The National Education Association’s (NEA) annual convention took place last week in Chicago. It opened with a theatrical speech act by NEA president, Rebecca (Becky) Pringle who has no dearth of pride in the “amazing accomplishments” of the NEA members. Pringle cited as inspiration for world transformation—not systemically oppressed persons of color like Thomas Sowell, Carol Swain, or Glenn Loury—but communist and former Black Panther who studied under Herbert Marcuse, Angela Davis:

We must share [the] view Professor Davis holds dear whether it is a mind, a heart, a school, a community, or our world, transformation is always possible, change is always possible, NEA, because of you. [wild applause for themselves]

Of the many troubling things Pringle emoted, this may be the most troubling:

NEA, you are answering my call to lead a movement that unites, not just our members, but this entire nation, to reclaim public education as a common good, as the foundation of this democracy, and then transform it into something it was never designed to be—a racially and socially just and equitable system that prepares every student, every student, EVERY STUDENT, EVERY ONE TO SUCCEED IN THIS DIVERSE AND INTERDEPENDENT WORLD!

Yes, she was cacophonously shouting about the NEA’s goal to transform public education into something it was never designed to be.

Precisely how are “socially just and equitable” defined and by whom? How does the NEA propose to achieve their socially constructed goal?

The NEA plans to achieve that goal by using taxpayer funded schools with captive audiences to promote sexual perversity, sexual confusion, science denial, the slaughter of the unborn, compulsory language mandates, censorship of ideas they hate, and the destruction of the nuclear family. That’s how.

Pringle went on to bemoan recent U.S. Supreme Court decisions:

… [T]he rights many of us have spent a lifetime fighting to secure are being stripped away in our lifetimes.

… we’ve known since 2016, since that fateful election, that this day would come—that we would feel the effects of a radicalized Supreme Court, issuing decisions that do not reflect the views or the values of America.

We knew that the ground had shifted and the stage had been set to move us further away from the promise of America for all Americans, from decisions on school prayer that attack religious freedom to vouchers that threaten the right to a universal public education to the long-term devastating impact of the Supreme Court’s decision to hijack the fundamental freedom to decide for ourselves when and how to have a family.

The U.S. Supreme Court that overturned Roe v. Wade—a decision that even leftist law professors have long acknowledged had no grounding in the Constitution—is “radical” but the U.S. Supreme Court that overturned marriage for the whole country was not?

Allowing more powerful, more privileged “pregnant persons” the legal right to have powerless, non-privileged humans killed constitutes the “promise of America”? And here I thought the promise of America was to recognize that all men are created equal and endowed by our Creator with the unalienable right to life. Has Pringle read any books on history, civics, or government other than Howard Zinn’s People’s History of America and the 1619 Project?

Allowing a coach the freedom to choose to pray silently on a football field after a game constitutes an attack on religious freedom?

Providing school vouchers that help give impoverished families a tiny bit of freedom to choose where and how their children are educated constitutes threatening the right to a universal public education?

What Pringle and her thought-control collaborators don’t want is for moms and dads who must work two jobs in order to make ends meet to be allowed to choose not to have their children indoctrinated by leftists who want to turn public education into something it was never intended to be.

Pringle then began shrieking:

As we have for decades, we will fight tirelessly for the right to choose. We will never stop. We will fight unceasingly for the rights of our LGBTQ plus students and educators. We will say gay. We will say trans. We will use the words that validate our students and their families–words that encourage them to walk in their authenticity, to love themselves fully, to become who they are meant to be! 

What if walking in their authenticity includes sadomasochism, polyamory, infantilism, or any other of the myriad paraphilias that delight fallen humans? Will Pringle encourage those students to love themselves fully and become who they are meant to be?

Who exactly intends people to be “gay” or “cross-sex” impersonators, and how does Pringle know that’s how some people are meant to be? Is it the mere presence of persistent, unchosen desire that tells Pringle how someone or something intended those people to be? Do all unchosen, powerful, persistent desires have to be affirmed, in order for humans to fully love themselves?

Pringle’s proclamations “We will say gay. We will say trans,” are an allusion to the Florida law that prohibits teachers from initiating conversations about homosexuality and cross-sex impersonation in grades K-3. Pringle has announced defiantly that creepy members of the NEA should violate Florida law in order to impose their socially constructed assumptions about sexuality on other people’s 5–9-year-olds.

Funny how leftists, who now treat the appointments of Brett Kavanaugh, Neil Gorsuch, and Amy Coney Barrett as an outrage and insult to the Democratic process, were never exercised when, according to Politico,

Democrats almost exclusively named federal judges and Supreme Court justices for decades. … Of the 22 open Supreme Court seats between 1933 and 1968, 17 were filled by Democratic presidents. And Eisenhower’s five nominees included Earl Warren and William Brennan, two future progressive icons.

Pringle believes that the NEA’s ideological world domination goals are thwarted by unceasing attacks:

We have weathered countless attacks on our profession, on us. We have become exhausted by the demands created by a crippling educator shortage. We have felt our voices grow hoarse from demanding professional pay and the respect we deserve.

Maybe the NEA has something to do with the crippling educator shortage.

Maybe liberty-loving young people don’t want to enter the teaching profession because it is controlled by leftists who demand ideological conformity from faculty, who demand that teachers promote sexual deviance and ideas derived from critical theory, and who disrespect parental rights and transparency.

Maybe veteran teachers are dropping out for the same reasons.

Maybe teachers young and old don’t want to be forced to be vaccinated. Maybe conservative teachers young and old are tired of being “attacked” by taxpayers for the inappropriate decisions leftist teachers make and which dissenting educators are not free to criticize.

Maybe leftist “educators” are getting paid too much and are getting all the respect they deserve.

Maybe teachers or those considering the teaching profession don’t support the commitment of the NEA to profile

the largest 25 organizations “that are actively working to diminish a student’s right to honesty in education, freedom of sexual and gender identity, and teacher autonomy.”

Maybe they object to the NEA’s plan to “spend more than $47 million to elect friendly candidates …, pro-labor judges, lobby for or against legislation, and support state and local affiliates in ballot measure campaigns.”

Maybe they object to the NEA’s decision to “publicly stand in defense of abortion and reproductive rights and encourage members to participate in activities including rallies and demonstrations, lobbying and political campaigns, educational events, and other actions to support the right to abortion.”

The self-important Pringle arrogantly declares to the NEA members the importance of the NEA’s work:

You understand that our work is fundamental to this nation. You have accepted the profound trust that has been placed in us. 

No, the work of the NEA is not fundamental to this nation. In reality, the NEA’s work is fundamental to no one and nothing but leftist ideologues—their beliefs, their systems, and their socio-political agenda.

No leftist event would be complete without an attack on the 2^nd Amendment, and Pringle did not disappoint. She claimed to have “listened to the stories of young people who experience gun violence in their communities every day,” but Pringle never mentioned that virtually every mass killer in America’s history has come from a broken, dysfunctional family. Leftists can’t say that because they are committed to the lie that all family structures serve children equally.

The NEA’s work contributes to the slaughter of the unborn; to a false understanding of sexual differentiation, sexual ethics, marriage, and family; to an imbalanced/erroneous view of history; to the dismantling of democratic institutions; to the erosion of liberty, tolerance, ideological diversity, and civility. The NEA is destroying public education, disrespects parental rights, and foments division. The NEA is plucking out all the threads that hold society together. 

At least Pringle admits two true things:

You have found a way to resist even as you hold on to joy. Creative and courageous, prepared and persistent, you stand in the power of the N-E-A, and the NEA stands in the power that is you [wild applause for themselves].

It is true that the NEA has power—too much power. And it is true that the NEA resists. It resists relinquishing power.

Pringle waxes melodramatic as she focuses—not on the needs of children and their families—but on the weepiness of poor pitiful NEA members:

For over a year I have traveled this nation to listen to the voices of, to learn from and to be inspired by our NEA members. … I’ve listened to educators describe their challenges as tears stream down their cheeks.

Today’s “educators” live and move and have their being in narcissism, narrative, and DEEP FEELINGS, so anecdotes about themselves weeping are even better than self-congratulations.

There was little to inspire truth-seekers in Pringle’s performance, but there was this:

Resistance is the secret of joy.

It’s good to know that Pringle looks favorably on resistance, because finally parents are resisting the efforts of public servants to force their socially constructed views on the nature and morality of cross-sex impersonation, homoeroticism, and human slaughter on all American children.

I hope Pringle realizes that one person’s “attack” on the NEA is another person’s act of resistance—which Pringle believes is the secret of joy.

Listen to this article read by Laurie:

https://staging.illinoisfamily.org/wp-content/uploads/2022/07/The-National-Education-Association-Convention.mp3

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For those who for years have been battling critical race theory-infused and sexually deviant material in public schools with little help from their friends, recent developments offer a smidge of hope.

I began opposing both types of resources in about 2005 when I was a member of the highly partisan English Department at District 113’s Deerfield High School on Chicago’s North Shore. At that time, my opposition and warnings fell on deaf ears—well, except for the propagandists. Theirs were hostile ears—very hostile.

Teachers in District 113 were pushing CRT-tainted content in the classroom and in what is loosely called “professional” development. Teachers who claimed to “honor all voices” and “value diversity” were pushing leftist assumptions about sexuality while censoring all dissenting voices in the classroom. They hoped that the voices of conservative parents had been effectively silenced. They were largely right. And now District 113 has wasted taxpayer money to put tampon machines in boys’ bathrooms. That’s what happens when we allow bullying and fear to paralyze us.

Racism and disordered sexuality eagerly promoted by leftist change-agents in government schools are destroying the hearts, minds, and bodies of children; the integrity and safety of families; and all institutions of public life that previously protected order and liberty.

But leftist efforts to unleash chaos by appealing to the most selfish, dark, and ignorant desires of deceitful and desperately wicked human hearts through propaganda and tyranny have awakened the consciences of Americans.

Americans now see what leftists are doing. Americans see that leftists are fostering racism to divide and conquer. Americans see the grifters scamming Americans by creating the illusion that America is awash in racial bigotry and then swooping in to sell their snake-oil to the gullible and intimidated.

Americans of color see their children being taught the lie that they are oppressed victims with no agency in their own lives. Colorless Americans see their children being taught the lie that they are racist oppressors by dint of their tint. And Americans see the fruits of this racist teaching in the riots, arson, looting, and violence that pollute our streets.

Americans see the bizarre explosion of troubled adolescent girls suddenly deciding they are boys trapped in biologically healthy girls’ bodies. Americans see public schools affirming such cultish ideas and behaviors, while concealing their complicity from parents.

Americans of all political stripes see the reprehensible destruction of girls’ sports and the sexual integration of school bathrooms and locker rooms.

Americans see curricula and library book collections permeated with obscene literature that promotes disordered sexuality.

And Americans see leftist lawmakers passing laws that require public schools to introduce and affirm leftist beliefs about homosexuality and cross-sex practices to kindergartners.

But finally with racism and unbounded sexuality unleashing chaos and suffering throughout the public square, aided and abetted by the politicized re-education long taking place in public schools, Americans are using their voices to oppose this evil.

Parents are organizing and confronting partisan and indolent school boards from California to the New York island. And when threatened by hostile, tyrannical board members and the Department of Justice with being labeled domestic terrorists, parents are doubling down rather than cowering.

As a result of the collusion between the National School Boards Association (NSBA) with the Justice Department to crack down on critics of leftist school boards, seventeen state school board chapters have withdrawn from the NSBA, taking with them $1.1 million in dues, which constitutes about 42% of the NSBA’s annual income from dues. More money will be lost as these state school boards withdraw too from participation in NSBA-sponsored events. Other local chapters are considering doing likewise. This is but a small step in loosening the grimy, grasping grip of unelected, unaccountable, faceless bureaucrats on education, which should be a local matter.

In droves, teachers are electing to leave the far-leftist, culturally regressive, morally repugnant National Education Association. World magazine reported that the NEA has lost 65,000 members since 2019. One teacher profiled by World is Tracy Hiebert, a black woman and decades-long teacher, who left the NEA because of its support for “critical race theory, LGBTQ issues, and inappropriate sex education.”

I’ve saved the best for last: Parents are pulling their kids out of school. Since the start of the pandemic, Chicago Public Schools has lost 25,000 students, and nationwide 1.5 million students have left public schools.

In a macro-burst of righteous indignation, creativity, and deep love for their children and this nation, parents are choosing alternative ways to educate their children. They are sending them to existing private schools or co-ops. They are homeschooling. And they are creating new micro-schools/co-ops that take many forms.

IFI has long argued that churches must view the children in their congregations as a mission field. Churches should make it possible for any member who wants to exit public schools to do so, either by making the necessary funds available to parents to send their children to existing Christian private schools or by creating affordable schools.

Christians can donate their skills, knowledge, time, and money for this revolutionary project. Retirees in good health with free time can contribute significantly to such a venture. Christians with financial resources can provide help in many forms from curricular material to scholarships. Christian teachers trapped in our taxpayer-funded breeding grounds of lies could provide enormous help in establishing schools that are conducive to human flourishing.

Americans of all ages, races, ethnicities, religions, and nations of origin long to live in a union that is again touched “by the better angels of our nature” rather than drowning in the basest impulses of our fallen nature.

The vast web composed of public schools and all the ancillary organizations affiliated with them, including colleges and universities that train future teachers, organizations and individuals that profit from selling their “diversity, equity, and inclusion” wares to schools, political advocacy groups (e.g., GLSEN, the Illinois Safe Schools Alliance), teachers’ unions, the American Library Association, and the Modern Language Association, are all controlled by leftists. The bias is systemic. Changes will not come in time for children in school today. But as we pull our children out, we must continue to oppose what leftists are teaching those children remaining in public schools. It is a stewardship issue. Our money is being used to indoctrinate children with lies, and these children will be our culture-makers shortly.

Listen to this article read by Laurie:

https://staging.illinoisfamily.org/wp-content/uploads/2021/12/Smidge-of-Hope-on-the-Education-Horizon.mp3

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When examining the hydra that is the collectivist “education” establishment that dominates public schools in the United States, among the most important tentacles have been the teachers’ unions—especially the National Education Association (NEA).

Along with other leading unions, the NEA and its affiliates at the state and local level played a leading role in transforming American education into the dangerous disaster that it has become. The extremism has been getting progressively more extreme for more than a century now. But it’s not new by any means.

The destructive role played by the NEA is so serious, and so widely understood, that in 2004, even then-U.S. Secretary of Education Rod Paige described the union as a “terrorist organization.” But in reality, the NEA has done far more damage to the United States than a simple terrorist organization ever could.

Consider that terrorists merely kill individuals, even if sometimes in large numbers. But the NEA and its allied unions have helped to practically kill a nation—the greatest, freest nation that ever existed. While terrorists destroy human bodies, the NEA has worked to destroy human minds and human freedoms.

For at least a century, the NEA, founded in 1857 as a professional association, has barely bothered to conceal its leadership’s affinity for communism, collectivism, socialism, humanism, globalism, and other dangerous “isms” that threaten individual liberty. Nor has the union shied away from vitriolic attacks on the United States, the free-market system, Christianity, the family, or educational freedom.

Perhaps the most important exposé ever written on the NEA was the 1984 book “NEA: Trojan Horse in American Education” by Dr. Samuel Blumenfeld. Packed with examples and references, Blumenfeld’s book proved that, contrary to popular mythology, which holds that the NEA’s extremism is a more recent phenomenon, the union’s leaders have been radicalizing teachers against America for a century or more.

Since being overtly taken over by progressives early in the 20th century, “the NEA has subjected its members to an unrelenting hatred of capitalism and an unceasing, uncritical benevolence toward socialism,” wrote Blumenfeld.

But even before that, it was bad. “From 1857 to the present, the NEA has worshiped two gods: Horace Mann, a statist, and John Dewey, a socialist,” Blumenfeld continued, referring to the two most important figures in the hostile takeover of “education” by government. This series on education has dealt with both of these subversives extensively.

By 1900, the NEA, which was lobbying for federal involvement in education, was largely insignificant. Even though there were an estimated half a million public school teachers in the United States at that time, the NEA had well under 2,500 members. Once the “progressives” took firm control, though, it became a sort of “ministry of education” seeking to dictate and control education policy nationwide.

Replacing Liberty With Collectivism

Once progressives were totally in control of the NEA leadership, a story detailed in Blumenfeld’s book, there was no longer any inhibitions in openly promoting the triumph of collectivism over liberty using the school system.

At the annual NEA meeting in 1934, Willard Givens, who would soon be appointed executive secretary over the union, laid out the agenda.

“Many drastic changes must be made,” Givens declared. “A dying ‘laissez-faire’ must be completely destroyed and all of us, including the ‘owners’, must be subjected to a large degree of social control. … The major function of the school is the social orientation of the individual. It must seek to give him understanding of the transition to a new social order.”

He also called for nationalization of all sorts of industries, to be operated for the benefit of “the people.”

Of course, socialist and humanist “education reformer” John Dewey had been advocating the emergence of a “new social order,” socialist in orientation, since at least the early years of the 20th century. And in 1932, Dewey, almost universally regarded as the founding father of America’s public education system, became the “honorary life president” of the NEA.

The very next year, Dewey and some of his cohorts would draft and sign the first Humanist Manifesto, a bizarre religious document brazenly rejecting God while shamelessly embracing collectivism and socialism. This totalitarian religion would eventually be advanced throughout America in de-Christianized public schools.

Dewey, who visited the Soviet Union and wrote articles extolling the brutal tyranny’s supposed virtues, was interested in education primarily to promote his totalitarian “ideology” and his pseudo-theology. And even though he was adamant that Christianity must not be taught in schools, he was totally fine with religion—his religion—in the classroom. In fact, he believed it was essential to creating the “new social order.”

“Our schools … are performing an infinitely significant religious work,” he wrote in his 1907 essay “Religion and Our Schools.”

“They are promoting the social unity out of which in the end genuine religious unity must grow. … [D]ogmatic beliefs … we see … disappearing. … It is the part of men to … work for the transformation of all practical instrumentalities of education till they are in harmony with these ideas.”

From the 1920s onward, this sort of quack religious, political, and educational nonsense and propaganda from Dewey filled the pages of the “NEA Journal.” Among other ideas, Dewey’s writing in the NEA’s flagship publication, which reached more teachers than any other, constantly extolled the virtues of collectivism and the mass-murdering Soviet system while demonizing the United States and traditional American education.

Dewey was especially warm to the Soviet indoctrination program masquerading as an “education” system, his essays in the NEA Journal and other publications such as the New Republic revealed. And yet, because of clever word games, many Americans remained oblivious to the danger. One of the ways Dewey’s propaganda on behalf of tyranny was so effective was that he deceived readers by using the words “democracy” and “socialism” interchangeably.

Dewey was so wrapped up in Soviet intrigue that, before becoming honorary president of the NEA, he served as vice president and one of the original directors of the American Society for Cultural Relations with Russia. This Soviet dictatorship-created organization in the United States founded in 1927 was primarily involved in sending students, professors, and teachers to the Soviet Union for communist indoctrination, and bringing Soviet “experts” to the United States to train American educators.

Unsurprisingly, the NEA was always willing and eager to work with “unions” in slave states of Eastern Europe and Latin America, including the phony unions created by the Soviet regime. That was despite harsh criticism from Soviet dissidents and even the American Federation of Teachers (AFT), another major teachers’ union that differed in important ways from the NEA.

The most frequent writer in the NEA Journal throughout the 1930s and 1940s was socialist Stuart Chase. “It is no longer a question of collectivism versus individualism, but of what kind of collectivism,” Chase wrote in the NEA’s official propaganda organ after calling for the U.S. government to take over agriculture, banking, credit, and more.

In a 1956 interview with the Los Angeles Tidings, former teacher and Communist Party defector Bella Dodd dropped a bombshell. “The Communist party whenever possible wanted to use the Teacher’s Union for political purposes,” she said, adding that the communists in the union were all in favor of Dewey-inspired “progressive” education. “Most of the programs we advocated, the NEA followed the next year or so.”

Taking Collectivism Global

In addition to spreading its collectivist poison in the minds of children across the United States through public schools, the NEA also waged an effective campaign to spread the indoctrination system worldwide. Indeed, the union was among the first organizations to openly promote the idea of a global “board of education” to control every school on the planet.

As far back as 1920, the NEA created its so-called International Relations Committee. The ostensible purpose was to help build “world understanding.” But the real agenda soon become crystal clear to anyone who was paying attention.

Responding to the formation of a formal U.S. government alliance with the ruthless Communist Party dictatorship enslaving the Soviet Union, NEA Journal chief J. Elmer Morgan wrote an editorial for the publication called “The United Peoples of the World.”

Among other demands, supposedly to “keep the peace and insure justice and opportunity,” Morgan said “we need certain world agencies of administration.” Those planetary governing agencies should include a global “police force” and a world “board of education,” Morgan opined.

To bring about that global “board of education,” the NEA set up the “War and Peace Fund” to collect donations in 1943. Similar schemes took place in Europe among the education establishment. Eventually, these efforts culminated in the creation of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in 1946, an organization that will be addressed in an upcoming article in this series.

In a 1946 editorial in the NEA Journal headlined “The Teacher and World Government,” Morgan was again shilling for global government, and again advocating that these subversive ideologies be forced on captive school children through indoctrination.

“In the struggle to establish an adequate world government, the teacher has many parts to play,” Morgan wrote, calling on teachers to “prepare the hearts and minds of children” for the looming global collectivist regime. “At the very top of all the agencies which will assure the coming of world government must stand the school, the teacher, and the organized profession.”

Later that same year, Morgan boasted of the “achievements” toward world government that the “organized teaching profession” had already made. And to this day, the NEA continues to play a key role in the ongoing globalization and internationalization of progressive indoctrination posing as an educational system.

More Federal Power, War on Competition

Even before it was peddling the idea of a global education system to bring about global government, the NEA led the battle to get the federal government involved in education—and then to constantly expand that power under whatever pretext might be effective. Indeed, from the very beginning, the NEA worked to empower Washington over the nation’s schools, in clear violation of the U.S. Constitution and its 10th Amendment.

More than a century ago, the NEA also began lobbying Congress for federal funding of education. NEA bosses knew that with federal aid comes federal control. They finally succeeded in 1965 with the passage of the Elementary and Secondary Education Act. From there, the next stop was the creation of a cabinet-level Department of Education, an NEA wish that President Jimmy Carter granted the union in exchange for its critical support.

NEA bosses often get their way in government, even if it takes a while. That is because the NEA has been a well-oiled lobbying machine for decades. For one, by collecting dues from millions of members, the NEA and its state affiliates are able to pour endless resources into the campaign coffers of politicians. And by prodding its members to vote a certain way, write letters, and even protest, it can keep the politicians it gets elected in line indefinitely.

With almost 3 million members today, the NEA is the largest labor union in the United States. It has pumped well over $100 million into federal political campaigns since the early 1990s alone. And data from the Center for Responsive Politics show that more than 97 percent of that money went to Democrats. The tiny donations to Republicans virtually all went to the most liberal among them. Similar trends exist at the state and local level among NEA affiliates.

Today, the NEA is still trying to quash competition, seeking onerous restrictions on private schools and even waging a war on homeschooling families. In 1988 and the years following (amended in 2006 to the current version), the NEA adopted a resolution that formalized its hatred of families operating outside the government system.

“The National Education Association believes that home schooling programs based on parental choice cannot provide the student with a comprehensive education experience,” the union declared.

Of course, not all of the millions of NEA members agree with the totalitarian ideologies and ideas peddled by the union’s leadership. But until recently, at least, in many states, they were required to be members, forced to fund political campaigns and extremist views that they may have vehemently disagreed with. Thankfully, Illinois child support specialist Mark Janus sued and won, ending compulsory union dues. But many teachers still don’t realize they don’t have to fund the extremism of the NEA and its affiliates.

There may be more bad news yet to come for the NEA, which is becoming increasingly radical with every year that passes. This writer has it on good authority that some significant scandals involving NEA leadership may be revealed in the months ahead.

Either way, an objective look at the history of these tentacles on the education-establishment hydra reveals a monster that is interested in gaining power and smashing freedom—not educating children. It’s time for teachers, parents, and the taxpayers who fund it to speak out loudly.

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This article was originally published by The Epoch Times, and is one report in a series of articles examining the origins of government education in the United States.

A recent headline of a Chicago Sun-Times article alarmingly reports that a Chicago Public School watchdog is fielding 3 complaints of sexual misconduct per school day. This comes on the heels of a 2018 Chicago Tribune report that exposed Chicago public schools of having more than 520 sexual assault cases all across the city over the past decade.

According to the Illinois Assessment of Readiness (IAR), only 38 percent of Illinois public school students meet proficiency expectations in English Language Arts, only 32 percent of students meet proficiency expectations in math. This despite the fact that the NEA reports that taxpayers pay $16,925 per student per year in Illinois. For that kind of investment, the vast majority of students should not only be meeting proficiency expectations but exceeding them.

In addition, we now have the serious problem of gender-confused boys demanding unrestricted access to girls’ bathrooms and locker rooms, and school boards and administrators affirming this nonsense. We also have a new state mandate that requires all students in K-12 public schools be taught, in a positive manner, about the “roles and contributions” of homosexuals and opposite-sex impersonators; as well as, textbooks purchased must include discussions of the those purported “roles and contributions.”

And let’s not forget that we have a state mandate in favor of highly objectionable sex ed material for the impressionable minds of government school children in 6th through 12th grade.

As if that isn’t enough, government schools are using instructional time to promote left-wing political views on climate change; open borders and global citizenship; Islamic studies and prayers to the god of Islam; Howard Zinn’s warped view of America’s Founding Fathers; and the pernicious ideology of “intersectionality” that is designed to divide and pit Americans against each other.

Christian parents and grandparents must seriously consider the great options they have for their students, and make the move away from government schools. The prevalence of perversion, subversion, and indoctrination are becoming more pronounced, and in order to protect the hearts and minds of our children, it is wise to consider other options.

We invite you to join us on Saturday, April 25th, to hear from a great line up of experts as we explore what we need to do to begin to rebuild the culture through education. The event is free and open to the public. Click HERE for a flyer for this event.

2020 IFI Education Forum

WHEN: Saturday, April 25th
WHERE: Church of Christian Liberty
  502 Euclid Avenue
Arlington Heights, IL  60004
TIME: 9:30 AM – 1:00 PM

Our tentative schedule includes:

9:30-10:15        Rescuing Our Children from Government Schools (Alex Newman, The Liberty Sentinel)

10:15-11:00       Homeschooling: What in the World is Going On? (Dr. Brian Ray, NHERI)

11:00-11:30       Home Education is Possible (Kirk Smith, Illinois Christian Home Educators)

11:30-Noon       The Benefits of Christian Schooling (Rev. Calvin Lindstrom, Christian Liberty Academy)

Noon-12:15        The State of Education Choice in Illinois (Lennie Jarret, Heartland Institute) 

12:15-1:00         Q&A Session

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