'Five pillars of Islam' taught in public school

Another school has been "teaching" Islam by having students study and learn Muslim prayers and dress as Muslims, and a lawyer who argued a previous dispute over this issue to the U.S. Supreme Court said such methodologies wouldn't "last 10 seconds" if it were Christianity being taught.

"Would it have been 'just cultural education' if students were in simulated baptisms, wearing a crucifix, having taken the name of St. John and with praise banners saying 'Praise be to Jesus Christ' on classroom walls?" asked Edward White III, of the Thomas More Law Center.

His comments came after a new protest arose in Nyssa, Ore., where one parent raised objections when the Islamic teachings came to light. The district there, according to Supt. Don Grotting, is teaching a chapter in a history textbook "Journey Across Time" that talks about "how civilization has developed and some of the particular aspects of Islam."

"We teach out of the book, and there are some supplemental class activities," he told WND. "The kids do some skits, they could bring a food from the region, you could build a prop that would have depicted (something) maybe during that time period.

He said students also learned about the climate of the Middle East, the food and everyday activities of Islam, and the geography and the lay of the land.

Still another assignment was to learn the "five pillars" of Islam, study Ramadan and listen to guest speakers including an American Muslim who arrived dressed in her religious costume to talk to the kids about her Quran.

"She relayed to the kids, if you're a Christian you have your Bible, this is our Quran," Grotting said.

Parent Kendalee Garner, however, objected to having her son being taught Islam and also to the time the public school system spends on the subject.

She told WND that her 13-year-old son is being "indoctrinated that Islam is a religion of peace, and being dressed up as a Muslim, being taught prayers, and scriptures out of the Quran."

"I just don't understand the ban on Christianity but Islam has free rein," she said.

She said the guest speakers and skits and reports were wrong, but what set her off was a class in which students in all three social studies classes dressed in traditional Islamic outfits.

"The only reason I knew about it was because my son told me about it," she said. "They sent him to the library instead of stopping what they were doing. I'm sure people would be outraged if they dressed up as the pope."

If that's how teaching about religions is done, he said, "then teach all religions in the same way, Christianity, Judaism. Have the kids study Native American religions, do the dance, smoke the pipe. Have the kids dress up as priests and hear confession."

He said when he suggests that, school managers and even judges get that "panic-stricken" look.

He knows because he argued the same dispute up to the U.S. Supreme Court after complaints of similar teachings in the Byron Union School District in California.

As WND has reported that case was almost a duplicate. Teachers were having students memorize Islamic prayers, wear Islamic dress and learn to behave as a Muslim under the guise of studying history.

Some parents objected and their resulting lawsuit was turned back by the 9th U.S. Circuit Court of Appeals where the opinion called it "cultural education."

The U.S. Supreme Court last week declined to intervene, but lawyers note that's not necessarily an endorsement of the court; it just means the justices will not review the dispute at this point.

White said he actually challenged the 9th Circuit to write its instructions in a detailed opinion, so schools would know exactly what's required. However, he said the court brushed him off with a three-paragraph ruling that essentially boils down to one district judge saying it's okay in one school district.

"Why is it okay to teach Islam? Unless there's an exception in the Establishment Clause, which says you cannot teach religion in schools unless it's Islam," he said. "I haven't seen it."

Grotting said the course has been taught for several years, and comes mandated by the state under a set of required standards – called Benchmark 3 – that students must reach each year.

Grotting acknowledged to WND that textbooks do "take a slant" on some issues, because publishers "are wanting to sell a textbook that is meeting the needs of the state and federal mandates."

"I believe we're not here to promote or advocate either religion or politics," social studies teacher Jim Casad told the Ontario, Ore., Argus Observer. "However, we do have an obligation to inform students of what is going on in our world today and how history and culture have affected that world."

In the California case, school officials also blamed the "possible cant" of the textbook and said the Islamic studies were being taught because of state mandates.

"It is imperative that our instruction includes an understanding of and insight into all cultures and a tolerance for the diversity found in the world," said Peggy Green, the Byron Union School District superintendent, at that time.

A review online of information from the text shows that it teaches Christianity spread because "it gave meaning to peoples' lives, appealed to their emotions and promised happiness after death."

Its description also focuses on Christians' conflicts with Rome (when they were fed to lions), and splits between Christians following Roman teachings and those following the teachings of Constantine.

However, the article praises how the Muslims founded the system for banking, created important centers for learning, government and the arts, how they ran "government, society and business" and made valuable contributions in math, science and the arts.

The text also credits Muslims with inventing algebra and chemistry as well as creating beautiful buildings, citing the Taj Mahal, although the text does not mention that that is a tomb.

There's also no mention of the Quranic instruction that Muslims must behead infidels, or nonbelievers.

"Cases like this present Christians with a golden opportunity to introduce elements of religious teaching back into the state curriculum by using the left's double standard towards Islam against it," said one commentator. "Now that this case is on the books in the Ninth Circuit as precedent, expect Christian immersion classes to follow."

don.grotting@nyssa.k12.or.us

I just sent Grotting the following e-mail:

What Arab Civilization?
This letter was sent to Carly Fiorina, CEO of Hewlett Packard Corporation, in response to a speech given by her on September 26, 2001.

November 7, 2001

Carly Fiorina
Hewlett-Packard
3000 Hanover Street
Palo Alto, CA 94304-1185

Dear Madame Fiorina:

It is with great interest that I read your speech delivered on September 26, 2001, titled "Technology, Business and Our way of Life: What's Next" [sic]. I was particularly interested in the story you told at the end of your speech, about the Arab/Muslim civilization. As an Assyrian, a non-Arab, Christian native of the Middle East, whose ancestors reach back to 5000 B.C., I wish to clarify some points you made in this little story, and to alert you to the dangers of unwittingly being drawn into the Arabist/Islamist ideology, which seeks to assimilate all cultures and religions into the Arab/Islamic fold.

I know you are a very busy woman, but please find ten minutes to read what follows, as it is a perspective that you will not likely get from anywhere else. I will answer some of the specific points you made in your speech, then conclude with a brief perspective on this Arabist/Islamist ideology.

Arabs and Muslims appeared on the world scene in 630 A.D., when the armies of Muhammad began their conquest of the Middle East. We should be very clear that this was a military conquest, not a missionary enterprise, and through the use of force, authorized by a declaration of a Jihad against infidels, Arabs/Muslims were able to forcibly convert and assimilate non-Arabs and non-Mulsims into their fold. Very few indigenous communities of the Middle East survived this -- primarily Assyrians, Jews, Armenians and Coptics (of Egypt).

Having conquered the Middle East, Arabs placed these communities under a Dhimmi (see the book Dhimmi, by Bat Ye'Or) system of governance, where the communities were allowed to rule themselves as religious minorities (Christians, Jews and Zoroastrian). These communities had to pay a tax (called a Jizzya in Arabic) that was, in effect, a penalty for being non-Muslim, and that was typically 80% in times of tolerance and up to 150% in times of oppression. This tax forced many of these communities to convert to Islam, as it was designed to do.

You state, "its architects designed buildings that defied gravity." I am not sure what you are referring to, but if you are referring to domes and arches, the fundamental architectural breakthrough of using a parabolic shape instead of a spherical shape for these structures was made by the Assyrians more than 1300 years earlier, as evidenced by their archaeological record.

You state, "its mathematicians created the algebra and algorithms that would enable the building of computers, and the creation of encryption." The fundamental basis of modern mathematics had been laid down not hundreds but thousands of years before by Assyrians and Babylonians, who already knew of the concept of zero, of the Pythagorean Theorem, and of many, many other developments expropriated by Arabs/Muslims (see History of Babylonian Mathematics, Neugebauer).

You state, "its doctors examined the human body, and found new cures for disease." The overwhelming majority of these doctors (99%) were Assyrians. In the fourth, fifth, and sixth centuries Assyrians began a systematic translation of the Greek body of knowledge into Assyrian. At first they concentrated on the religious works but then quickly moved to science, philosophy and medicine. Socrates, Plato, Aristotle, Galen, and many others were translated into Assyrian, and from Assyrian into Arabic. It is these Arabic translations which the Moors brought with them into Spain, and which the Spaniards translated into Latin and spread throughout Europe, thus igniting the European Renaissance.

By the sixth century A.D., Assyrians had begun exporting back to Byzantia their own works on science, philosophy and medicine. In the field of medicine, the Bakhteesho Assyrian family produced nine generations of physicians, and founded the great medical school at Gundeshapur (Iran). Also in the area of medicine, (the Assyrian) Hunayn ibn-Ishaq's textbook on ophthalmology, written in 950 A.D., remained the authoritative source on the subject until 1800 A.D.

In the area of philosophy, the Assyrian philosopher Job of Edessa developed a physical theory of the universe, in the Assyrian language, that rivaled Aristotle's theory, and that sought to replace matter with forces (a theory that anticipated some ideas in quantum mechanics, such as the spontaneous creation and destruction of matter that occurs in the quantum vacuum).

One of the greatest Assyrian achievements of the fourth century was the founding of the first university in the world, the School of Nisibis, which had three departments, theology, philosophy and medicine, and which became a magnet and center of intellectual development in the Middle East. The statutes of the School of Nisibis, which have been preserved, later became the model upon which the first Italian university was based (see The Statutes of the School of Nisibis, by Arthur Voobus).

When Arabs and Islam swept through the Middle East in 630 A.D., they encountered 600 years of Assyrian Christian civilization, with a rich heritage, a highly developed culture, and advanced learning institutions. It is this civilization that became the foundation of the Arab civilization.

You state, "Its astronomers looked into the heavens, named the stars, and paved the way for space travel and exploration." This is a bit melodramatic. In fact, the astronomers you refer to were not Arabs but Chaldeans and Babylonians (of present day south-Iraq), who for millennia were known as astronomers and astrologers, and who were forcibly Arabized and Islamized -- so rapidly that by 750 A.D. they had disappeared completely.

You state, "its writers created thousands of stories. Stories of courage, romance and magic. Its poets wrote of love, when others before them were too steeped in fear to think of such things." There is very little literature in the Arabic language that comes from this period you are referring to (the Koran is the only significant piece of literature), whereas the literary output of the Assyrians and Jews was vast. The third largest corpus of Christian writing, after Latin and Greek, is by the Assyrians in the Assyrian language (also called Syriac; see here.)

You state, "when other nations were afraid of ideas, this civilization thrived on them, and kept them alive. When censors threatened to wipe out knowledge from past civilizations, this civilization kept the knowledge alive, and passed it on to others." This is a very important issue you raise, and it goes to the heart of the matter of what Arab/Islamic civilization represents. I reviewed a book titled How Greek Science Passed to the Arabs, in which the author lists the significant translators and interpreters of Greek science. Of the 22 scholars listed, 20 were Assyrians, 1 was Persian and 1 an Arab. I state at the end of my review: "The salient conclusion which can be drawn from O'Leary's book is that Assyrians played a significant role in the shaping of the Islamic world via the Greek corpus of knowledge. If this is so, one must then ask the question, what happened to the Christian communities which made them lose this great intellectual enterprise which they had established. One can ask this same question of the Arabs. Sadly, O'Leary's book does not answer this question, and we must look elsewhere for the answer." I did not answer this question I posed in the review because it was not the place to answer it, but the answer is very clear, the Christian Assyrian community was drained of its population through forced conversion to Islam (by the Jizzya), and once the community had dwindled below a critical threshold, it ceased producing the scholars that were the intellectual driving force of the Islamic civilization, and that is when the so called "Golden Age of Islam" came to an end (about 850 A.D.).

Islam the religion itself was significantly molded by Assyrians and Jews (see Nestorian Influence on Islam and Hagarism: the Making of the Islamic World).

Arab/Islamic civilization is not a progressive force, it is a regressive force; it does not give impetus, it retards. The great civilization you describe was not an Arab/Muslim accomplishment, it was an Assyrian accomplishment that Arabs expropriated and subsequently lost when they drained, through the forced conversion of Assyrians to Islam, the source of the intellectual vitality that propelled it. What other Arab/Muslim civilization has risen since? What other Arab/Muslim successes can we cite?

You state, "and perhaps we can learn a lesson from his [Suleiman] example: It was leadership based on meritocracy, not inheritance. It was leadership that harnessed the full capabilities of a very diverse population that included Christianity, Islamic, and Jewish traditions." In fact, the Ottomans were extremely oppressive to non-Muslims. For example, young Christian boys were forcefully taken from their families, usually at the age of 8-10, and inducted into the Janissaries, (yeniceri in Turkish) where they were Islamized and made to fight for the Ottoman state. What literary, artistic or scientific achievements of the Ottomans can we point to? We can, on the other hand, point to the genocide of 750,000 Assyrians, 1.5 million Armenians and 400,000 Greeks in World War One by the Kemalist "Young Turk" government. This is the true face of Islam.

Arabs/Muslims are engaged in an explicit campaign of destruction and expropriation of cultures and communities, identities and ideas. Wherever Arab/Muslim civilization encounters a non-Arab/Muslim one, it attempts to destroy it (as the Buddhist statues in Afghanistan were destroyed, as Persepolis was destroyed by the Ayotollah Khomeini). This is a pattern that has been recurring since the advent of Islam, 1400 years ago, and is amply substantiated by the historical record. If the "foreign" culture cannot be destroyed, then it is expropriated, and revisionist historians claim that it is and was Arab, as is the case of most of the Arab "accomplishments" you cited in your speech. For example, Arab history texts in the Middle East teach that Assyrians were Arabs, a fact that no reputable scholar would assert, and that no living Assyrian would accept. Assyrians first settled Nineveh, one of the major Assyrian cities, in 5000 B.C., which is 5630 years before Arabs came into that area. Even the word 'Arab' is an Assyrian word, meaning "Westerner" (the first written reference to Arabs was by the Assyrian King Sennacherib, 800 B.C., in which he tells of conquering the "ma'rabayeh" -- Westerners. See The Might That Was Assyria, by H. W. F. Saggs).

Even in America this Arabization policy continues. On October 27th a coalition of seven Assyrian and Maronite organizations sent an official letter to the Arab American Institute asking it to stop identifying Assyrians and Maronites as Arabs, which it had been deliberately doing.

There are minorities and nations struggling for survival in the Arab/Muslim ocean of the Middle East and Africa (Assyrians, Armenians, Coptics, Jews, southern Sudanese, Ethiopians, Nigerians...), and we must be very sensitive not to unwittingly and inadvertently support Islamic fascism and Arab Imperialism, with their attempts to wipe out all other cultures, religions and civilizations. It is incumbent upon each one of us to do our homework and research when making statements and speeches about these sensitive matters.

I hope you found this information enlightening.

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