by Pamela Geller
Endless concessions and accommodations to Islamic demands only give way to more demands for even more Islam, as shown in the recent blockbuster revelations of an Islamic takeover of UK public schools. What is less well known is the same kinds of things are happening here in the United States.
So outrageous were the allegations that the usually subdued and sharia-compliant British authorities initiated an investigation into the charges that devout Muslims covertly sought to “Islamize” the public schools in the UK. The bombshell was dropped last month in a leaked letter, describing an operation purportedly named “Trojan Horse.”
According to Andrew Gilligan in The Telegraph, the jihad ringleader of the Trojan Horse plot constructed and implemented a “detailed blueprint for the radical `Islamisation’ of secular state schools.” The plot was so severe that a number of UK schools now face “special measures,” which is the British term for (at worst) closings and (at best) a takeover of the school administration.
The plot called for “girls to be covered except for their hands and faces,” gender segregation/apartheid for some school activities, and an Islamic curriculum. Mirroring the Muslim Brotherhood strategic goal for the U.S., which according to a captured internal document was to work toward “eliminating and destroying Western civilization from within, and sabotaging its miserable house by their hands and the hands of the believers,” this plot also sought to use the system to destroy the system.
The plot was indeed undertaken. Non-Muslim headmasters and headmistresses were targeted for termination. Muslim parents were the foot soldiers. Muslim education officials were used to force schools that didn’t want to comply to fall into line with the “views and aspirations of Muslim parents and the local community.”
They succeeded. In one school, Christian students had to teach themselves religious education because the teacher was devoting all his time to Muslim students. One school, Park View, instituted forced and discriminatory gender apartheid, with “boys sitting towards the front of the class and girls at the back or around the sides.”
Students recounted in biology class, the teacher “briefly delivered the theory of evolution to comply with the syllabus.” According to a non-Muslim teacher, Park View’s principal, Mozz Hussain, spewed “mind-blowing” anti-American “propaganda” at assemblies. And Asif Khan, a Muslim teacher of Arabic, admitted that he made students sing chants attacking Christmas and Christian beliefs.
The same kinds of things are happening here in America, but when my colleagues and I warn about them, we are called conspiracy theorists. Well, there is conspiracy theory and conspiracy fact. And we do see attempts to further the Islamization of the classroom here, in innumerable large and small ways, pushed by both Muslims and non-Muslims. A Muslim group is pushing for taxpayer-funded halal food in New York City public schools.
Just last year, a Colorado high school principal defended his decision to allow high school students at Rocky Mountain High School to recite the Pledge of Allegiance in Arabic – “one nation under Allah.” Do students even begin to understand the implications of a nation under Allah and the sharia?
Non-Muslim Michigan high school girls wore hijabs in school for a class lesson to “explore religion and identity.” In Michigan, a Christian College established a prayer room for Muslims. In Minnesota, a Catholic university installed mini-mosques and Islamic footbaths for Muslims.
School curricula bash Judaism and Christianity and present Islam in an uncritically positive light, without a single word about Islam’s 1,400-year history of jihadi wars, land appropriations, cultural annihilation, and enslavement.
Islamic supremacist groups have for quite some time consulted with public school textbook publishers and made sure that material presented on Islam was heavily slanted, even to the point of proselytizing. Combine that with the anti-Western multiculturalist bias of the publishers themselves, and the result is a large number of public school textbooks that denigrate Judeo-Christian Western civilization and portray Islam in a glowingly positive light.
The American Textbook Council, an independent national textbook monitoring organization, issued a report in 2008 that showed that many commonly used public school textbooks “present an incomplete and confected view of Islam that misrepresents its foundations and challenges to international security.”
For example, the popular middle school text Across the Centuries defines jihad as a struggle “to do one’s best to resist temptation and overcome evil.” Another middle school text in common use, History Alive! The Medieval World and Beyond, is just as distorted: “Muslims should fulfill jihad with the heart, tongue, and hand. Muslims use the heart in their struggle to resist evil. The tongue may convince others to take up worthy causes, such as funding medical research. Hands may perform good works and correct wrongs.” Not a word about war, conquest, or subjugation.
Islam’s history of conquering and Islamizing non-Muslim cultures is whitewashed as well. A high school textbook, Medieval and Early Modern Times, calls medieval al-Andalus, Islam-ruled Spain, a “multicultural society.” Likewise, History Alive! says that in medieval Spain “a unique culture flourished in cities like Cordoba and Toledo, where Muslims, Jews, and Christians lived together in peace.” But in reality, Jews and Christians in medieval Spain were subjugated as dhimmis and never had equal rights with Muslims.
Even historian Maria Rosa Menocal, who has done a great deal to spread the myth of a tolerant medieval Muslim Spain, admits that in al-Andalus, Jews and Christians “were required to pay a special tax – no Muslims paid taxes – and to observe a number of restrictive regulations: Christians and Jews were prohibited from attempting to proselytize Muslims, from building new places of worship, from displaying crosses or ringing bells. In sum, they were forbidden most public displays of their religious rituals.”
Why are the textbooks this bad? The American Textbook Council report reveals that “Islamic organizations, willing to sow misinformation, are active in curriculum politics. These activists are eager to expunge any critical thought about Islam from textbooks and all public discourse. They are succeeding, assisted by partisan scholars and associations.”
In late May 2010, Wellesley, Massachusetts, public middle school students took a field trip to the Islamic Society of Boston Cultural Center – the controversial Saudi-funded mega-mosque run by the Muslim American Society of Boston, where the Boston Marathon jihad murderers Tamerlan and Dzhokhar Tsarnaev went to mosque. There, the students were separated by gender and the boys were asked to join the Muslim adults in their prayer. Several of the public school boys took part.
The implications of this cannot be understated. This is an outrage. Your taxpayer dollars were going to brainwash our children to Islam.
In May 2010, the Islamic Web site Sound Vision published a six-step plan by the founding director of the Council on Islamic Education, Shabbir Mansuri, on how to pressure public school authorities into allowing special accommodation for Muslims.
These included “knowing what laws and regulations govern the issue of religious accommodation”: Islamic groups make skillful use of government directives requiring reasonable accommodation of religious practices. Mansuri also directed Muslims to make friends with a teacher and enlist him or her as an ally, even inviting the teacher over for dinner; to “leave a paper trail, but first, be really nice” (at first!); and to repeat these steps as necessary with the school principal and even the district superintendent. The Muslim complainant is never to give up until the concessions are granted.
Look at the cynical and manipulative way in which Mansuri directs Muslim parents to push for prayer in the school:
“The first thing I would do is arm myself with that piece of information and then set up a meeting with the principal of the school along with one of my favorite teachers at the school who will be very supportive, requesting that my son or daughter should be either permitted to [for example] go out to perform Juma prayer at a local Masjid and/or be allowed to perform Juma prayer along with other Muslim students on the school campus.”
This Islamic supremacist was directing Muslims to make friends with teachers and education officials in order to use them, and to take advantage of procedures and practices instituted by short-sighted American multiculturalists to gain yet another advantage for Islam.
This is open source. Imagine what we don’t see. If this guide shows us anything, it’s what idiots they take us for. This is, of course, an outrage. None of this should be introduced into the public school. If this is what Muslim parents want, they should send their children to madrassa.
Instead, they’re turning our public schools into madrassas.