Posts tagged ‘Founding Fathers’
Islam in American Classrooms
American children are being indoctrinated with anti-Democratic ideologies in American colleges, universities, and K-12 public schools with socialism, communism, and Islam. While parents believe traditional societal values are upheld, some schools are intentionally breaching customary positions of trust by providing a failing quality of education as compared to generations past. The widespread violation of standards infringe on family orientation, political and social identity, and religious persuasion.
Seditious movements fund educational programs in an effort to undermine American values to alienate children from their parents and grandparents, and ultimately replace traditional concepts with those subservient to a new world order. Emerging ideologies that alter the mind of American children are totalitarian allies– Communism and Islam. In full assault on our nation, the ideologies are demeaning our founding fathers and undermining the core of our Democracy through our children.
A September 2008 article titled “Saudi Infiltration into U.S. Education,” written for Israel National News, by Hillel Fendel warns that Saudis are using petrodollars to influence American education beginning in elementary schools. Sarah Stern, who heads the Washington, D.C. based Endowment for Middle East Truth think-tank (EMET) said the Saudis are making use of a clause called “Title VI” to indoctrinate teachers from K-12th grade with anti-American, anti-Israeli standards. Title VI and the loopholes in Bill Clinton’s 1995 Educational Guidelines allow off-campus activists to propagandize teachers and students at the taxpayer expense. Stern noted that:
“The law says you have to have teacher training seminars on campuses, and these have a radical anti-American bent. There is a place in New Mexico called Dar el Islam, a giant 1,300-acre complex that has a mosque, a madrassa [Islamic theological school], a summer camp, a teacher training workshop, and a publishing house that publishes some of the most virulent translations of the Quran, as well as the materials for their teacher-training that are used all over the country – and all stamped with the fancy blue-green-white star emblem of ARAMCO, the state-owned national oil company of Saudi Arabia. They are very, very stealth – I call this the ‘soft jihad’ against America.”
Title VI was first legislated in 1958 as a response to the Cold War because it was felt that American children did not know enough about the threat of Communism or the global market. Subsequently, a large amount of taxpayer money was set aside to fund college campus programs for regional studies such as African, Asian, and Middle Eastern studies.
In 1978, Edward Said of Columbia University wrote a book called “Orientialism” which became the prevailing and dominant trend in academia, making a Middle Eastern studies program very indoctrinating. In the book, Said espoused that only individuals from given regions are qualified to talk or write about that region’s main religion.
Politicians welcomed programs and students from the Middle East when Arab leaders began lavishing generous donations to American educational institutions. In return, they demanded special privileges and the right to influence policy favorable to Islam.
Over the last 30 years, the Saudi royal family has contributed over $70 billion to promote Arab studies that center around Islam and spread anti-American and anti-Israeli propaganda. The Saudis give millions of dollars to American Universities and their motive is clearly stated by the official Saudi English weekly Ain-Al-Yaqeen:
“The Kingdom of Saudi Arabia, under the leadership of the Custodian of the Two Holy Mosques King Fahd Ibn Abdul Aziz, has positively shouldered its responsibility, and played a pioneering role in order to raise the banner of Islam all over the globe and raise the Islamic call either inside or outside the Kingdom.” 
Donations to universities can be made anonymously so it is impossible to know exactly how much money they receive and from whom. Some institutions receiving millions of dollars in Saudi funds are listed in the table below. Some of the Universities that receive Saudi endowments include Berkeley, Harvard, Columbia University, USC, Duke University, and even Texas A&M, to name only a few. 
By no means complete, the list includes known donations where possible.
|University||Funds Received at Least Once|
|University of California at Santa Barbara|
|University of California at Berkeley||$5,000,000|
|Harvard Law School||$2,500,000|
|Johns Hopkins University|
|University of Chicago|
|University of Southern California|
|University of Idaho|
|University of Michigan at Ann Arbor|
|Ohio State University|
|Arizona State University|
|University of South Florida|
|American University of Colorado|
|American University in Washington, D.C|
|University of Arkansas||$20,000,000|
Rice University accepts Saudi money for an Islamic Studies Chair. Duke University, Syracuse University, American University of Colorado, American University in Washington, D.C., and Howard University have allowed the Saudis to set up research institutes.
The endowments allow professors and so-called intellectuals the ability to promote an Islamic agenda while afforded protection under freedom of speech laws. Title VI allows for the payment of professors salaries. It also supports Saudi student activists that are trained overseas in the summer to learn terrorist tactics, and return in the fall. Thus, more and more anti-American and anti-Israel doctrine is spread, with nothing being done to stop it.
Islamic organizations within American Universities are numerous. Islamic studies programs or research programs within the institutions also support the spread of Islam in America. One fund, named after Osama Bin Laden’s brother, The Bakr M. Binladin Visiting Scholar Fund at Harvard Law School, brings “visiting scholars” to study law at Harvard with the stipulation is that scholars must be citizens of a predominantly Muslim country.
The Saudi Arabian government views Western culture as its enemy, and so uses our universities as propaganda machines and research facilities. It may even use them as terrorist havens, such as The Muslim Student Association (MSA), an organization that encourages involvement in jihad, has established hundreds of chapters on colleges and university campuses across America. The co-founder of al-Qaeda, Wael Jelaidan, is one of several MSA members arrested on terrorist related charges.
Prince Alwaleed bin Talal’s Georgetown University Center for Muslim-Christian Understanding, (ACMSU) is just one organization that has been donating millions of dollars for Middle East studies programs. The so-called “gifts” shrewdly promote Islamic indoctrination without condemning Islamic punishments of amputations, stonings, hangings, honor killings, punishments for blasphemy, executions of apostates, persecutions of non-Muslims, sanctioned wife-beatings, female genital mutilations, etc. Rather, ACMSU presents Islam in ways that will appeal to naïve Westerners. Using terms like “Interfaith Dialog” and “Islamic Art,” the pretense of a more “moderate” version of Shari’ah law is really just to get the camel’s nose in the tent, and allow for radicalism once numbers allow. Radical Islam can take years and generations to take root, but once put into practice, it is far from what Americans call moderate.
There are many programs that take advantage of the Title VI Program. The King Fahd Chair for Islamic Shari’ah Studies, the Sultan bin Abdul-Aziz Al-Saud Program in Arab and Islamic Studies, the H.E. Sheikh Ahmed Zaki Yamani Islamic Legal Studies Fund, the King Fahd Chair of Oncology and Pediatrics, and the Bakr M. Binladin Visiting Scholar Fund. Saudi funded educational institutions in the United States give millions of dollars to American Universities to implement their agenda. Brigitte Gabriel, author of “They Must Be Stopped,” and founder of ACT! For America, a national grassroots organization dedicated to spreading the truth about the Islamic agenda, refers to recipient universities as “occupied territories.”
The American Educational Trust (AET), established in 1982 was funded by American businesses and Arab donors. AET can afford to provide speakers to scores of colleges and universities at no charge, reportedly setting up its organization with $1,072,237. 
The AET website claims to:
“provide the American public with balanced and accurate information concerning U.S. relations with Middle Eastern states. AET perceives a dearth in knowledge about the Middle East, Arabs, and Muslims, in the U.S., and pursues an educational mission of Interpreting the Middle East for North Americans; Interpreting North America for the Middle East.”
Saudi billionaire friend of Hillary Clinton and advisor on Islamic affairs, Abdurrahman Alamoudi, then President of the American Muslim Council, supporter of Hamas and Hezbollah, sentenced to jail in 2004 for eighteen counts of terrorism related activities and accused of ties with Osama bin Laden, met often with Bill and Hillary Clinton to contribute to Bill Clinton’s Religious Expression in Public Schools education guidelines. As a result of this alliance, funding for Islamic educational materials poured in from Saudi Arabia and Muslim nations.
Launched by Clinton in 1995, these guidelines greatly affect public schools today even though education is not in the federal government’s jurisdiction, but is actually adjudicated to individual states.
In August 1995, Clinton provided every public school district in America with the Religious Expression in Public Schools education guidelines, which included an ambiguous statement of principles for religious expression, and activity in our public schools. Colluding with non-religious groups as well, Clinton removed all former reference to the Bible, Christianity, and the Pledge of Allegiance from our public schools. The Pledge of Allegiance is now unconstitutional because it contains the phrase “one nation under God.” Nadine Stresses, President of the ACLU, refers to the 1995 guidelines as the authority to support the ACLU’s lawsuits restricting Christmas celebrations and removing Nativity scenes from public schools.
The 1995 guidelines drafted by the American Muslim Council, Americans United for Separation of Church and State, and the ACLU’s effective removal of Christianity diminished a cultured sense of American nationalism. Regarding his contribution to the guidelines, the director of the CIE at the time, Shabbir Mansuri, boasted that he was “promoting world cultures” and “waging a bloodless revolution” in America’s classrooms.
The ACLU and the Council of Islamic Education (CIE) helped write Houghton Mifflin textbooks for K-12 American public schools with Islamic beliefs presented as historical fact. Houghton Mifflin collaborates with Microsoft and also publishes college textbooks for MS software programs actively promote multiculturalism, globalism, and political correctness indoctrination in college settings.
Way back in 1995, the Council of Islamic Education warned American scholars and public officials they would be perceived as “islamophobes,” racists, reactionaries, and enemies of Islam if they did not support promotion of Islam in American public schools. Islamic organizations applaud Clinton for helping them achieve the victory of their religious obligation to propagate Islam.
At the end of his term, Bill Clinton addressed Muslim leaders with a Ramadan message. Muslim leaders often ask for public statements, as they would later ask President Bush to humor them with formal public statements on behalf of the Arab vote. The statement that Clinton made is particularly disturbing because it is beyond protocol and good manners. The public message Clinton gave the Muslim leaders contained the unnecessary Islamic story as if it were an undisputed fact:
“As America’s six-million-member Muslim community grows in numbers and prominence, Americans of every religious tradition are learning more about the origins and meaning of Islam. That on ‘the Night of Power,’ the Angel Gabriel appeared to the Prophet Muhammad and revealed to him the first verses of the Koran. That the Koran declares that Ramadan was the month Allah’s words were sent down, and so should be spent in fasting.” -Bill Clinton
It is plausible the statement was a concession an act of obligatory allegiance and loyalty. A leader’s honor and loyalty hinges on public statements and in this case requires endorsing a disputed Islamic doctrine, while alluding to allegiance on behalf of all Americans and American policy and compromising the American education system.
Today, Christian instruction, prayer, and public nativity scenes are outlawed yet Clinton nominee, U.S. District Judge Phyllis Hamilton of San Francisco, approved an interactive program called “Islam: A Simulation,” for public schools. The program forced California children at Excelsior Elementary School in Byron, California to “learn to become Muslim, recite the Quran, fast for Ramadan and pray Islamic prayers.” In December 2003, the San Francisco court determined the school district did not violate the Constitution and was not indoctrinating students when it required them to adopt Muslim names and pray to the Islamic deity, but was just teaching them about the Muslim religion.
The course was part of a curriculum taught to seventh-graders all over the state which many California schools participated in. California ruled that the state’s public schools must teach Islam in classes. California standards require Islam be taught in 7th grade, Judaism and Christianity is to be taught in 6th grade, and is covered in just two days as opposed to two weeks for Islam. Studying Christianity does not involve role playing and is presented as oppressive.
The simulation forces students to memorize Islamic prayers and recite verses from the Quran. Students adopt Islamic names, and write about their experience as a Muslim at the end of the program. The exercises encouraged students to incorporate Islamic devotional phrases into speeches, and imagine they are on a pilgrimage to Mecca. The program involves state-approved curriculum using state-adopted textbooks that have now been part of the instructional program in California for over a decade. 
A textbook adopted by the State of California “Across the Centuries,” published by Houghton Mifflin, prompts students to imagine they are Islamic soldiers and Muslims on a Mecca pilgrimage. Simulations encourage children to use devotional phrases such as “Allahu Akbar,” Arabic for “Allah is greatest,” and to fast during lunch to experience fasting during Ramadan. Yet, Judge Hamilton ruled the program was devoid of “any devotional or religious intent” and was, therefore educational, not religious in nature. 
But this is endorsement of Islam with Islamic indoctrination in our public schools under the guise of social studies and history, and at the expense of freedom of religion. Stealth Islamic conversion of our youth, using loopholes in the Education Guidelines is part of a traitorous alliance that enables the Muslim Brotherhood’s resolve to destroy America.
Not only is the alliance shocking, the longer it continues, the more difficult and dangerous it will be to reverse. Victories in Islam are like a Russian doll, setting the stage for subsequently larger victories. Ultimately, when numbers allow, the Islamic penalty for any who try to take away an Islamic achievement is death. The penalty for anyone who converts out of Islam is also death. Therefore, Islamic indoctrination puts non-Muslim children in peril because according to Islamic doctrine and Shari’ah law, one must agree to follow Islam once principles are known whether agreed or not. In the Islamic context, “understanding Islam” is not meant to be interesting information. When Muslims tell non-Muslims about Islam, they are telling them required behavior; i.e.; what to think and how to behave to avoid a backlash and condemnation in the future.
Michigan State University researchers showed the importance of leading students through a logical chain of information to break down pre-existing conceptions “that are deeply held and based on intuitive or naive beliefs about the world.” The study found that acting out lessons makes information stick.
Michigan State researchers developed an experimental middle-school science curriculum, found that science is not just memorized facts and terms, but an information process that is acted out to build a picture and an explanation. One of their key findings was the importance of leading students through a logical chain of evidence, showing them a variety of phenomena that can be explained by the same basic principle, and providing the chance to use the ideas. Researchers found that this procedure is not only essential to making the insights stick, but crucial in breaking down pre-existing beliefs, noting that science is not just memorized facts and terms, but a process that builds a picture. Findings showed that regardless of the accuracy of a curriculum, action makes the information stick.
A separate article, “The Trouble with Textbooks,” written by Stephen Budiansky in February, 2001 refers to the Michigan State study. In an effort to describe what sticks in a students mind, Budiansky noted that:
“textbooks have always been an easy target for those out to lambaste the state of public education, and that in the area of science and math, many factors are at work in the poor showing of U.S. students, including poor teacher preparation.”
Budiansky also noted the importance of research by George Nelson, a former astronaut who directed a science and mathematics reform initiative of the American Association for the Advancement, called “Science Project 2061.” Noting the importance of textbooks, Nelson wrote:
“textbooks are the de facto curriculum in this country,”
“textbooks ought to be the easiest things to fix.”
Therefore it can be concluded that the acting out process in “Islam: a Simulation,” did not merely serve to teach history and culturally enlighten, but according to the Michigan State research and Project 2061 research, the information was presented in a manner that is scientifically proven to make the Islamic teachings stick in the minds of the California youth, regardless of accuracy.
According to Budiansky, the study of middle-school science textbooks studied by Project 2061 found that science books examined did not meet the minimum requirements for effectively teaching science. Nelson said that:
“Our students are lugging home heavy texts full of disconnected facts that neither educate nor motivate them.”
In a study conducted by the National Science Teachers Association, 23 percent of middle school teachers reported they have taught subjects in which they had no prior course work. Nelson emphasized that because so many teachers are deficient in math and science skills, they rely disproportionately on the provided texts. 
A book titled “The Trouble with Textbooks: Distorting History and Religion,” conducted by president of the Institute for Jewish & Community Research (IJCR), Dr. Gary Tobin, and research associate Dennis Ybarra, details a 5-year joint study noting a significant amount of misinformation in American textbooks and supplemental materials in schools in every state. The study cites offensive passages that present false information and undermine the very foundation of the American educational system.
The IJCR study looked at 28 prominent history, geography and social studies textbooks and concluded that American public school students are being overloaded with Islamic and Middle Eastern indoctrination at the expense of Christianity and Judaism. It found 500 problematic passages about Judaism, Christianity, Islam and the Middle East in widely used textbooks in public schools. The study supported similar assessments that history textbooks throughout the U.S. school system glorify Islam and are critical of Jews and Israel; and disrespectful of Christianity.
Tobin and Ybarra observed that Islam is taught in the books as a matter of fact, while Judaism and Christianity are treated as beliefs. The glossary of the textbook, World History: Continuity and Change, states as undisputed fact that the Koran is the “Holy Book of Islam containing revelations received by Muhammad from God.” The same glossary describes the Ten Commandments as “moral laws Moses claimed to have received from the Hebrew God Yahweh on Mount Sinai.” Likewise, the Islamic empire of the Middle Ages was described as “a time of unqualified glory without blemishes.” Other excerpts state that Muslims “always tolerated Jews,” “unlike their Christian counterparts.”
Tobin and Ybarra concluded that history and religion are alarmingly distorted in schools in every one of the 50 states. The study describes how the textbook publishing process suffers from lack of competition and expensive development and adapting of textbooks. Major competitors are down from nine to three in less than twenty years, and control the K-12 textbook market today.
The American Textbook Council (ATC), established in 1989 as an independent national research organization to review social studies textbooks and advance the quality of instructional materials in history, worked for two years to review five junior high, and five high school World, and American history texts. The ATC found that the history textbooks used by hundreds of thousands of students in the U.S. public school system blatantly promote Islam. The resulting report, authored by Gilbert T. Sewall, was titled “Islam in the Classroom: What the Textbooks Tell Us.”
The ATC report noted that Islamic organizations are active in curriculum politics and willingly provide misinformation in an effort to expel any critical thought about Islam, without eliminating its agenda. Assisted by partisan scholars and public relations associations many individuals with the power to shape the curriculum are blind to, or openly promote Islamic efforts. The report confirms findings that the texts present “disputed definitions and claims with regard to Islam as established facts.” The report continued:
“Islamic activists use multiculturalism and ready-made American-made political movements, especially those on campus, to advance and justify the makeover of Islam-related textbook content…Particular fault rests with the publishing corporations, boards of directors, and executives who decide what editorial policies their companies will pursue…”
The review examined how history textbooks characterize Islam’s foundations and creeds; what changes and additions have occurred in textbook material written before and after 2001; what textbooks say about terrorism, 9/11, and weapons of mass destruction. It outlines Islamic challenges to global security and asks about looming dangers to the U.S. and the world. The ATC found that deficiencies about Islam in textbooks copyrighted prior to 9/11 persisted and in some cases have grown worse. Errors about Islam in older textbooks had not been corrected even when publishers had having learned of contested facts, and were given time to make corrections.
Instead of making corrections or adjusting contested facts, publishers and editors defend misinformation with omissions profound and intentional. The report said lessons contain “stilted language that seem scripted or borrowed from devotional, not historical, material.”
The book, Medieval to Early Modern Times features a two-page prayer to Allah “the Merciful.”
The textbook, “World Civilizations,” published by Thomson Wadsworth said,
“Excepting the Old Testament’s poetry, the Jews produced very little of note in any of the art forms … There is no record of any important (early) Jewish contributions to the sciences.”
Another book, titled “The World,” published by Scott Foresman, claimed that
“Christianity was started by a young Palestinian named Jesus.”
Historical inaccuracy does all students of religion, history, and social studies a disservice, and further suggests a motive for such bias, such as the endorsement of Islam over other religions. Discoveries in the study include routine negative stereotyping of Jews, Judaism and Israel. Some of the texts accuse the Jews of committing deicide (exterminating a diety such as Allah), and blame Israel for starting wars in the Middle East. The texts describe Jewish writings as “stories,” “legends” and “tales,” and errors are frequent throughout the books that were investigated.
The ATC report noted that several of the textbooks were harshly criticized by parents. In a Sacramento district, a parent whose child was given the text, “History Alive! The Medieval World and Beyond” published by the privately held Teachers Curriculum Institute (TCI), accused the publisher of an extremely pro-Muslim bias.
The students’ parent believed that teaching world history was acceptable, but objected to the teachings of Islam, while not addressing Christian doctrine to the same degree. The same parent said the book has only one page referencing Jews. Most of the information concerning Jews was to convey that the Jews were tortured by Crusaders to force them to convert to Christianity. It did not mention the Holocaust, or Jewish persecution by Arab Muslims for centuries thru today. The book did not give due credit to the Jews for their significant impact on the region or the culture at large, but blamed the Jews for the plagues and problems in the land.
Bert Bower, founder of the Teachers Curriculum Institute (TCI), and an executive for one of the texts reviewed by ATC, told World Net Daily that not only did his company have experts review the book, but the state of California and scholars from all over the world also reviewed it and approved it for use in public schools. One of those worldly experts was Ayad Al-Qazzar, who helped write The Arab World Notebook, a book that will be discussed next.
The ATC report noted that most textbook publishers align their work to a ban on “adverse reflection.” Adverse reflection means that a topic is conceptually at odds with historical and geopolitics. One book asks readers the question, “How did the caliphs who expanded the Muslim Empire treat those they conquered?” The book’s answer: “They treated them with tolerance.” The report said:
“Glossing over the actual physical conquering of some peoples, the book, World History: Medieval and Early Modern Times says people converted to Islam because they were attracted by Islam’s message of equality and hope for salvation.”
Islamic presentation throughout the books is described as “sugar coated,” and the books describe Islam as a “wonderland-of-tolerance often spun like cotton-candy,” where “Hope for salvation” may actually mean “survival”, when history shows that the only escape from death literally was submission to Islam. Westerners erroneously think that submission means conversion. In reality, submission means allowing Islam to reign supreme. The lives of the conquered could then be spared only if they agreed to pay a “jizya” tax and agree to live as second-class citizens known as “dhimmis.”
The books describe the Crusades as “religious wars launched against Muslims by European Christians.” “History Alive! The Medieval World and Beyond” says the Crusaders wore red crosses. The French Templars wore red crosses, but Spaniards, English, German, Italians, and Greeks also fought against the Muslims in the Crusades after Muslims had encroached on their Christian lands for centuries. For centuries leading up to the Crusades, Muslims had sanctified the invasion and pillage of Christian lands murdering and taking the indigenous citizens as slaves. Yet, the books describe the process of Muslim invasion of Christian lands as “building an empire,” and describes Christian attempts to restore those lands as “violent attacks” and “massacres.”
The report also found that the books magnified Christian brutality while ignoring precedent information on Islamic inequality, subjugation, and enslavement, while inaccurately describing Shari’ah religious law, dhimmitude, women’s rights and terrorism. Regarding 9/11, the book “The Modern World” gives an example of such non-committal in reference to 9/11:
“On the morning of September 11, 2001, teams of terrorists hijacked four airplanes on the East Coast. Passengers challenged the hijackers on one flight, which they crashed on the way to its target. But one plane plunged into the Pentagon in Virginia, and two others slammed into the twin towers of the World Trade Center in New York…”
The description unconcernedly fails to explain who “they” were, and what they wanted to accomplish. The minimal explanation evades any connection to Islamic terrorism and jihad, and indicates a total lack of understanding and remorse. The ATC report concluded:
“Many political and religious groups try to use the textbook process to their advantage, but the deficiencies in Islam-related lessons are uniquely disturbing. History textbooks present an incomplete and confected view of Islam that misrepresents its foundations and challenges to international security.”
An imam from Turkey, Fethullah Gülen, who considers himself a prophet has a network off hundreds of charter schools in America Gülen is touted as a reformist and advocate for tolerance, a catalyst of “moderate Islam.” He is praised in the United States as an intellectual, scholar, and educator even though his formal education is limited to five years of elementary school.
Gülen has met with Christian clergy, Pope John Paul II, and Jewish rabbis in an effort to promote Islam under the guise of promoting an interfaith dialogue. Islamic doctrine has traditionally tied itself to Christianity and Judaism using common stories between the latter two as a door opener. Gülen has also used the literature of great Sufi thinkers pretending to share in their moderation. Gülen’s movement is called the Fethullah Gülen Community (FGC). The FGC runs hundreds of secondary schools and dozens of universities in 110 countries including charter schools in twenty-four states in the U.S. Gülen’s followers target youth in the eighth through twelfth grades preparing them for careers in law, politics, and education to create the ruling classes of a future Islamist, Turkish state. The FGC also donates money to universities such as Georgetown University.
ACT! For America, a grassroots organization that helps Americans understand the tactics used by Islamists in their world conquest endeavor, issued an exclusive report about the FCG. The report revealed that Gülen is particularly dangerous is his strategic and tactical means to achieve this goal. Not only does Gülen oversee a worldwide network of schools, but his estimated budget of 25 billion dollars also funds businesses, foundations and media outlets. In a 1999 sermon on Turkish television, Gülen described stealth jihad:
“You must move in the arteries of the system without anyone noticing your existence until you reach all the power centers … until the conditions are ripe, they [the followers] must continue like this. If they do something prematurely, the world will crush our heads, and Muslims will suffer everywhere, like in the tragedies in Algeria, like in 1982 [in] Syria … like in the yearly disasters and tragedies in Egypt. The time is not yet right. You must wait for the time when you are complete and conditions are ripe, until we can shoulder the entire world and carry it … You must wait until such time as you have gotten all the state power, until you have brought to your side all the power of the constitutional institutions in Turkey … Until that time, any step taken would be too early—like breaking an egg without waiting the full forty days for it to hatch. It would be like killing the chick inside. The work to be done is [in] confronting the world. Now, I have expressed my feelings and thoughts to you all—in confidence … trusting your loyalty and secrecy. I know that when you leave here—[just] as you discard your empty juice boxes, you must discard the thoughts and the feelings that I expressed here.”
The FCG schools offer recruitment for outside school activities such as summer camps, which recruit members and followers. They advocate “taqiyya,” which is sanctioned as obligatory lying when deception is a means to protect and further Islamic causes. Misleading information and headlines often convey two different messages, one to the indigenous Islamic population and one to the West. This deceptive practice is common in the Islamic world, and has led many in the West, including political leaders and academics, to be misled as to the true intentions of Islamists.
President Obama is pushing to relax requirements for charter schools while Islamic organizations are pushing to expand Charter schools. Not classified as “private” schools, charter schools currently cannot legally endorse or promote a religion.
Funded by Minnesota taxpayers, Tarek ibn Ziyad Academy (TIZA) is a K-8 charter school in Minnesota that operated as an Islamic school for five years before the state finally ruled against it.
TIZA has one campus in Inver Grove Heights and a smaller site in Blaine, has about 430 K-8 students, most of who are Muslim. Founded in 2003, TIZA receives state per-pupil funding. The state education department expected funding to total $4.7 million for the 2008-2009 school year.
With a mosque and the headquarters of the Muslim American Society of Minnesota share the school building, founders Asad Zaman and Hesham Hussein, both leaders of the Muslim American Society of Minnesota, and local imams, opened TIZA for the 2003-2004 school year with Imam Asad Zaman as the principal. TIZA is named after a Muslim warlord, Tarek ibn Ziyad, who invaded Spain from Africa in a bloody battle in the eighth century, marking the beginning of the Muslim conquest of Spain. Upon his arrival in Spain, Tarek ibn Ziyad ordered his Muslim forces to burn their boats:
“Brothers in Islam! We now have the enemy in front of us and the deep sea behind us. We cannot return to our homes, because we have burned our boats. We shall now either defeat the enemy and win or die a coward’s death by drowning in the sea. Who will follow me?”
The soldiers then rushed ahead, crying “Allahu akbar.” To defeat a superior Spanish force. Islamists boast that Muslims ruled the country for hundreds of years afterward so well that Spain became a fountainhead of culture and civilization for the whole continent of Europe.
An initial review of TIZA operations found that the school was nonsectarian, and not in violation of Minnesota law or federal guidelines on constitutionally protected prayer in school. The Minnesota Department of Education maintained that TIZA was not an Islamic or a religious school. The review found that prayer on Monday through Thursday appeared to be voluntary and student led.
In January 2009, the American Civil Liberties Union (ACLU) of Minnesota filed suit against TIZA, and the Minnesota Department of Education. The ACLU claims that TIZA received millions of dollars of taxpayer money to support a private religious school, citing that the school receives state per-pupil funding expected to total $4.7 million for 2008-2009 school year.
The state’s ACLU Executive Director, Charles Samuelson, said the school used government aid money to pay rent to holding companies, and then funnel funds to the Muslim American Society of Minnesota and Minnesota Education Trust, which the ACLU says is a non-profit group that promotes Islam. The ACLU claims that a conflict of interest is created because the society and the school were incorporated by the same person, and on the same day, and are really one in the same organization.
Students at TIZA pray Islamic prayers, the cafeteria serves food that is prepared according to Islamic law, and Islamic Studies are held on the campus at the end of the school day. According to a TIZA report, seventy-seven percent of TIZA parents said their main reason for choosing TIZA was for the after-school programs. Yet the Imam-Principal Asad Zaman maintained that TIZA is not a religious school.
For years, Asad Zaman used loopholes in President Bill Clinton’s 1995 Educational Guidelines to teach Islam at TIZA, as will be evident in the unfolding story. The Guidelines were assembled with the help of Hamas and Hezbollah supporter, Abdurrahman Alamoudi, who, prior to his arrest and conviction on terrorism related charges in 2004, was President of the American Muslim Council.
In March 2008, a substitute teacher at TIZA revealed that Islam did play a significant role at TIZA. On the Friday the substitute teacher arrived at TIZA, and was told that after lunch there would be a “school assembly” in the gym. Prior to the assembly her duties would include taking her fifth-grade students to the restroom to perform what was described as “their ritual washing.”
After their ritual washing, teachers led the children into the gym, where a man dressed in white was preparing to lead a prayer. Beside him was another man prostrated in prayer on a carpet.
The substitute teacher said that the prayer activity was not voluntary. Children were “corralled by adults and required to go to the assembly where prayer occurred.” She also said that the school day included after-school Islamic Studies. She said that assignments written on the blackboard included studying the Koran, and was told that Islamic Studies were held after school and she might have to stay for hall duty.
At the end of the day, her fifth-graders stayed in the classroom. The man who led the prayer in the gym came into the classroom to teach Islamic Studies to the students while the busses waited outside. After the Islamic Studies class was over, the busses took the children home.
The Minnesota Department of Education had not noticed the religious practice during any of their visits. In 2004, the Assistant Commissioner sent two letters to the school inquiring about reported religious activity. When questioned, Imam-Principal Asad Zaman said that prayer in the school was voluntary and student-led, and the department accepted Zaman’s answer without confirmation. 
TIZA’s website requested volunteers to help with the Friday prayers. The website advertised a “rigorous Arabic language program” as well as “an environment that fosters your cultural values and heritage.” It explained the school’s efforts to provide students with a:
“…learning environment that recognizes and appreciates the traditions, histories, civilizations and accomplishments of Africa, Asia and the Middle East.”
In an e-mail, Zaman explained the request for volunteers to help with Friday prayers was to ensure that TIZA staff members were not involved in organizing the Friday prayers. However, it is still probable that it was TIZA staff members who planned the website, organized the schedule, and requested the volunteers. It does not change the fact that the prayer services took place in the school building during school hours. According to federal guidelines on prayer in schools, teachers at a public school cannot participate in prayer with students. Zaman admitted that “some” Muslim teachers “probably” attended the prayer session. In the spring, 2008, Minnesota Department of Education began a review, saying that the school must change the way it handles prayer in school and after school busing. Also, under Minnesota State Law, the school was ordered to raise an American flag every day in session. Furthermore, the Department informed TIZA that Minnesota state law requires schools to provide transportation at the end of the normal school day.
Zaman claimed that K-8 school began to receive death and arson threats as a result of media attention, frightening students, so police began patrolling the school. In response to Zaman’s claims and because television reporters went to the school unannounced, TIZA obtained a security system requiring visitors to buzz at the school entrance.
As a result, on Fridays the school began to release teachers and most students at midday. Parent volunteers, or a community member led students who stayed behind in prayer, and those who did not want to pray could read or engage in a quiet activity. From Monday-Thursday, students were given the option of signing up for after school activities including a fee-based Muslim studies course, Boy Scouts, Girl Scouts, or a free secular program.
While it may seem reasonable to say that students can sit out of the prayer, there is enormous pressure to pray within a group. Students who choose not to pray will be noted and stigmatized, potentially leading to problems at home from religious parents who would then feel shamed. Prayer in school is a form of coercion, and would likely lead to problems for non-praying students, and more lax parents within the larger Muslim community. This same coercion would automatically extend to fasting at Ramadan, when food is probably not even available at Muslim schools, and eating in front of fasting students would be viewed as ‘blasphemous.”
Muslims would have us believe that prayer is mandatory at prescribed times, when in fact it is not. Muslims are allowed to postpone their prayers as long as necessary. If prayer is not convenient at a given time, for reasons such as when in the presence of non-Muslims, or at a workplace, or normal public school, etc., Muslims can postpone them. Prayers can accumulate for days on end, but cannot be done in advance. Of course, it in inconvenient to have to do more prayers later, but children could actually wait to do their afternoon prayers when they are at home.
Concerning young female students is the requirement that women do not pray when they are menstruating. In fact, Muslims believe Allah will reject prayers of women when performed during monthly menstruation. Therefore, whenever a female student sits out of a prayer, everyone will know she is menstruating. In a subtle way then, and a gross violation of privacy, all boys and men in the school will know which girls are menstruating and which ones are not. Furthermore, some students may not want to practice Islam and would prefer to live in a Democratic society without Islamic coercion.
Allegations against TIZA are that the school’s main campus was not originally built as a school, and the lease was not reviewed by either the state Department of Education or the state Department of Administration. Also, there are prayers on the walls of the school entry and teachers have participated in student prayer activities. Samuelson said the school used its website to seek volunteers to lead prayers, and that it requires students and staff to dress in attire that conform to Islamic religion. He also said the school issues a handbook instructing staff to not discuss what goes on at the school.
Federal guidelines do allow students to organize prayer groups in public schools, but teachers and school employees may not compel students to pray or actively participate in student prayer. Samuelson noted that the Minnesota ACLU has sued other public school districts for promoting Christian sects. It has sued cities around the state for violating the separation of church and state clause of the First Amendment, including the city of Duluth for putting a Ten Commandments monument on the city hall lawn. 
Saudi-associated organizations hold the mortgages of 70% of America’s mosques. Along with financing comes control over many, if not all, aspects of the mosque. For example, Saudi/Wahhabi authorities are able to influence the selection of their imams, their training, the Korans and other materials they use, their sermons and programs for mosque schools.
Aside from charter schools, another serious concern is Saudi Arabian government run schools. The Saudis run nineteen international schools including The Islamic Saudi Academy (ISA) in northern Virginia. Chaired by the Saudi ambassador to Washington, the school shares the embassy’s employer tax number under the name of the “Royal Embassy of Saudi Arabia.” Since 2003, The United States Commission on International Religious Freedom (USCIRF) has issued four reports warning that the school’s textbooks contain intolerant language that indoctrinate students with Islamic supremism, polarization, and incitement. The Saudi government agreed to remove disparaging references, but in 2008, passages still clearly pressed readers to commit acts of violence.
According to a June 11, 2008 article by the U.S. Commission on International Religious Freedom, a twelfth-grade textbook the school uses defines just cause for killing in the case of:
“…unbelief after belief, adultery, and killing an inviolable believer intentionally.”
Saudi Wahabbi interpretation of Islam identifies Christians, Jews, Hindus, Buddhists, Shiite Muslims, and Sufi Muslims as major polytheist religions. Another twelfth-grade textbook describes:
“…major polytheism makes blood and wealth permissible,”
Non-Muslims can be exempt from the cruel and unusual punishment if they have certain agreements with the Islamic governments such as American businesses in Saudi Arabia, as described in a ninth-grade textbook:
“It is not permissible to violate the blood, property, or honor of the unbeliever who makes a compact with the Muslims. The blood of the mu’ahid is not permissible unless for a legitimate reason…the mu’ahid is an unbeliever who contracts a treaty with a Muslim providing for the safety of his life, property, and family.”
The implication is that violence against non-Muslims is lawful unless an agreement is effective. Such agreements for loyalty are exemplified by American oil companies operating in Saudi Arabia, financial institutions that provide Shari’ah compliant products, politicians and agents who lobby for Saudi causes such as Jimmy Carter and Bill Clinton, and Barrack Obama. It is reasonable to conclude that even George W. Bush’s lack of immigration enforcement and open borders was an agreement to keep America safe from attack.
The U.S. Commission on International Religious Freedom has long called for Saudi Arabia to be designated a “country of particular concern,” for systematic violations of religious freedom. Expressing concern over promotion of religious intolerance, and religious-based violence in textbooks used in Saudi Arabia and at Saudi schools abroad, the Commission has urged the U.S. government to press the Saudi government to promote tolerance since 2001. The Universal Declaration of Human Rights bans discrimination and incitement, and specifically provides that education:
“shall promote understanding, tolerance and friendship among all nations, racial or religious groups…”
The Declaration specifically provides that:
“The child shall be protected from any form of discrimination on the ground of religion or belief. He shall be brought up in a spirit of understanding, tolerance, friendship among peoples, peace and universal brotherhood, and respect for freedom of religion or belief of others. . .”
It is shocking that high school students in the United States are among those discussing when, and under what circumstances killing non-Muslims is allowed. The U.S. government must ensure that the Saudi government reviews and revises the globally distributed books. The U.S. government should insist that the Saudi government behave as members in good standing of the international community, regardless of the huge amount of world market dollars they may control.
Ayad Al-Qazzar, a Muslim apologist, so called ‘worldly’ expert and frequent speaker in Northern California school districts promoting Islam and Arab causes
helped write a 540 page Arab World Notebook that was distributed to over 10,000 teachers, reaching 25 million students. The Arab World and Islamic Resources (AWAIR) is a proselytizing non-profit organization that conducts teacher workshops and sells supplementary materials to schools in an effort to promote Islam.
The Textbook League in Sausalito, California is a resource for middle school and high-school educators. It lists readings, resources, and so-called lesson plans in a two-version publication aimed at teachers. A 1998 version of their publication says The Arab World Studies Notebook is published jointly by the Middle East Policy Council (MEPC) and by the Arab World and Islamic Resources and School Services (AWAIR). The editor of the Arab World Notebook is also the director of AWAIR, a woman named Audrey Shabbas.
The MEPC is a pressure group based in Washington, D.C., known prior to 1991 as the Arab American Affairs Council. Its activities include sponsoring teacher workshops to indoctrinate teachers about the Arab World and Islam.
President of the Textbook League, William J. Benneta investigated MEPC’s Web site, and Arab World Studies Notebook. On the Website page with the same name as the notebook, he read a claim about the Arab World Studies Notebook:
“…an updated and enhanced version of the Arab World Studies Notebook (1990), a previous work so highly regarded that educators in California were permitted to purchase it with state funding.”
Bennetta investigated and found the claim false, noting that the Curriculum Framework and Instructional Resources Office (CFIRO) of the California State Department of Education does not appraise content. Therefore, granting approval does not mean that an approved publication is highly regarded. Furthermore, Benneta contacted the administrator of the CFIRO and found that there was no record of ever approving The Arab World Studies Notebook. The Introduction to the Arab World Studies Notebook, states:
“Believing firmly that teachers are the vanguard of change in any society, AWAIR has taken as its mandate, to impact the very resources chosen and used by teachers as well as the training and sensitizing of teachers themselves.”
The phrasing “training and sensitizing” actually means subjecting teachers to heavy bombardment of religious and political propaganda, knowing that they have little to zero prior knowledge on the subject of Islam. Bennetta wrote that:
“The Arab World Studies Notebook is a vehicle for disseminating disinformation, including a multitude of false, distorted or utterly absurd claims that are presented as historical facts. I infer that the Arab World Studies Notebook has three principal purposes: inducing teachers to embrace Islamic religious beliefs; inducing teachers to embrace political views that are favored by the MEPC and AWAIR; and impelling teachers to disseminate those religious beliefs and political views in schools.”
Bennetta noted further that:
“The promotion of Islam in the Arab World Studies Notebook is unrestrained, and the religious-indoctrination material that the Notebook dispenses is virulent. Muslim myths, including myths about how Islam and the Koran originated, are retailed as matters of fact, while legitimate historical appraisals of the origins of Islam and the Koran are excluded. Shabbas wants to turn teachers into agents who, in their classrooms, will present Muslim myths as history,” will endorse Muslim religious claims, and will propagate Islamic fundamentalism.”
A lesson in the Arab World Studies Notebook says that Jesus ‘is an important figure in Islam’ Another lesson plan says that Islam ‘recognizes Jesus.’ It is a fact that Muslims recognize Jesus, yet deny and denounce basic Christian teachings, such as that Jesus was divine and part of the Trinity. Jesus is apparently important enough in Islamic teachings that Muslims are enjoined to not take Christians and Jews as friends (Koran 5:51). They also are enjoined to believe that Christians are perverse (Koran 9:30). And to deny that Jesus was crucified. (Koran 4:157).
Koran passages reject essential Christian beliefs about Jesus, and Muslim propagandists conceal the Koran’s judgment that Christians and Jews are unfit to be accepted by Muslims as allies or friends.
The prevailing belief of Muslims about Jesus is that Christians are wrong in their understanding of Jesus; and that Jesus, who lived before Muhammad, was actually a Muslim. Yet, Muslim propagandists in America, strive to create the impression that Islam is congenial to, and a logical conclusion to Christianity while routinely and dishonestly exploiting how Jesus is perceived in the Koran and in Muslim culture.
In the Arab World Studies Notebook, unsupported claims about Muslims in the pre-Columbian New World are completely without documentation or support, leading one to speculate the intended audience consists of teachers who in an effort to keep their jobs, and lacking knowledge of history and religion, will advocate what they are told without question.
One ridiculous and unsupported myth in the Arab World Studies Notebook is that Muslims supposedly reached the New World in pre-Columbian times, spreading throughout the Caribbean, Central America, South America and even Canada. According to the myth, by the time Columbus arrived, the New World was full of Muslims. English explorers supposedly met Iroquois and Algonquin chiefs who had names like ‘Abdul-Rahim’ and ‘Abdallah Ibn Malik!’ Shabbas does not cite any sources to support the claims and does not reveal names for the English explorers.
The Arab World Studies Notebook is full of unqualified statements such as the one on page 27 that states, “As is well known, the Qur’an was revealed through the Prophet Muhammad . . .” It does not say how it is well known, or by whom it is well known. In fact, in America, a country where 80% of the population claims to be Christian, it is neither well known nor mainstream. It is however, recognizable to Christians as Islamic-fundamentalist myth.
The Arab World Studies Notebook states, “The Koran is the last link in a chain of revelation going back to time immemorial, even to the very origin of humankind.” Muslims believe the Koran is a miraculous revelation channeled through Muhammad, who was illiterate. Left to memory for centuries, it is not known how many versions of the Koran were written and rewritten before an accepted version was assembled, or who actually wrote them down.
Another myth in the Arab World Studies Notebook is that the Koran condemns wars of “territorial conquest.” No doubt, Muslims would prefer peaceful conquests, however the book says that from the 8th through 13th centuries, Arabian Muslims built a great empire that “extended across North Africa, the Middle East, and Central Asia, from Spain to the borders of China.” It does not say exactly how the conquest took place or acknowledge that thousands of churches, temples, and civilizations were destroyed in the process, or that 270,000,000 non-Muslim lives were lost in nearly 1400 years of violent jihad. 
Americans will not tolerate loss of freedom for subversive ends through trickery and deceit. Yet a stealth movement is rapidly seeking to impose objectionable “Shari’ah Law” in place of Democracy and the Constitution.
According to Lebanese born terrorist expert, and founder of ACT! For America, Brigitte Gabriel,
“For the last 16 years, Saudi Arabia and the Gulf states … because of the money coming from the oil, have been pumping millions of dollars into our universities appointing Arab professors who are anti-American, and anti-Israel, have been basically brain-washing our students to believe we (Americans) are the problem.”
“The children, who have been educated in American universities for the last 16 years, have graduated and are now working … not influenced … by our patriotic education as Americans, but they have been influenced by Arab thinking … and hatred based on revenge.”
The evidence of such brainwashing is an attempt to raise our children against us and force them to ultimately live in dhimmitude. Many responsible groups and individuals aware of the treacherous violations of freedom are aware that an attempt to undermine our society is underway. Western free thinkers will never stand for such a breach in conscience and it will be exposed and stopped as historical fact and geopolitical reality inevitably lead to differences in culture and religion. Forced multiculturalism and political correctness provide fertile ground for hostilities in an attempt to abolish cherished and established standards of the hosting culture, which in this case is America.
 Fende, Hillel; “Saudi Infiltration into U.S. Education,” Israel National News, September 2008, http://www.israelnationalnews.com/News/News.aspx/127663
 Kaplan, Lee; “The Saudi Fifth Colimn on Our College Campuses,” April 5, 2004, http://www.frontpagemag.com/readArticle.aspx?ARTID=13551
 Esposito, John and Algar, Hamid; “The Fifth Column [On Middle East Studies, Title VI, Saudi Funding], The Conservative Jedi Blog, January 23, 2008, http://conservative-jedi.blogspot.com:80/2008/01/fifth-column.html & http://www.campus-watch.org/article/id/4725
 Emerson, Steve; The American House of Saud: The Secret Petrodollar Connection, Chapter 15, p.292, Franklin Watts Publisher, 1985
 Lynne, Dianna; “Islam Studies Spark Hate Mail, Lawsuits,” January 16, 2002 http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=26074
 “Schoolhouse Shari’ah,” September 24, 2009, http://www.investors.com/NewsAndAnalysis/Article.aspx?id=507056
 Shroeder, Jen; “How Clinton Sold Our Children to Islam,” June 26, 2004, http://www.blessedcause.org/proof/Clinton%20Abdurahman%20Alamoudi.htm
 “Islamic Indoctrination Taken to Supreme Court,” June 9, 2006, http://www.worldnetdaily.com/news/article.asp?ARTICLE_ID=50562
 Budianski, Stephen; “The Trouble With Textbooks,” February 2001, http://www.prism-magazine.org/feb01/html/textbooks.cfm
 Unruh, Bob; “Brave New Schools: History Textbooks Promoting Islam,” May 10, 2008, http://www.wnd.com/index.php?fa=PAGE.view&pageId=63872
 Sewall, Gilbert T.; “Islam in the Classroom: What the Textbooks Tell Us, American Textbook Council, New York, NY, 2008
 Sharon-Krespin, Rachel; “Fethullah Gulen’s Grand Ambition: Turkey’s Islamic Dagger,” Middle East Forum, Winter 2009 , http://www.meforum.org/2045/fethullah-gulens-grand-ambition
 Spencer, Robert; “Muslim Elementary School Welcomed in Minnesota,” March 13, 2008, http://www.humanevents.com/article.php?id=25470#continueA
 World Net Daily, “Imams Promote ‘Our Values’ On Taxpayer Dime,” March 15, 2008, http://www.wnd.com/index.php?fa=PAGE.view&pageId=58967
 “Teacher Spills Beans About Islamic Classes,” April 9, 2008, http://www.worldnetdaily.com/index.php?fa=PAGE.view&pageId=61129
 Tarek ibn Ziyad Press Release,” http://kstp.com/kstpImages/TiZA_Media_Statement.pdf
 Lemagie, Sarah; “State Orders Charter School to Correct Two Areas Tied to Islam,” May 28, 2008, http://www.startribune.com/local/south/19076119.html?page=2&c=y
 Furst, Randy and Lemagie, Sarah; “ACLU Files TIZA Lawsuit,” January 22, 2009 http://www.startribune.com/local/east/38034459.html?elr=KArksDyycyUtyycyUiD3aPc:_Yyc:aUU
 Gaffney, Frank; “A Troubling Influence,” December 9, 2003, http://www.frontpagemag.com/articles/read.aspx?guid=c7cd908b-6d7e-49eb-a0a9-da0a18745a29
 June 11, 2008: Saudi Arabia: USCIRF Confirms Material Inciting Violence, Intolerance Remains in Textbooks Used at Saudi Government’s Islamic Saudi Academy, http://www.uscirf.gov/index.php?option=com_content&task=view&id=2206&Itemid=1
 Administration; Social Daily News, November 8, 2007I, “Islam: 270,000,000 Million Bodies in 1400 Years,” http://www.socialdailynews.com/2007/11/islam-270-million-bodies-in-1400-years/
It is interesting that the media did not provide a history of the name of the Navy destroyer, USS “Bainbridge”, that recently assisted the crew of the hijacked merchant marine ship, Maersk Alabama.
Research into a book titled To the Shores of Tripoli, by A.B.C. Whipple….reveals the following…
On March 27, 1794 President George Washington signed “An Act to Provide Naval Armament ” authorizing the construction of six frigates (that would create the U.S. Navy after the Revolution.) The frigates were necessary to protect American merchant ships from attack by the North African “Barbary States” of Morocco, Algiers, Tunis, and Tripoli. Ships in the Mediterranean were routinely taken captive by “pirates”and the crews were taken as prisoners, and held for ransom, or sold as slaves. It became very frequent and was very expensive for the young American nation to pay the ransoms. Americans were sharply divided as whether to continue paying ransoms or use force.
In 1786, initially seeking to pay a tribute payment, and thereby “negotiate” a peace treaty, Thomas Jefferson, Benjamin Franklin and John Adams went to Europe to negotiate tribute payments to the pirates. Asking the Ambassador from Tripoli why they preyed upon the American merchants, the answer was that the North African nations justified war against all non-Muslim nations based on the Islamic Koran; and, Muslims who died during a siege were assured to go to paradise. Jefferson reported the Algerian ambassador’s reply to Congress:
“Founded on the laws of their prophet, and written in the Quran, all nations who did not acknowledge their (King’s) authority were sinners, and it was their right and duty to make war upon them wherever they could be found, and to make slaves of all they could take as prisoners, and that every ‘Musselman’ (Muslim) who should be slain in Battle was sure to go to Paradise.”
It is interesting to note during our founding era, like today, there was great concern and debate over how to deal with radical Islamist doctrine permitting and practicing shameless extortion of non-Muslims. Some Americans wanted to talk with them to convince them that their actions were wrong. Some of our citizens and politicians wanted to continue paying ransom, thinking the problem would eventually go away.
William Bainbridge was a captain of several ships during the Barbary Wars that ensued. Under John Adams Presidency in 1800, he delivered treaty tribute “gifts” (jizya) for safe travel in the Mediterranean to the Dey of Algiers as captain of the USS George Washington. During Thomas Jefferson’s first days as President , in 1801, William Bainbridge was the captain of the USS Essex in what was the first squadron after their construction was completed (consisting of five U.S. Navy frigates) sent to protect American shipping in the Mediterranean. In 1803 Jefferson sent another squadron, and at that time Bainbridge was the captain of the Philadelphia. The Philadelphia subsequently was taken captive at Tripoli and its 307 officers and crew were held captive in Tripoli for 18 months. After negotiation, 296 surviving Americans were released for a ransom tribute of $60,000 and 89 Tripolitan prisoners that the Americans had taken in resulting squirmishes.
The missing eleven (of the original 307 Americans taken as prisoners from the USS Philadelphia) included 6 who had died in captivity, and 5 who had converted to Islam much to the annoyance of the rest of the crew. The Bashaw of Tripoli offered the 5 converts the choice of staying in Tripoli and living as Muslims, or returning with the Americans. Four of them decided to renounce Islam and go home. The Bashaw of Tripoli regarded this as an insult to Islam. He called his guards to take those 4 men away…One American recalled the look of horror and despair as they passed him. Those four men did not get to go home, and they were never seen or heard from again….
Captain William Bainbridge lived to be a Naval Officer in the War of 1812.
His Grandmother in Hawaii is now dead! If she could have only been interviewed first! What timing!-MCL
Sir Winston Churchill
“Individual Moslems may show splendid qualities, but the influence of the religion paralyzes the social development of those who follow it. No stronger retrograde force exists in the world. Far from being moribund, Mohammedanism is a militant and proselytizing faith. It has already spread throughout Central Africa, raising fearless warriors at every step.” Sir Winston Churchill – circa 1899 Sir Winston Churchill…
“How dreadful are the curses which Mohammedanism lays on its votaries! Besides the fanatical frenzy, which is as dangerous in a man as hydrophobia in a dog, there is this fearful fatalistic apathy. The effects are apparent in many countries. Improvident habits, slovenly systems of agriculture, sluggish methods of commerce, and insecurity of property exist wherever the followers of the Prophet rule or live. A degraded sensualism deprives this life of its grace and refinement; the next of its dignity and sanctity. The fact that in Mohammedan law every woman must belong to some man as his absolute property‹either as a child, a wife, or a concubine‹must delay the final extinction of slavery until the faith of Islam has ceased to be a great power among men. No stronger retrograde force exists in the world. Far from being moribund, Mohammedanism is a militant and proselytizing faith. It has already spread throughout Central Africa, raising fearless warriors at every step; and were it not that Christianity is sheltered in the strong arms of science‹the science against which it had vainly struggled‹the civilization of modern Europe might fall, as fell the civilization of ancient Rome.” From The River War, first edition, Vol. II, pages 248 50 (London: Longmans, Green & Co., 1899)
And, in Thomas Jefferson’s term, “The Barbary Wars” were to free Americans who were taken as slaves from their merchant ships traveling near North Africa. They were taken by Muslim pirates who used the Koran to justify taking the Americans, because they were Christians, not Muslims.
The Barbary Wars are historic because Congress was adjourned when President Jefferson signed the declaration of war, causing uproar within the Congress! Congress called the wars “Mr. Jefferson’s War”, but after millions of dollars, and four years the Americans concerned, were freed! It is noteworthy that during Jefferson’s term, the young Democracy was still largely financed by individuals who never received reimbursement for their efforts.
Khomeini accordingly delivered notorious rebuke to the Islam-is-a-religion-of-peace crowd:
“Those who know nothing of Islam pretend that Islam counsels against war. Those [who say this] are witless. Islam says: Kill all the unbelievers just as they would kill you all! Does this mean that Muslims should sit back until they are devoured by [the unbelievers]? Islam says: Kill them, put them to the sword and scatter [their armies]…. Islam says: Whatever good there is exists thanks to the sword and in the shadow of the sword! People cannot be made obedient except with the sword! The sword is the key to Paradise, which can be opened only for the Holy Warriors! There are hundreds of other [Qur’anic] psalms and Hadiths [sayings of the Prophet] urging Muslims to value war and to fight. Does all this mean that Islam is a religion that prevents men from waging war? I spit upon those foolish souls who make such a claim.”
John Wesley (1703 – 1791) theologian and founder of the English Methodist movement
“Let us now calmly and impartially consider what manner of men the Mahometans in general are. An ingenious writer, who a few years ago published a pompous translation of the Koran, takes great pains to give us a very favourable opinion both of Mahomet and his followers. But he cannot wash the Ethiop white. After all, men who have but a moderate share of reason, cannot but observe in his Koran, even as polished by Mr. Sale, the most gross and impious absurdities. To cite particulars is not now my business. It may suffice to observe in general, that human understanding must be debased to an inconceivable degree, in those who can swallow such absurdities as divinely revealed. And yet we know the Mahometans not only condemn all who cannot swallow them to everlasting fire; not only appropriate to themselves the title of Mussulman or True Believers: but even anathematise with the utmost bitterness, and adjudge to eternal destruction, all their brethren of the sect of Mi, all who contend for a figurative interpretation of them.”
“That these men then have no knowledge or love of God is undeniably manifest, not only from their gross, horrible notions of him, but from their not loving their brethren. But they have not always so weighty a cause to hate and murder one another, as difference of opinion. Mahometans will butcher each other by thousands, without so plausible a plea as this. Why is it that such numbers of Turks and Persians have stabbed one another in cool blood ? Truly, because they differ in the manner of dressing their head. The Ottoman vehemently maintains, (for he has unquestionable tradition on his side) that a Mussulman should wear a round turban. Whereas the Persian insists upon his liberty of conscience, and will wear it picked before. So, for this wonderful reason, when a more plausible one is wanting, they beat out each other’s brains from generation to generation.
It is not therefore strange, that ever since the religion of Mahomet appeared in the world, the espousers of it, particularly those under the Turkish emperor, have been as wolves and tigers to all other nations ; rending and tearing all that fell into their merciless paws, and grinding them with their iron teeth: that numberless cities are rased from the foundation, and only their name remaining : that many countries which were once as the garden of God, are. now a desolate wilderness; and that so many once numerous and powerful nations are vanished away from the earth ! Such was, and is at this day, the rage, the fury, the revenge, of these destroyers of humankind!”–John Wesley, “The Doctrine of Original Sin“, (1817). p.35
Muhammad ibn Zakariyā Rāzī (865 – 925 AD) Persian physician, alchemist, chemist, philosopher, and scholar:
“If the people of this religion [Islam] are asked about the proof for the soundness of their religion, they flare up, get angry and spill the blood of whoever confronts them with this question. They forbid rational speculation, and strive to kill their adversaries. This is why truth became thoroughly silenced and concealed.”
“You claim that the evidentiary miracle is present and available, namely, the Koran. You say: “Whoever denies it, let him produce a similar one.” Indeed, we shall produce a thousand similar, from the works of rhetoricians, eloquent speakers and valiant poets, which are more appropriately phrased and state the issues more succinctly. They convey the meaning better and their rhymed prose is in better meter. … By God what you say astonishes us! You are talking about a work which recounts ancient myths, and which at the same time is full of contradictions and does not contain any useful information or explanation. Then you say: “Produce something like it”?![“– 2.0 2.1 Jennifer Michael Hecht – Doubt: A History: The Great Doubters and Their Legacy of Innovation from Socrates and Jesus to Thomas Jefferson and Emily Dickinson (pg. 227-230) – HarperOne, September 7, 2004, ISBN 9780060097950
Omar Khayyám (1048 – 1131 AD) Persian polymath, mathematician, philosopher, astronomer, physician, and poet who wrote treatises on mechanics, geography, and music. Translation by Richard Le Gallienne:
Allah, perchance, the secret word might spell
If Allah be, He keeps His secret well.
What He hath hidden, who shall hope to find?
Shall God His secret to a maggot tell?
The Koran! well, come put me to the test
Lovely old book in hideous error drest.
Believe me, I can quote the Koran too,
The unbeliever knows his Koran best.
And do you think that unto such as you,
A maggot-minded, starved, fanatic crew,
God gave the secret, and denied it me?
Well, well, what matters it! believe that too.”
— Omar Khayyám, Rubaiyat
Salomon Reinach (1858 – 1932) French archaeologist who received honours from the chief learned societies of Europe. He made valuable archaeological discoveries at Myrina near Smyrna in 1880-82, at Cyme in 1881, at Thasos, Imbros and Lesbos (1882), at Carthage and Meninx (1883-84), at Odessa (1893):
“From the literary point of view, the Koran has little merit. Declamation, repetition, puerility, a lack of logic and coherence strike the unprepared reader at every turn. It is humiliating to the human intellect to think that this mediocre literature has been the subject of innumerable commentaries, and that millions of men are still wasting time absorbing it.” –Salomon Reinach, Orpheus: A History of Religions, (1909)
Theodore Roosevelt (1858 – 1919)
“Christianity is not the creed of Asia and Africa at this moment solely because the seventh century Christians of Asia and Africa had trained themselves not to fight, whereas the Moslems were trained to fight. Christianity was saved in Europe solely because the peoples of Europe fought. If the peoples of Europe in the seventh and eighth centuries, an on up to and including the seventeenth century, had not possessed a military equality with, and gradually a growing superiority over the Mohammedans who invaded Europe, Europe would at this moment be Mohammedan and the Christian religion would be exterminated. Wherever the Mohammedans have had complete sway, wherever the Christians have been unable to resist them by the sword, Christianity has ultimately disappeared. From the hammer of Charles Martel to the sword of Sobieski, Christianity owed its safety in Europe to the fact that it was able to show that it could and would fight as well as the Mohammedan aggressor… The civilization of Europe, American and Australia exists today at all only because of the victories of civilized man over the enemies of civilization because of victories through the centuries from Charles Martel in the eighth century and those of John Sobieski in the seventeenth century. During the thousand years that included the careers of the Frankish soldier and the Polish king, the Christians of Asia and Africa proved unable to wage successful war with the Moslem conquerors; and in consequence Christianity practically vanished from the two continents; and today, nobody can find in them any “social values” whatever, in the sense in which we use the words, so far as the sphere of Mohammedan influences are concerned. There are such “social values” today in Europe, America and Australia only because during those thousand years, the Christians of Europe possessed the warlike power to do what the Christians of Asia and Africa had failed to do — that is, to beat back the Moslem invader.” —Theodore Roosevelt (1901-1909) Biography: Impact and Legacy – The Rector and Visitors of the University of Virginia, January 19, 2005, AND; Legacy/ Theodore Roosevelt
(Saint) Thomas Aquinas (1225 – 1274), Influential philosopher and theologian:
“On the other hand, those who founded sects committed to erroneous doctrines proceeded in a way that is opposite to this, The point is clear in the case of Muhammad. He seduced the people by promises of carnal pleasure to which the concupiscence of the flesh goads us. His teaching also contained precepts that were in conformity with his promises, and he gave free rein to carnal pleasure. In all this, as is not unexpected, he was obeyed by carnal men. As for proofs of the truth of his doctrine, he brought forward only such as could be grasped by the natural ability of anyone with a very modest wisdom. Indeed, the truths that he taught he mingled with many fables and with doctrines of the greatest falsity. He did not bring forth any signs produced in a supernatural way, which alone fittingly gives witness to divine inspiration; for a visible action that can be only divine reveals an invisibly inspired teacher of truth. On the contrary, Muhammad said that he was sent in the power of his arms—which are signs not lacking even to robbers and tyrants. What is more, no wise men, men trained in things divine and human, believed in him from the beginning, Those who believed in him were brutal men and desert wanderers, utterly ignorant of all divine teaching, through whose numbers Muhammad forced others to become his followers by the violence of his arms. Nor do divine pronouncements on the part of preceding prophets offer him any witness. On the contrary, he perverts almost all the testimonies of the Old and New Testaments by making them into fabrications of his own, as can be. seen by anyone who examines his law. It was, therefore, a shrewd decision on his part to forbid his followers to read the Old and New Testaments, lest these books convict him of falsity. It is thus clear that those who place any faith in his words believe foolishly.“–Thomas Aquinas, Summa Contra Gentiles (13th cent). Book 1, Ch. 6.4
Thomas Carlyle (1795 – 1881) Scottish satirical writer, essayist, historian and teacher during the Victorian era:
“. . I must say, it [the Koran] is as toilsome reading as I ever undertook. A wearisome confused jumble, crude, incondite; endless iterations, long-windedness, entanglement; most crude, incondite; — insupportable stupidity, in short! Nothing but a sense of duty could carry any European through the Koran . . . It is the confused ferment of a great rude human soul; rude, untutored, that cannot even read; but fervent, earnest, struggling vehemently to utter itself in words . . . We said “stupid:” yet natural stupidity is by no means the character of Mahomet’s Book; it is natural uncultivation rather. The man has not studied speaking; in the haste and pressure of continual fighting, has not time to mature himself into fit speech . . . The man was an uncultured semi-barbarous Son of Nature, much of the Bedouin still clinging to him: we must take him for that. But for a wretched Simulacrum, a hungry Impostor without eyes or heart . . . we will not and cannot take him. Sincerity, in all senses, seems to me the merit of the Koran; what had rendered it precious to the wild Arab men . . . Curiously, through these incondite masses of tradition, vituperation, complaint, ejaculation in the Koran, a vein of true direct insight, of what we might almost call poetry, is found straggling.”–Thomas Carlyle, “On Heroes, Hero-Worship and the Heroic in History”, pg. 64-67.
François-Marie Arouet (1694 – 1778), Better known by the pen name Voltaire, was a French Enlightenment writer and philosopher famous for his wit and for his advocacy of civil liberties, including freedom of religion and free trade:
“But that a camel-merchant [Muhammad] should stir up insurrection in his village; that in league with some miserable followers he persuades them that he talks with the angel Gabriel; that he boasts of having been carried to heaven, where he received in part this unintelligible book, each page of which makes common sense shudder; that, to pay homage to this book, he delivers his country to iron and flame; that he cuts the throats of fathers and kidnaps daughters; that he gives to the defeated the choice of his religion or death: this is assuredly nothing any man can excuse, at least if he was not born a Turk, or if superstition has not extinguished all natural light in him.”–François-Marie Arouet, Letter to Frederick II of Prussia, December 1740, referring to Muhammad.”
Winston Spencer-Churchill (October 10, 1940 – March 2, 2010),Grandson of former Prime Minister Sir Winston Churchill:
“At its most extreme, authoritarianism is exemplified by the isms of the 20th Century — Communism, Fascism and Nazism. The Fascists and Nazis were responsible for the deaths of more than 30 million human beings, while more than 50 million are estimated to have been murdered by Stalin and the Russian Communists, while Mao-Tse-Tung and the Chinese Communists are believed to have accounted for some 80 million.”
“But today a new challenge — another ism — confronts us, and that is the challenge of Islamic fundamentalism. Extremist Islam has declared war on the rest of the world, as evidenced by their ruthless attacks across the globe — overwhelmingly targeted at innocent civilians. Beside the outrage of 9/11, the bombings in Madrid, in Bali, in London and, most recently, in Jordan come to mind.”
“Those who have declared jihad against the West, and Western values, such as freedom of speech, are doing all in their power to mobilize against us the large Muslim communities living in our midst… Unbelievably, Washington is urging Europe to admit Turkey to the EU. Were that to happen, the Muslim population of Europe would skyrocket to 100 million — an act, in my view, of consummate folly. Already Judeo-Christian Europe is under siege from a tidal wave of Islamic immigration. The admission of Turkey would hasten its demise… Intriguingly, the dangers of extremist Islam were foreseen by Winston Churchill all of 85 years ago, as I discovered to my amazement, while compiling my most recent book, NEVER GIVE IN! The Best of Winston Churchill’s Speeches.”
“Churchill is, of course, well-known for his gift of prescience and, specifically, for being the first to warn of the menace of Hitler and Nazism as early as 1932, and of the Soviet threat in his famous Iron Curtain speech in 1946 in Fulton, Mo. But how many know that he also warned the world of the dangers of Islamic fundamentalism? I certainly did not!”– Winston S. Churchill speaking at the John Locke Foundation’s 16th anniversary dinner in Raleigh, North Carolina, on February 10, 2006 (full transcript).