancing? Wine and beer?

Pictures in the galleries? Statues in Trafalgar Square?

Football?

There is a Republican faction, a very large one, which we disdain as much as we do Democrats and collectivists in general.

Here’s part of a report from the Freethinker, by Barry Duke, which demonstrates who these Republicans are, and why we despise them and fear what they do with power when it’s put in their hands:

Schools run along faith guidelines have hit the jackpot big time following Louisiana’s decision to siphon tens of millions of tax dollars out of public schools and into religious institutions where only creationism will be taught.

In what is described here as “the nation’s boldest experiment in privatizing public education”, the state will pay private industry, businesses owners and church pastors to educate children.

That should read: “miseducate children”.

Starting this fall, thousands of poor and middle-class kids will get vouchers covering the full cost of tuition at more than 120 private schools across Louisiana, including small, Bible-based church schools.

Said Governor Bobby Jindal, a Republican who muscled the plan through the legislature this spring over fierce objections from Democrats and teachers unions:

We are changing the way we deliver education. We are letting parents decide what’s best for their children, not government.

We are for private education. We are for parental choice of schools. We know that the teachers unions are a hindrance to good education. We do not like the voucher system because it is a way of redistributing wealth. We are vehemently against tax-payers’ money being spent on teaching children superstition and lies. Christianity’s (which is to say Judaism’s) account of the origins of the universe is a lie.

Jindal is a devout Catholic, and this is what he believes:

As Christians, we’re secure in the knowledge that in the Book of Life, our God wins. He gets off that cross. He beats Satan. We’re not called to be despondent. We are called to be salt and light and to be planting the seeds of the gospel.

Small religious schools, including some that are just a few years old and others that have struggled to attract tuition-paying students, are cock-a-hoop over the plan. New Living Word in Ruston is especially chuffed over the scheme, and is willing to accept the highest number of voucher students – 314.

New Living Word has a top-ranked basketball team but no library. Students spend most of the day watching TVs in bare-bones classrooms. Each lesson consists of an instructional DVD that intersperses Biblical verses with subjects such as chemistry or composition.

The Upperroom Bible Church Academy in New Orleans, a bunker-like building with no windows or playground, also has plenty of slots open. It seeks to bring in 214 voucher students, worth up to $1.8 million in state funding.

At Eternity Christian Academy in Westlake, pastor-turned-principal Marie Carrier hopes to secure extra space to enroll 135 voucher students, though she now has room for just a few dozen.

Her first- through eighth-grade students sit in cubicles for much of the day and move at their own pace through Christian workbooks, such as a beginner’s science text that explains “what God made” on each of the six days of creation. They are not exposed to the theory of evolution. Heaven forbid, NO! Said Carrier: “We try to stay away from all those things that might confuse our children.”

Other schools approved for state-funded vouchers use social studies texts warning that liberals threaten global prosperity, …

They do. With that we have no quarrel.

…  Bible-based math books that don’t cover modern concepts such as set theory, …

Even mathematics to be “Bible-based”? How? Please don’t answer!

…  and biology texts built around refuting evolution.

How they can “refute evolution” without “exposing” the children to it is a puzzle.

Angrily we declare: Better that children have no schooling at all than be taught to believe these absurd, gruesome, and immoral fabrications of primitive minds.

(Hat-tip, reader and commenter Frank.)

Fred Reed is a man who rants cogently and eloquently. Sometimes we agree with him, often we don’t, but he’s usually worth reading.

We find much to agree with in this provocative article of his, but also quite a lot to question:

I wonder what purpose the public schools serve, other than to warehouse children while their parents work or watch television. They certainly don’t teach much, as survey after survey shows. Is there any particular reason for having them? Apart from their baby-sitting function, I mean.

Schooling … should be adapted to the needs and capacities of those being schooled. For unintelligent children, the study of anything beyond minimal reading is a waste of time, since they will learn little or nothing more. For the intelligent, a public schooling is equivalent to tying an anchor to a student swimmer. The schools are an impediment to learning, a torture of the bright, and a form of negligent homicide against a country that needs trained minds in a competitive world.

Allowing for some hyperbole, we accept those points.

Let us start with the truly stupid. Millions of children graduate—“graduate”—from high school—“high school”—unable to read. Why inflict twelve years of misery on them? It is not reasonable to blame them for being witless, but neither does it make sense to pretend that they are not. For them school is custodial, nothing more. Since there is little they can do in a technological society, they will remain in custody all their lives. This happens, and must happen, however we disguise it.

For those of reasonably average acuity, it little profits to go beyond learning to read, which they can do quite well, and to use a calculator. Upon their leaving high school, question them and you find that they know almost nothing. They could learn more, average not being stupid, but modest intelligence implies no interest in study. This is true only of academic subjects such as history, literature, and physics. They will study things that seem practical to them. Far better to teach the modestly acute such things as will allow them to earn a living, be they typing, carpentry, or diesel repair. Society depends on such people. But why inflict upon them the geography of Southeast Asia, the plays of Shakespeare, or the history of the nineteenth century? Demonstrably they remember none of it.

Some who favor the public schools assert that an informed public is necessary to a functioning democracy. True, and beyond doubt. But we do not have an informed public, never have had one, and never will.

Nor, really, do we have a functioning democracy.

On that point he goes on to explain:

Any survey will reveal that most people have no grasp of geography, history, law, government, finance, international relations, or politics. And most people have neither the intelligence nor the interest to learn these things. If schools were not the disasters they are, they still couldn’t produce a public able to govern a nation.

“A public able to govern a nation”. Yes, that would be a description of a functioning democracy. But as the “witless” and those who have “no interest in study” will always constitute a significant part of the demos, it would follow that “a functioning democracy” is forever impossible. And yet – how informed must a public be, or how many persons must be well informed, to sustain “a functioning democracy”? Ill-informed or even illiterate persons can be astute, for instance, about money. (As the old song goes: “He signs his checks with Xs but they cash them just the same.”)

But it is for the intelligent that the public schools—“schools”—are most baneful. It is hideous for the bright, especially bright boys, to sit year after year in an inescapable miasma of appalling dronedom while some low-voltage mental drab wanders on about banalities that would depress a garden slug.

Yes, that’s all too often the case.

The public schools are worse than no schools for the quick. A sharp kid often arrives at school already reading. Very quickly he (or, most assuredly, she) reads four years ahead of grade. These children teach themselves. They read indiscriminately, without judgement—at first anyway—and pick up ideas, facts, and vocabulary. They also begin to think. …

Yes again. Those who want to learn will learn.

The bright should go to school, but it is well to distinguish between a school and a penitentiary. They need schools at their level, taught by teachers at their level. It is not hard to get intelligent children to learn things, and indeed today a whole system of day-care centers only partly succeeds in keeping them from doing it.

By “day-care centers” he means the public schools of course, and we think he’s right that intelligent children manage to learn without much help from public school teachers.

They like learning things … When I was in grade school in the early Fifties, bright kids read, shrew-like, four times their body weight in books… In third grade or so, they had microscopes (Gilbert for hoi polloi, but mine was a fifteen-dollar upscale model from Edmund Scientific) and knew about rotifers and Canada balsam and well slides and planaria.

These young, out of human decency, for the benefit of the country, should not be subjected to public education—“education.” Where do we think high-bypass turbofans come from? Are they invented by heart-warming morons?

To a remarkable extent, dumb-ass public schools are simply not necessary. … The absorptive capacity of smart kids is large if you just stay out of their way. A bright boy of eleven can quickly master a collegiate text of physiology, for example. This is less astonishing than perhaps it sounds. The human body consists of comprehensible parts that do comprehensible things. If he is interested, which is the key, he will learn them, while apparently being unable to learn state capitals, which don’t interest him.

What is the point of pretending to teach the unteachable while, to all appearances, trying not to teach the easily teachable? The answer of course is that we have achieved communism, the rule of the proletariat, and the proletariat doesn’t want to strain itself, or to admit that there are things it can’t do.

An interesting view; true if communism is “the rule of the proletariat”, and if the proletariat rules. In any case, whoever is ruling is getting it wrong.

In schooling, perhaps “from each according to his abilities, to each according to his needs” isn’t a bad idea. If a child has a substantial IQ, expect him to use it for the good of society, and give him schools to let him do it. If a child needs a vocation so as to live, give him the training he needs. But don’t subject either to enstupidated, unbearably tedious, pointless, one-size-fits-nobody pseudo-schools to hide the inescapable fact that we are not all equal.

We’d hope that nobody with a substantial IQ would deliberately set out “to use it for the good of society”. If he uses it for his own good it would be almost impossible for him not to be contributing something valuable to others.

That the type of education or training provided should suit abilities and answer vocational needs is a thoroughly reasonable proposal.

And government should have nothing to do with education.

(Hat tip, our reader and commenter Frank)