The Islamization of the Public Schools
This stealth proselytizing is nationwide.
ROBERT SPENCER
FREEDOMOUTPOST.COM
MAY 20, 2018
Muslims anxious to use schools and textbooks to proselytize for Islam have found a welcoming environment in American public schools that are indefatigably committed to multiculturalism. With the imperative to be “tolerant” robbing many educators of their ability to evaluate non-Western cultures critically, all too many public schools and individual teachers have proven to be susceptible to an organized campaign by U.S.-based Islamic organizations and their primary benefactor, Saudi Arabia, to present a view of Islam that whitewashes its violent history and intolerant doctrines.
Many of the Islamic groups that vet American public school textbooks for the accuracy of their material on Islamic doctrine and history are Saudi-funded. They make sure that the Islamic instruction in these textbooks presents a picture of Islam that is so pristine and whitewashed that it sometimes crosses the boundary from mere pro-Muslim bias into outright Islamic proselytizing.
The taboo about teaching religion in the public schools, so zealously established and guarded against Christian prayer by the ACLU and the Supreme Court over the last few decades, is increasingly set aside in American public schools, as presentations on Islam frequently cross the line between teaching facts about the religion and teaching the religion as fact.
We have seen this just recently, when Mountain Ridge Middle School in Gerrardstown, West Virginia instructed students to copy out the Islamic profession of faith (shahada), ostensibly as a calligraphy exercise. Parent Rich Penkoski recounted: “I saw the assignment of writing the Shahada in Arabic. Their excuse was calligraphy. I was like, ‘Whoa! Whoa! Whoa!’ First of all, calligraphy was invented in China 3,000 years prior to Muhammad. The fact that they were trying to get my daughter to write that disturbed me. I said, ‘That is not happening. My daughter is not doing that.’ My daughter told me that if she didn’t do the assignment, then she was going to get a [detention] slip.”
Branch contradicted Penkoski, claiming: “The teacher has told her class several times that this is a study of world religions and that she is not trying to advocate for any religion over another. She has told her class that if they had questions about religious beliefs, that those conversations should take place with their parents.” He said that Christianity and Judaism were given “equitable treatment” in the same class.
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