HELL (Catholic): The place and state of eternal punishment for all who die in mortal sin; the place of the Devil and evil spirits. (The Maryknoll Catholic Dictionary, 1965 Edition, Grosset & Dunlap, NY, NY)

CAESAR AUGUSTUS: "I would rather be Herod's pig than his son." (Commenting on the pork-abstaining Herod the Great, who murdered three of his own sons for suspicion of conspiracy against him. Quoted in "Caesarea On the Sea," p.55, Kenneth Holum, WW Norton Co., NY, NY)

JOSEPHUS: "...the miseries which Herod in the course of a few years had inflicted on the Jews surpassed all that their forefathers had suffered during all the time since they left Babylon to return to their country." (Josephus, Wars 2.86)

"The Good Shepherd Baptist Church in Denver, Colo., has refused to meet the payments on a small stucco building it contracted to buy from the Wisconsin Evangelical Lutheran Synod in 1965--precisely on the ground that the property already belongs to God. The Baptists say `the Holy Spirit revealed to them that once you buy a church property, it belongs to the Lord and nobody can sell it.' The Lutherans say, `But the Holy Spirit did not speak to us in this way. The Baptists got it from a special revelation and there is no way to deal with that." (Newsweek Magazine)

God sets down the principle that a man and woman become one (lawful) flesh in Gen 2:23-25:

"And the man said, 'This is now bone of my bones, and flesh of my flesh; she shall be called Woman,

CICERO, ROMAN STATESMAN: "Nature and Reason command that nothing uncomely, nothing effeminate, nothing lascivious be done or thought." (Cicero, cited by Geisler & Turik, "Legislating Morality," Bethany House Publ., Minn., MN, 55438, pg 249)

HIPPOLYTUS: "A prostitute, a sodomite, one who has mutilated himself or who does unmentionable things shall be rejected [for baptism] because he is defiled." (Hippolytus, Church Order in The Apostolic Tradition 16, ca 218 AD; cited by Eberhard Arnold, "The Early Christians," Plough Publishing, 1997, pg 114)

ATHENAGORAS, 177 AD: "The very people who...do not abstain from males but perform shocking acts, males with males...these very people dare to lay at our [Christian] door all the infamous things they are conscious of in themselves and even attribute them to their 'ideal' gods, evidently because they consider them noble deeds, worthy of their gods!" (Athenagoras, 177AD, "A Plea Regarding Christians," 32-35, cited by Eberhard Arnold, "The Early Christians," Plough Publishing, 1997, pg 124)

JAPANESE: "Homosexuality was prevalent in the [Samurai] warrior class. Shrines and even Buddhist temples were frequented by homosexuals." ("The Mythology of Sex," Sarah Dening, MacMillan Co, NY, NY, pg 101)

MAYANS: "Among the Mayan people of the Yucatan, there was a strict code of sexual morality. Marriage was valued as the most important relationship and extra-marital activity was perceived as a threat to the social order. Adolescent boys were actively discouraged from sexual activity with unmarried women. If caught in the act, a boy would either be fined or, if the girl had been a virgin, he would be forced to marry her. The Maya thought it infinitely preferable for boys to engage in homosexuality until they were able to marry. Parents would provide their son with a slave companion to satisfy his sexual needs rather than run the risk of his finding an unmarried girl for the purpose. ...Under Aztec law, the death penalty for all homosexuals, whether male or female, was regularly enforced." ("The Mythology of Sex," Sarah Dening, MacMillan Co, NY, NY, pg 39-40)

INCA: "...sodomy was regarded by the Incas as something so unspeakably vile that anyone found guilty of the practice was hanged and then burned. ...On the other hand, in part of what is now Ecuador, long before the [Spanish] Conquest, sodomy was reputed to have been practiced quite openly in public. This somewhat unusual custom was based on a legend that male giants had long ago landed on the coast of the area. Because the local Indian women were far too small to accommodate their huge penises, the giants took to practicing sodomy and did so quite openly, in full public view." ("The Mythology of Sex," Sarah Dening, MacMillan Co, NY, NY, pg 42)

"Christians and Pagans," Robin Lane Foxe, pg. 340-346 Knopf Publishers, has a long and good overview history of homosexuality in Greek and Roman times.

TATIAN: [Romans] "consider pederasty to be particularly privileged and try to round up herds of boys like herds of grazing mares." (cited in "Christians and Pagans," Robin Lane Foxe, pg. 342, Knopf Publishers)

The following is a classic, superbly stated "keeper" Letter to the Editor, The (Tacoma, WA) Morning News Tribune, Aug 14, 1995. Cal Anderson was an avowed homosexual, liberal WA state legislator who died of AIDS a week or so previous. His passing was mourned and wept and eulogized, ad nauseum, by all the media, except for the following logical letter-writer:

"I'm almost too embarrassed to write this letter. You see, I've read many articles in your paper about the stupid things people believe about AIDS. I'm probably one of those dumb people you write about, but I have a question. Just how did state Rep. Cal Anderson get AIDS? I read over and over every news story on him since he announced he had AIDS, but I couldn't find how he got AIDS.

I guess the reporters just didn't ask him or probably just forgot to write about it, or maybe everybody knows but me. I mean, I know that anybody can get AIDS because I keep reading it in your paper. So if I knew just how Mr. Anderson got AIDS, then I can make sure I don't do whatever it was he did to get it.

And one other question. I know this is a dumb question too, but I always hear smart people -- and reporters, too -- talking about how important it is to make everyone smarter about AIDS so we won't get it and spread it around. So, why did Cal Anderson get AIDS? I mean, he was a smart man.

I read your paper almost every day, so I guess I should know the answers to these questions. But I don't.

No, I don't know much, but I know I never want to die of AIDS. I hear it's a very painful and slow death. I feel sorry for anyone who'd have to go through that. But from all the news stories, famous people talk, memorials and flags at half-staff and everything, it sure must be an honorable way to go. Certainly more honorable than dying of heart disease, cancer or in some stupid war.

---Buford T. Poindexter, Puyallup, WA.

TRANSSEXUALS: Deuteronomy 22:5 declares: "A woman shall not wear what pertains to a man, neither shall a man put on a woman's garment; for whosoever does these things is an abomination unto Jehovah your God." If true in the lesser case (items of clothing), how much more in the greater (items of biology)!

FROM THE FAMILY RESEARCH REPORT. March-April 1995, "NATIONALIZING HOMOSEXUALITY VIA THE EQUAL GENDER MILITARY"

[Special contribution by John Chodes, author of "The Myth of America's Military Power"]

The Jan-Feb Family Research Report discussed how Nazi Germany was the first modern state to promote an equal gender military and use large numbers of women as combatants. The article described how the process helped to destroy the nuclear family and turn Germany into a totalitarian warrior state. But ancient Sparta was the world's first equal gender warrior nation. Not coincidentally, Sparta compelled homosexuality as the national standard, and the family virtually ceased to exist. All three factors are related.

Nazi Germany and Sparta should serve as a warning to contemporary America in its steady movement toward an equal combat role for women and a transformation of our opposite gender culture.

In Sparta, both men and women were treated as human sacrifices for the all-encompassing war machine. From the age of seven all children lived away from home. Both boys and girls were organized into troops where they were subjected to physical hardship and strict discipline. From eighteen to twenty years old they were trained for war, then continued to live in barracks until thirty. when their military education was complete. (l)

Human sacrifice began at birth: "In Sparta, women gave birth thoughtlessly. If the child was not perfect, it was disposed of. 'Wet nurses' made the child anonymous in state nurseries. They were 'death-conditioned' by seeing their heroes and heroines fighting bravely. And when the battle was over, the valiant women were honored and celebrated no less than the valiant men. Those who survived had the right to choose a youth or girl of their liking." (2)

The Spartan model said: "Abolition of the family is also important for equality of the sexes... the family system thwarts equality. State nurseries will replace the family. Thus Guardians (the leaders) can be bred on scientific lines." (3) Breeding people like domesticated animals dissipated distracting loyalties.

This brutal picture of men and women as beasts only fit for slaughter to aggrandize national power, directly relates to Sparta's homosexual culture. Equality of gender and institutionalized homosexuality express the glorification of war.

As far back as The Iliad, homosexuality was a warrior philosophy. The Iliad celebrates war and violence. It is largely a Spartan story. Menelaus was king of the Spartans. Agamemnon was his brother. When Achilles' comrade Patroklus was killed by Hector, Achilles was overcome by grief because they were lovers. Achilles vows to stay at Troy to avenge Patroklus, even though this action dooms him. He is killed by Paris. (4)

Spartan youth saw in Achilles the ideal of manly love. Loyalty was at the heart of the bond. A youngster learned courage from an older lover, who was called "The Inspirer." The youth was "The Hearer." This handed down the heroic tradition. In battle, they were posted side-by-side. (5)

Plato confirmed that homosexuality was bound up with the warrior spirit. In his Symposium, Phadrus says: "I know not of any greater blessing to a young man beginning life, than a virtuous (male) love... and I say that a lover who is detected in doing any dishonorable act or submitting through cowardice, will be more pained at being detected by his beloved than by being seen by his father or his companions... and when fighting at one's side, although a mere handful, they [the male lovers] would overcome the world... who would desert his beloved or fail him in the hours of danger?" (6)

"Education Amendments" Help Create An American Sparta

In the United States today, to pursue an equal gender military, women are put through the same basic training as men. This has exposed a glaring deficiency: women are 67% weaker than men in upper body strength. This is a life-and-death differential in combat. (7)

To reduce this physiological gap the Joint Chiefs of Staff persuaded Congress to expand the National Defense Education Act with the "education amendments." This law funded schoolgirl sports like gymnastics and basketball, to develop their upper bodies. (8) This emphasis has worked: Note the attention being given to women's collegiate basketball in 1995.

The Education Amendments also funded a radical curriculum fostering a one-gender philosophy, similar to the Spartan viewpoint. It incorporated federally funded research which supposedly uncovered "the truth" about gender -- that male superiority depended upon dominance and that this dominance must be broken.

Supposedly the abolition of traditional man-woman roles would end dominance. Yet "this non-difference which we worship is also what we hate because it creates complete alienation and dehumanization." (10)

Since heterosexuality is perceived as reactionary, the military and Congress have gradually made homosexuality a logical or legal alternative. And through the Education Amendments this view is now embedded in the public school curriculum. It has attempted to transform boy-girl roles. Teachers are mandated to "break children free of gender stereotypes." Home economics and shop classes are discouraged as "gender discriminatory." Gender-based counseling is forbidden. (11) "Child-rearing is not a woman's only or most important or even necessary role." (12) This implies that it is a state function, as in Sparta.

The one-gender ideal is also fostered through sex education classes. These are less concerned with the moral or physical significance of children engaging in intercourse, than with eliminating "difference."

The following guideline is for seventh graders: "The teacher must explain that who we are depends on what we choose to be in terms of gender. The children will see that they do not need adult opinion to define them in terms of gender. The training is geared to not letting adults define them. The societal image is not final." (13)

If societal views of male and female are not final, then homosexuality is merely a "preference" and as legitimate as any other. From this perspective, by breaking down "reactionary" stereotypes, homosexuality is a revolutionary and necessary prelude to the new one-gender Spartan Utopia.

REFERENCES

(1.) Plato, The Republic Trans. Desmond Lee, Middlesex England: Penguin, 1955,

ix.

(2.) E. M. Borgese The Ascent of Women NY: Braziler, 1963, 120.

(3.) Plato, 174.

(4.) KJ Dover Greek Homosexuality London: Duckworth, 1978, 41.

(5.) JA Symonds Male Love: a problem of Greek ethics NY:Pagan Press, 1983, 13.

(6.) Plato Symposium Trans Benjamin Jowett, Indianapolis: Bobbs-Merrill, 1948,

20.

(7.) H Rogan Women in the modern army NY: Putnam & Sons, 1981, 16.

(8.) see Mary Ellen Verheyden-Hilliard A handbook on sex equality in education

Wash, DC:American Personnel & Guidance Assn, 1976, 37.

(9.) Ruth Bleier, Science and gender NY: Pergamon, 1984, 1-14.

(10.) C Gould & M Wartofsky Women and philosophy NY: Capricorn, 1976, 128-9.

(11.) Verheyden-Hilliard, 17.

(12.) Ibid, 21.

(13.) Sex education in perspective - guidelines for program development and

implementation Harrisburg:Bureau of curriculum, Penna Dept Ed, 1973, 13.

PAUL MITCHELL: "God has given to husband and wife an exclusive franchise on sexual activity. If "loving, just, committed sexual relationships of same-sex persons" are somehow biblically acceptable, then Deu 27:20 and 1 Cor 5:1 (sex with your father's wife) is as permissible as homosexuality. If Lev 18:22 (homosexuality) is biblically acceptable, then so is the next verse on bestiality."

LUTHERAN: "Every human being is born with a bent toward sin. Sexual orientation is not a modern distinction that requires a radical reevaluation of the church's attitude toward homosexuality. That is an idea that thrives only in the minds of people who want to substitute sociological theory for biblical theology." ("Lutheran Renewal," Int'l Lutheran Renewal Center, 2701 Rice, St Paul, MN 55113, No.18, Jan. 1994)

LUTHERAN: "...The argument [in the 1993 Evangelical Lutheran Church in America (ELCA) report) substitutes sociological opinion for biblical authority. Ironically, the argument does nothing to advance their case in the one place that counts: the court of biblical testimony.

The Report belabors a far-fetched interpretation of Romans 1:26-27 that tries to exempt "involuntary sexual orientation" from the Apostle's charge of being unnatural (not to mention sinful). What they want to do, of course, is engineer a change of venue. They want to get the case moved over to the court of sociological opinion, where words like sin, guilt, repentance, deliverance, and forgiveness are inadmissible. In that court, you can introduce the argument, "How can you hold a person responsible for the way he or she is born?...

The court of biblical testimony has different rules of evidence. Accept, for the sake of argument, that some babies are born with homosexual orientation...What would the Bible say about this? Well, what would the Bible say about a baby born with an orientation toward greed? Or selfishness? Or, any other behavior that the Bible calls sinful?

The ground rules in the court of biblical testimony read like this: 1- All men are born with an orientation toward sin. 2-All men stand accountable before God for every sin they commit.

The world raises a clenched fist against such injustice. That is nothing new. Paul dealt with the same worldly mind-set: 'You will say to me then, "Why does He [God} find fault?" But who are you, a man, to answer back to God?'" ("Lutheran Renewal," Int'l Lutheran Renewal Center, 2701 Rice, St Paul, MN 55113, No.18, Jan. 1994)

PAUL MITCHELL: "The absolute need to win has been the engine driving military science for millennia. Amazingly, politicians and social engineers never seem to recognize the disastrous consequences of overruling the dictums of warfare. The homosexual agenda is the latest boondoggle forced upon the military, following wasted weapon systems and other edicts of self-serving politicians. These acts are not dissimilar to the 1861 Union army having to suffer inept, politically-appointed generals, who faced a Confederate army led mostly by combat-proven officers, thanks to the insistence of West Pointer Jefferson Davis. The result?

Defeated US armies and thousands of slaughtered Americans. The greatest threat of the Allies in WWII was the disruption of the alliance over petty jealousies and demands by politicians. Small wonder that when asked what army he would prefer to fight, Napoleon answered "a coalition army," which is to say, a divided army. Whether an issue is right or wrong, the bottom line is divisiveness. No amount of "education" brought unity to our military officers in 1861 over the morality of slavery, and thus they commenced to kill one another. Are the demands of the homosexual 2% worth the balkanization of our military? Disastrous dissension in the face of the enemy would say "no." The Red Army was whipped badly by tiny Finland after the commissars forced political correctness on it. The French military was superior to Hitler's Wehrmacht, but defeated itself through splintered leadership. And many other disasters could be cited. The dogs of war are cruel to losers. It would be best if we let the military professionals decide how to defend us, free of philosophical train wrecks from Washington."

LAMBDA REPORT: "The first nationwide survey of HIV infection shows that between 300,000 and 1,000,000 Americans are HIV positive - considerably lower than previous government estimates. The Survey by the National Center for Health Statistics found that only 29 of 7,992 (0.36%) Americans sampled were HIV positive. In addition, statistics from the US Department of Health and Human Services, Centers for Disease Control and Prevention show that 90% of all full-blown AIDS cases are people who practiced intravenous drug use and/or homosexual behavior. (Lambda Report, Dec-Jan, 1993-94 Surveillance Report, 10/93, as quoted in American Family Association Journal, pg 4)

DISADVANTAGED MINORITY? Are homosexuals a disadvantaged minority? The national average household income is $32,286; the national average homosexual household income is $55,430. The national average for college graduates is 18%; homosexuals enjoy a 60% average. The national average of professional and management positions is 16%; homosexuals average 49%. The national average for overseas vacations is 14%; homosexuals average at 66%. Thus not only are homosexuals not disadvantaged, they are actually one of the most affluent groups in America. [Perhaps this is because they have no children, are not caught up in PTA, Scouts, church, etc, that consume enormous time and money, and leave them with the time and money to pursue education, career, vacation, and their favorite political pursuit, the complaining they are at a disadvantage-Ed.]. (Freedom Heritage Forum, citing Wall Street Journal statistics, as quoted in American Family Journal, March, 1994, pg. 14)

MYTH: "Homosexuality is an irreversible congenital characteristic." While some new evidence suggests

genetic predisposition, it is also true that other negative genetic dispositions are known or suspected. No court of law would justify murder on the basis that the murderer was born with a hyperactive makeup (not yet, anyway). We do not accept rape because rapists claim to have a chemical makeup that gives them an increased libido. We know some are predisposed to be alcoholics at birth, but this does not demand we are doomed to be.

UNSTABLE UNIONS: 0% of 100 stable homosexual male couples were monogamous after being together for five years. (Christianity Today, July 19, 1993, p.19-25; as quoted in "Does God Exist?", p.15, March-April, 1994 -Donmoyer Church of Christ, South Bend, IN)

LUTHERAN EXTREME LIBERALISM: "Widespread outrage over a proposed statement on human sexuality by the Evangelical Lutheran Church in America (ELCA) has caused leaders of the 6.2 million-member denomination to back away from the document and make "significant modifications" to the process being used to develop the statement. The statement called masturbation healthy, condom distribution among teens a moral imperative, homosexual marriage a Biblical practice and marriage in general an optional step for committed couples." (Christian American, 2-94; cited in the American Family Assoc. Journal, April, 1994, p.10)

US SURGEON GENERAL JOYCELYN ELDERS: "We have to be more open about sex, and we need to speak out to tell people that sex is good, sex is wonderful. It's a normal and a healthy part of our being, whether it is homosexual or heterosexual." ("The Advocate," [homosexual magazine], 3-22-94; as quoted in The American Family Association Journal, May, 1994, p.11)

GRECIAN PEDOPHILIA. The most common form of homosexuality at the time. At the beginning of the sixth century BC, Solon the lawgiver imposed the death penalty on any adult male found without authorization on the premises of a school containing underage boys. Any man who used a free boy in prostitution faced the potential loss of his civil rights for life. (Aeschines, Contra Timarchum, 12-15, 138)

HOMER had written that the Greek playwright Thamyris, the first recorded homosexual in human history, was ostracized and his works were banned in all state festivals. (Homer, Illiad, Book 2, line 595)

SOCRATES. Xenophon, one of Socrates' students and a peer of Plato, said of Socrates that he "...never

encouraged anyone to adopt an 'effeminate' lifestyle." He also said of him, "I never knew Socrates to commit an 'unmanly' act." (Carl T. Healer, PhD, to CFV)

PLATO: "[Natural love]...arises out of the intercourse between man and woman; but the intercourse of men with men, or of women with women, is contrary to nature, and that the bold attempt was originally due to unbridled lust." (Plato, Laws, para. 636c)

PLATO: "Surely man is better than the animals which know no guilt or shame." (Plato, Laws, para. 841)

PLATO: "Their institutions [homosexuals] have had a tendency to degrade the ancient and natural customs of love below the level, not only of man, but of the beast." (Plato, Laws, para. 637)

PLATO states clearly that during the Golden Era of Greek philosophy, both Athens and Sparta were "free" from the practices of pedophilia and homosexuality. (Laws, paragraphs 636E-637B. For further corroboration, read Xenophon's Symposium)

PLATO: "How can we take precautions against unnatural (homosexual) loves of either sex, from which innumerable evils have come upon individual and cities?" (Plato, Laws, para. 836)

PLATO: "Declare that they (homosexuals) are unholy, hated of god, and most infamous." (Plato, Laws, para. 838)

PLATO: "Who in their right mind would pass a law to protect such (homosexual) behavior?" (Plato, Laws, para. 837)

PLATO: "[The]...unwritten law has condemned these (homosexual) practices from our youth." (Plato, Laws, para. 838)

PLATO: "In his old age, Plato had considered how best to limit sex and abolish homosexuality in his ideal state. There was little hope, his speakers agreed, without an extreme sanction---the fear of God. Once again, a late view of Plato was to find its realization in Christianity." ("Christians and Pagans," Robin Lane Foxe, pg. 351, Knopf Publishers)

HOMOSEXUAL MORTALITY TABLE: "One study of objective data regarding homosexuality was published in 1994 in the Omega Journal of Death and Dying. The study compared 6,737 obituaries / death notices from eighteen US homosexual journals with obituaries from two conventional newspapers. The intent was to discover what kind of effect the homosexual lifestyle had on life-span as compared to the lifespan of heterosexuals.

The obituaries from the non-homosexual newspapers indicated longevity similar to US averages: the median age of death for married men was seventy-five, and for married women, seventy-nine. But the median age of death for homosexuals, documented in the homosexual publications from 1980-1993, was absolutely alarming. Keep in mind that these obituaries were drawn from the gay community's own publications, so there is no anti-gay bias in the data that follows. The median age of death for homosexual men who did not have AIDS was forty-two. For homosexual men who did have AIDS, the median age of death was thirty-nine. ...Lesbians did not fare much better. The 163 lesbians in the study registered a median age of death at forty-four and exhibited high rates of violent death and cancer as compared to women in general.

What is so alarming about these results is that -- even without the AIDS epidemic -- the homosexual lifestyle is so unhealthy that homosexuals are dying at nearly half the age of the general population! compare this to the average age of death of cigarette smokers. According to the Center for Disease Control, smokers die, on average, nearly seven years earlier than nonsmokers. If we believe that it is right to discourage and restrict smoking in our society, how can we honestly believe it is right to sanction and encourage homosexual behavior?" (Geisler & Turik, "Legislating Morality," Bethany House Publ., Minn., MN, 55438, pg 131-132)

HOMOSEXUAL MORTALITY TABLE: "Whatever the case may be, the relatively short life-spans discovered in the Omega study seem validated by other research, the most recent of which is a very large survey published by the University of Chicago Press. The survey was conducted in 1994 (after the Omega study) as part of a massive study detailed in The Social Origins of Sexuality, which was authored by Edward O. Laumann and others (a summary of the entire study also was published in the popular book Sex in America). In the survey, over 3,400 people of all adult age groups to age 59 were asked whether they considered themselves heterosexual, homosexual, or bisexual. Respondents remained anonymous. The findings for self-acknowledged homosexuals are found on p.302 of The Social Origins of Sexuality as follows:

Age: Men: Women:

18-29: 2.9% 1.6%

30-39 4.2% 1.8%

40-49 2.2% 1.3%

50-59 .5% .4%

Where did all the homosexuals go between the ages of 40 and 59? Critics say that the older homosexuals were too embarrassed to answer truthfully. But this makes no sense because respondents remained anonymous. If homosexuals were living normal life-spans, we would expect to see a roughly uniform percentage throughout the age groups (especially if they were all 'born that way'). However, the data show that the homosexual presence in the 50-59 age group declined 840 percent relative to the 30-39 age group. Similar results were found by a National Opinion Research Center survey conducted in 1970. Either homosexuals are dying in dramatic numbers or nearly all of them are switching their 'orientation' during that nineteen-year period. ...To our knowledge, no one has presented any scientific data that contradicts Omega's findings. Morevover, no one questions the Social Origins of Sexuality study, which, as we have seen, appears to affirm the findings of the Omega study." (Geisler & Turik, "Legislating Morality," Bethany House Publ., Minn., MN, 55438, pg 259-260).

LEGISLATING MORALITY? Q: The gay community will tell us we can't legislate morality. The real question is "Whose morality should we legislate?" for morality is legislated in almost everything. Should we legislate the morality that kills people around the age of forty, or the one that causes them to live to 80?

"We were born this way." "The question of whether homosexuality is acquired or learned is irrelevant to the question of what the law should be. Why? Because laws can't excuse conduct on the basis of genetic tendencies. It doesn't matter who has been 'born' with what -- the law must prohibit the negative behavior of everyone for the common good of all.

In other words, the law must hold all people accountable to the same standards of behavior regardless of their genetic makeup. For example, if I'm genetically predisposed toward being violent, I still must obey the laws against assault. Likewise, if I'm genetically predisposed toward alcoholism, I must still obey the laws against drunk driving. An orientation toward homosexuality doesn't make homosexual acts morally right any more than an orientation toward violence makes assault morally right." (Geisler & Turik, "Legislating Morality," Bethany House Publ., Minn., MN, 55438, pg 139-140).

BEHAVIOR IS ALWAYS A CHOICE: Sexual behavior is always a choice; race never is. You can meet many former homosexuals, you will never meet a former African-American.

TOLERANCE: The "tolerance" arguments are implicit admissions that homosexual practices are evil.. After all, whoever heard of tolerating good behavior? We only need to be asked to put up with homosexual acts because there's something intrinsically wrong with them. Look at it this way: If a foreign government imposed a disease on us that cut our lifespan to the age of 40, we'd go to war. We surely wouldn't "tolerate" it.

Q: You talk about increased research, but what about focusing on education and changing behavior?

A: I don't think those things are important. We're 13 years into this plague, and condoms have not stopped AIDS. This war is not going to be won on the prevention front. The only way we are going to win is with research.

Q: Can't we combine both research and changing behavior?

A: We can- it takes a marriage of both. But as far as the gay community is concerned, they have been educated. Gay men know about safe sex.

Q: But their behavior is not changing.

A: Exactly. Education is not working.

Q: What about the argument that this disease is a product of behavior, and that the government should not subsidize high-risk behaviors?

A: AIDS (and the gay community will deny this up and down) is a gay disease. AIDS is because fags are having unprotected sex and lots of it. That's why fags have AIDS.

Q: Why did you change your name?

A: I really didn't change my name. I've been called a fag and a sissy ever since I was a little kid on the playground...I just want to be really up front and extra "out" about it: I am a sissy, and I am a fag. It says so on my checks...

Q: What do you think about Mel White and his homosexual Cathedral of Hope in Dallas?

A: He's an idiot.

Q: Why?

A: The Bible specifically says it is a sin or an abomination for a man to lay with another man like another woman. The Bible is anti-gay; it does not say anything supportive of gay people.

Q: So you'd say just leave the issue alone.

A: That's God's word. There is no way around it. Gay people need to quit whining about how Jesus loves us. Not according to the Bible. So, quit whining about it. This Mel White guy is a waste of time.

Q: He's got quite a strong following, something like 2,000 followers.

A: How many people killed themselves at Jonestown? Who cares? Mass idiocy doesn't make it right. If something is wrong, it is wrong. I could care less whether Jesus loves me or not because I love myself.

The gay Christian movement is hysterical. Christians know it's bogus. I know it's bogus. Who are they fooling? Nobody. I think that is totally the wrong direction in which to move. What the gay community needs to do establish that it is great to be gay. To be a fag, to be a dyke is cool. It's not the end-all and be-all of life, but it's not anything to be ashamed of.

Q: If it's so cool, then are you saying it's something everyone needs to look into?

A: No, not at all. You are what you are. I don't care. And another thing that bothers me is this nonsense about homosexuality being biological. Come on! What's next? Playing golf is biological? It is so silly. It is all about trying to say, "We didn't do anything to be like this. It's bad genes."

Why am I gay? Ultimately, I'm going to say I chose it. This is all about people being able to choose to be who they are. This whole biological idea is just a crock of garbage...The gay community is looking for validation, but they are going about it in all the wrong ways. Trying to justify yourself is the antithesis of validation. I choose to be gay. I choose to be out. It's a dead argument.

151 AD JUSTIN MARTYR: "[W]e have been taught that to expose newly-born children is the part of wicked men; and this we have been taught lest we should do anyone harm and lest we should sin against God, first, because we see that almost all so exposed (not only the girls, but also the males) are brought up to prostitution. And for this pollution a multitude of females and hermaphrodites, and those who commit unmentionable iniquities, are found in every nation. And you receive the hire of these, and duty and taxes from them, whom you ought to exterminate from your realm. And any one who uses such persons, besides the godless and infamous and impure intercourse, may possibly be having intercourse with his own child, or relative, or brother. And there are some who prostitute even their own children and wives, and some are openly mutilated for the purpose of sodomy; and they refer these mysteries to the mother of the gods" (First Apology 27).

181 AD Theophilus of Antioch: "Give studious attention to the prophetic writings [the Bible] and they will lead you on a clearer path to escape the eternal punishments and to obtain the eternal good things of God.. [God] will examine everything and will judge justly, granting recompense to each according to merit. To those who seek immortality by the patient exercise of good works, he will give everlasting life, joy, peace, rest, and all good things.. For the unbelievers and for the contemptuous, and for those who do not submit to the truth but assent to iniquity, when they have been involved in adulteries, and fornications, and homosexualities, and avarice, and in lawless idolatries, there will be wrath and indignation, tribulation and anguish; and in the end, such men as these will be detained in everlasting fire" (To Autolycus 1:14).

190 AD Clement of Alexandria: "All honor to that king of the Scythians, whoever Anacharsis was, who shot with an arrow one of his subjects who imitated among the Scythians the mystery of the mother of the gods . . . condemning him as having become effeminate among the Greeks, and a teacher of the disease of effeminacy to the rest of the Scythians" … [According to Greek myth] Baubo [a female native of Elusis] having received [the goddess] Demeter hospitably, reached to her a refreshing draught; and on her refusing it, not having any inclination to drink (for she was very sad), and Baubo having become annoyed, thinking herself slighted, uncovered her shame, and exhibited her nudity to the goddess. Demeter is delighted with the sight--pleased, I repeat, at the spectacle. These are the secret mysteries of the Athenians; these Orpheus records" … "It is not, then, without reason that the poets call him [Hercules] a cruel wretch and a nefarious scoundrel. It were tedious to recount his adulteries of all sorts, and debauching of boys. For your gods did not even abstain from boys, one having loved Hylas, another Hyacinthus, another Pelops, another Chrysippus, another Ganymede. Let such gods as these be worshipped by your wives, and let them pray that their husbands be such as these--so temperate; that, emulating them in the same practices, they may be like the gods. Such gods let your boys be trained to worship, that they may grow up to be men with the accursed likeness of fornication on them received from the gods" (Exhortation to the Greeks 2).

220AD TERTULLIAN: "All other frenzies of the lusts which exceed the laws of nature, and are impious toward both [human] bodies and the sexes, we banish, not only from the threshold but also from all shelter of the Church, for they are not sins so much as monstrosities" (Modesty 4).

250 AD NOVATIAN: "[God forbid the Jews to eat certain foods for symbolic reasons:] For that in fishes the roughness of scales is regarded as constituting their cleanness; rough, and rugged, and unpolished, and substantial, and grave manners are approved in men; while those that are without scales are unclean, because trifling, and fickle, and faithless, and effeminate manners are disapproved. Moreover, what does the Law mean when it . . . forbids the swine to be taken for food? It assuredly reproves a life filthy and dirty, and delighting in the garbage of vice . . . Or when it forbids the hare? It rebukes men deformed into women" (The Jewish Foods 3).

253 AD Cyprian of Carthage: "Turn your looks to the abominations, not less to be deplored, of another kind of spectacle . . . Men are emasculated, and all the pride and vigor of their sex is effeminated in the disgrace of their enervated body; and he is more pleasing there who has most completely broken down the man into the woman. He grows into praise by virtue of his crime; and the more he is degraded, the more skillful he is considered to be. Such a one is looked upon--oh shame!--and looked upon with pleasure. . . . nor is there wanting authority for the enticing abomination . . . that Jupiter of theirs [is] not more supreme in dominion than in vice, inflamed with earthly love in the midst of his own thunders . . . now breaking forth by the help of birds to violate the purity of boys. And now put the question: Can he who looks upon such things be healthy-minded or modest? Men imitate the gods whom they adore, and to such miserable beings their crimes become their religion" (Letters 1:8).

253 AD Cyprian of Carthage: "Oh, if placed on that lofty watch-tower, you could gaze into the secret places--if you could open the closed doors of sleeping chambers and recall their dark recesses to the perception of sight--you would behold things done by immodest persons which no chaste eye could look upon; you would see what even to see is a crime; you would see what people embruted with the madness of vice deny that they have done, and yet hasten to do--men with frenzied lusts rushing upon men, doing things which afford no gratification even to those who do them" (Letters 1:9).

305 AD AMOBIUS: "[T]he mother of the gods loved [the boy Attis] exceedingly, because he was of most surpassing beauty; and Acdestis [the son of Jupiter] who was his companion, as he grew up fondling him, and bound to him by wicked compliance with his lust . . . Afterwards, under the influence of wine, he [Attis] admits that he is . . . loved by Acdestis . . . Then Midas, king of Pessinus, wishing to withdraw the youth from so disgraceful an intimacy, resolves to give him his own daughter in marriage . . . Acdestis, bursting with rage because of the boy's being torn from himself and brought to seek a wife, fills all the guests with frenzied madness; the Phrygians shriek, panic-stricken at the appearance of the gods . . . [Attis] too, now filled with furious passion, raving frantically and tossed about, throws himself down at last, and under a pine tree mutilates himself, saying, `Take these, Acdestis, for which you have stirred up so great and terribly perilous commotions'" (Against the Pagans 5:6-7).

319 AD Eusebius of Caesarea: "Having forbidden all unlawful marriage, and all unseemly practice, and the union of women with women and men with men, he [God] adds: `Do not defile yourselves with any of these things; for in all these things the nations were defiled, which I will drive out before you. And the land was polluted, and I have recompensed [their] iniquity upon it, and the land is grieved with them that dwell upon it' [Lev. 18:24-25]" (Proof of the Gospel 4:10).

367 AD Basil the Great: "He who is guilty of unseemliness with males will be under discipline for the same time as adulterers" (Letters 217:62).

373 AD Basil the Great: "If you [O, monk] are young in either body or mind, shun the companionship of other young men and avoid them as you would a flame. For through them the enemy has kindled the desires of many and then handed them over to eternal fire, hurling them into the vile pit of the five cities under the pretense of spiritual love.. At meals take a seat far from other young men. In lying down to sleep let not their clothes be near yours, but rather have an old man between you. When a young man converses with you, or sings psalms facing you, answer him with eyes cast down, lest perhaps by gazing at his face you receive a seed of desire sown by the enemy and reap sheaves of corruption and ruin. Whether in the house or in a place where there is no one to see your actions, be not found in his company under the pretense either of studying the divine oracles or of any other business whatsoever, however necessary" (The Renunciation of the World).

390 AD John Chrysostom: "[The pagans] were addicted to the love of boys, and one of their wise men made a law that pederasty . . . should not be allowed to slaves, as if it was an honorable thing; and they had houses for this purpose, in which it was openly practiced. And if all that was done among them was related, it would be seen that they openly outraged nature, and there was none to restrain them. . . . As for their passion for boys, whom they called their 'paedica,' it is not fit to be named" (Homilies on Titus 5).

391 AD John Chrysostom "[Certain men in church] come in gazing about at the beauty of women; others curious about the blooming youth of boys. After this, do you not marvel that [lightning] bolts are not launched [from heaven], and all these things are not plucked up from their foundations? For worthy both of thunderbolts and hell are the things that are done; but God, who is long-suffering, and of great mercy, forbears awhile his wrath, calling you to repentance and amendment" (Homilies on Matthew 3:3).

391 AD John Chrysostom: "All of these affections [in Rom. 1:26-27] . . . were vile, but chiefly the mad lust after males; for the soul is more the sufferer in sins, and more dishonored than the body in diseases" … "[The men] have done an insult to nature itself. And a yet more disgraceful thing than these is it, when even the women seek after these intercourses, who ought to have more shame than men" … "And sundry other books of the philosophers one may see full of this disease. But we do not therefore say that the thing was made lawful, but that they who received this law were pitiable, and objects for many tears. For these are treated in the same way as women that play the whore. Or rather their plight is more miserable. For in the case of the one the intercourse, even if lawless, is yet according to nature; but this is contrary both to law and nature. For even if there were no hell, and no punishment had been threatened, this would be worse than any punishment" (Homilies on Romans 4).

400AD AUGUSTINE: "Those shameful acts against nature, such as were committed in Sodom, ought everywhere and always to be detested and punished. If all nations were to do such things, they would be held guilty of the same crime by the law of God, which has not made men so that they should use one another in this way" (Confessions 3:8:15).

400 AD The Apostolic Constitutions: "[Christians] abhor all unlawful mixtures, and that which is practiced by some contrary to nature, as wicked and impious" (Apostolic Constitutions 6:11).

"The Lesbian Avengers of West Springfield, MA, descended on the Cowing Elementary School on Valentine's Day and handed out handwritten valentines to 6-11-year-old girls urging them to "ask about lesbian love." Another read "girls who love girls and women who love women ar OK! Happy Valentines Day!" The West Springfield School Committee is pressing trespassing charges. Also provided was a toll free telephone number listed as the National Lesbian and Gay Hotline, although the number actually is a recorded message that advertises "America's wildest, hottest phone sex service," and "hot, uncensored gay phone sex." The New York City chapter of the lesbian organization said they "fully support the Massachusetts invasion." (The pastor's Weekly Briefing, 2-25-94; USA Today, 2/17/94; cited in the American Family Assoc. Journal, April, 1994, p.4)

GEISLER & TUREK: "[Humanism] has failed miserably. ...We note that illegitimate births in the United States constituted just 3% of all births in 1920 (the first year statistics were gathered) and rose to just over 5% in 1960. During Humanism's heyday, the figure shot up to 11% by 1970, over 18% by 1980, and 30% by 1991. Black illegitimacy stood at a shocking 68% in 1991 compared to 22% of white births." (Geisler & Turik, "Legislating Morality," Bethany House Publ., Minn., MN, 55438, pg 108).

"But can we KNOW anything about the good? Sure, all of us have beliefs; but isn't it merely pretentious to proclaim one's KNOWLEDGE on this subject? Worse than pretentious -- isn't some loud fool typically the first to impose his self-righteous certainties on others? Rather than welcoming such certainties, they should be taken as a sign that your intellectual arteries are hardening, that you are beginning to mistake your own personal musings for the unheard music of the spheres. The hard truth is this: There is no moral meaning hidden in the bowels of the universe. All there is is you and I struggling in a world that neither we, nor any other thing, created.

"Yet there is no need to be overwhelmed by the void. We may create our own meanings, you and I; however transient or superficial, these are the only meanings we will ever know. And the first meaningful reality we must create -- one presupposed by all other acts of meaningful communication -- is the idea that you and I are persons capable of giving meanings to the world."

-- Bruce A. Ackerman, "Social Justice in the Liberal State," 1980, p. 368

MANIFESTO: "As in 1933, humanists still believe that traditional theism, especially faith in the prayer-hearing God, assumed to love and care for person, to hear and understand their prayers, and to be able to do something about them, is an unproved and outmoded faith." (Humanist Manifestos I & II, Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.13)

MANIFESTO: "We find insufficient evidence for belief in the existence of a supernatural; it is either meaningless or irrelevant to the question of the survival and fulfillment of the human race. As non-theists, we begin with humans not, nature not deity." (Humanist Manifestos I & II, Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.16)

CHRIST MUST BE LORD: "To the true Christian, Christ cannot be Savior and not Lord. Christ is Lord over all areas of life - not merely the spiritual. Indeed, it is incorrect to make a fundamental distinction between spiritual and secular. Christ is Lord of the intellectual life, the business life, the political life. If Christ is not Lord over the arts and science, then man is. This is humanism in practice." (The Second American Revolution, pg. 40, JW Whitehead, 1982, David C. Cook Publishing Co.)

HUMANISM INTOLERANT: "Humanism, contrary to popular belief, is not a tolerant system. It preaches against religious "dogmatism," but imposes its own. Professor Harvey Cox of the Harvard Divinity School has noted in his work The Secular City that humanism, or secularism as he calls it, is an 'ideology, a new closed world view which functions very much like a new religion. . .It is a closed ism.'" (The Second American Revolution, pg. 40, JW Whitehead, 1982, David C. Cook Publishing Co; quoting HC Cox's The Secular City, p.18)

HUMANISM NOT PLURALISTIC: Humanism is not only indifferent to alternative religious systems, but as a religious ideology it is opposed to any other religious system. Moreover, Cox believes that secularism is a menace to freedom because it 'seeks to impose its ideology through the organs of the State.' The humanistic consensus is interested in eliminating Christianity, because individual Christians have an absolute standard by which to judge the system. Despots know very well the consequence of ideas." (The Second American Revolution, pg. 40, JW Whitehead, 1982, David C. Cook Publishing Co; quoting HC Cox's The Secular City, p.18)

CHRISTIANITY KEPT IN THE CLOSET: "The church's response has been inadequate, as Professor Berman has noted: "The significant factor in this regard. . .has been the very gradual reduction of the traditional religions to the level of a personal, private matter, without public influence on legal development, while other belief systems - new secular religions ('ideologies,' 'isms') - have been raised to the level of passionate faiths for which people collectively are willing not only to die but also. . .to live new lives." As a result, Christianity has lost much of its public character as well as its political strength. Says Berman: "For the most part, people go to church as individuals, or as individual families, to gain spiritual nourishment to sustain them in activities and relationship0s that take place elsewhere. . .We are thus confronted with a combination of a "religion less Christianity" and what may be called a "Christianity-less religion." " (The Second American Revolution, pg. 40-41, JW Whitehead, 1982, David C. Cook Publishing Co; with quotes from Harvard law professor Harold Berman, Interaction of Law and Religion, pp.67,68)

THE GOSPEL MUST FIGHT BACK: "The solution to the humanistic crisis in values is a return to the Christian foundation that was reestablished and strengthened in the Reformation. It is a return to truth not simply for truth's sake but because the truths of the Creator work in the real world God has created - a world conceived to produce beauty, humanity, compassion, and dignity in His creation. The silent church can no longer hide under the cloak of noninvolvement, as though it were neutral. Noninvolvement is choice. It is choosing to allow humanism to proceed unrestrained. Noninvolvement is, therefore, negative involvement. If the church continues its silence, the only option will be to capitulate and be dominated by a humanistic culture that will not tolerate Christianity. As this humanistic culture crumbles, we will no doubt see a continued return to the cruelty that characterized past pagan civilizations. In the end, we will come to be at the arbitrary disposal of a judge, a court, or even a fuehrer, preferring arbitrary laws to no law at all. "To the true Christian, Christ cannot be Savior and not Lord. Christ is Lord over all areas of life - not merely the spiritual. Indeed, it is incorrect to make a fundamental distinction between spiritual and secular. Christ is Lord of the intellectual life, the business life, the political life. If Christ is not Lord over the arts and science, then man is. This is humanism in practice." (The Second American Revolution, pg. 40, JW Whitehead, 1982, David C. Cook Publishing Co.)

EGOCENTRIC PHILOSOPHY: "...the humanistic concept of privacy is egocentric. It places man at the center with no other reference point. First God is set aside, then others (for example, the unborn child), until, in the end, everything is seen in utilitarian terms." (John W Whitehead, The Second American Revolution, pg. 115, JW Whitehead, 1982, David C. Cook Publishing Co.)

HUMANISM A RELIGION: "...among religions in this country which do not teach what would generally be considered a belief in the existence of God are Buddhism, Taoism, ethical culture, Secular Humanism, and others." Torcaso v. Watkins, US Supreme Court, 1961, cited by Geisler & Turik, "Legislating Morality," Bethany House Publ., Minn., MN, 55438, pg 78)

GARY NORTH: "The prohibition of graven images in the second commandment should therefore be understood as the repudiation of humanism (Ex 20.4). All forms of idolatry are ultimately variations of self-worship, for it is man, as a self-proclaimed sovereign being, who asserts the right to choose whom he will worship in place of God. Man, the sovereign, decides."

--Gary North, The Sinai Strategy, pg 118, Institute for Christian Economics, Tyler, TX.

MANIFESTO: "In 1933 a group of thirty-four liberal humanists in the United States defined and enunciated the philosophical and religious principles that seemed to them fundamental. The drafted Humanist Manifesto I, which for its time was a radical document. It was concerned with expressing a general religious and philosophical outlook that rejected orthodox and dogmatic positions and provided meaning and direction, unity, and purpose to human life." (Humanist Manifestos I & II, Prometheus Books, 923 Kensington,

Buffalo, NY 14215, p.3)

MANIFESTO: "In order that religious humanism may be better understood we, the undersigned, desire to make certain affirmations which we believe the facts of our contemporary life demonstrate. (Humanist Manifestos I & II, Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.7)

NEW RELIGION: "Such a vital, fearless, and frank religion capable of furnishing adequate social goals and personal satisfactions may appear to many people as a complete break with the past. . .To establish such a religion is a major necessity of the present. . .We therefore affirm the following:" (Humanist Manifestos I & II, Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.8)

MANIFESTO: "These affirmations are not a final credo or dogma but an expression of a living and growing faith." (Humanist Manifestos I & II, Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.24)

US SUPREME COURT: The US Supreme Court recognizes humanism as a religion in that it is ". . .a world view, with, or without, belief in a supreme being." (Tim LaHaye, "The Battle for the Mind," Fleming H. Revell Co, NJ, 1980, p.128-129)

ROBERT HALL and JOHN DAVIS, humanist educators: "We should say, therefore, that this overall orientation or perspective can be given many names - a value framework or moral deal, as we have mentioned, a world view, a lifestyle, or a religious faith." ("Moral Education in Theory and Practice," Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.79)

ROBERT HALL and JOHN DAVIS, humanist educators: "It might be noted that number of religious notions would serve equally well as designations of this general framework or perspective. Values and ideals are a normal part of faith orientations or creeds; perhaps the most common way of speaking about this aspect of moral thought is in terms of religious (or humanistic) faith." ("Moral Education in Theory

and Practice," Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.77)

(NOTE: It is interesting this religion's tenents are being ignored as they permeate our schools, which is supposed to be guided by separation of church and state).

JUSTICE TOM CLARK, 1963: "...the State may not establish a 'religion of secularism' in the sense of affirmatively opposing or showing hostility to religion, thus 'preferring those who believe in no religion over those who do believe'." (374 US at 225; as quoted in "The Second American Revolution," pg. 110, JW Whitehead, 1982, David C. Cook Publishing Co.)

EVANGELISTIC: "In 1980 we expect to extend the influence of "The Humanist" [a publication] and the Association. We are

establishing a Speakers' Bureau to provide lecturers for conferences and schools." (Louis Gomberg, "Letter from the American Humanist Association, Feb. 15, 1980)

NATIONAL EDUCATION ASSOCIATION: (To Nurture Humaneness) "If schools are to move toward humanism, then humanism must become important to all of us, students, teachers, administrators, and the general public.. . .Even deciding that humanism is important, however, is still not enough. Humanism is like motherhood. Everybody is in favor of it, but not everyone is committed to it. . ." ("To Nurture Humaneness:" Mary-Margaret Scobey and Grace Graham, Wash. C.C.: NEA's ASCD 1970 Yearbook

Committee, p.175)

NATIONAL EDUCATION ASSOCIATION: (Removing Barriers to Humanism) "If humanism is to take its place as a prime objective of education, that fact must be spelled out in our procedures and practices. . ."If humanism is to be given the kind of central position this volume calls for, then a careful, systematic search of our goals and practices is needed to weed out those whose effects are destructive to human values." ("To Nurture Humaneness:" Mary-Margaret Scobey and Grace Graham, Wash. C.C.: NEA's ASCD 1970 Yearbook Committee, p.178)

NATIONAL EDUCATION ASSOCIATION: (Humanism must be in all courses) "But if humanism is truly important, these matters must not be merely peripheral; they must lie at the very center of the curriculum." ("To Nurture Humaneness:" Mary-Margaret Scobey and Grace Graham, Wash. C.C.: NEA's ASCD 1970 Yearbook Committee, p.182)

ANTI-CAPITALIST: "The humanists are firmly convince that existing acquisitive and profit-motivated society has shown itself to be inadequate and that a radical change in methods, controls, and motives must be instituted." (Humanist Manifestos I & II, p.10)

ANTI-CAPITALIST: "Capitalism has been an apparent success and no major revolution is likely to occur in the foreseeable future. Yet, American society is a disaster." (Kampf, "The Radical Faculty: What are its Goals?" as quoted in "Humanistic Frontiers in American Education," Roy Fairfield, Prometheus Books, NY, 1971, p.61)

WORLD ATHEISTIC: "We affirm a set of common principles that can serve as a basis for united action -

positive principles relevant to the present human condition. They are a design for a secular society on a planetary scale." (Humanist Manifestos I & II, p.15)

ONE-WORLD GOVERNMENT: "We deplore the division of humankind on nationalistic grounds. We have reached a turning point in human history where the best option is to transcend the limits of national sovereignty and to move toward the building of a world community in which all sectors of the human family can participate. Thus we look to the development of a system of world law and a world order based upon transnational federal government." (Humanist Manifestos I & II, p.21)

ONE-WORLD GOVERNMENT: "Many people feel that a major reason for the UN's failure to carry out its peacekeeping mission is that most of us are nationalistic at heart and cannot yet identify with the idea of 'one-wordism'. Indeed, despite our repeated stress on the global bank of culture and the global village, most of the earth's inhabitants still thing of themselves as Americans, or French, or Chinese, etc. Along these lines, you might ask your

students: In what ways do you think of yourself as citizens of the world? do you feel that if there were no nations, there would be no war? do you think that the UN is our only hope for world peace?" ("Cultures," Teachers Edition, under "Extension," American Book Co.; 6th grade textbook for Renton, WA, school district)

SOCIAL (R)EVOLUTION: "The major task of education has been to raise the kinds of questions which promote schools as places of humanistic instruction and vehicles for continuous social evolution." (National Education Association, "Values Concepts and Techniques," Wash., DC, NEA, 1976, p.71)

ANTI-NATIONALIST: "The disillusion of nationalism is not to be interpreted in a merely negative sense. The corollary of this disillusion can be the positive and universal affirmation of an earth-wide humanity of life-vitalizing goals that could and should transcend our long overworked illusions." (Roy Fairfield, "Humanistic Frontiers in American Education," Prometheus Books, NY, 1971, p.27)

ANTI-NATIONALIST: "The individual is the supreme end. . .Nationalism is regarded from this standpoint as little more than a form of incest, even of insanity. . .It debases democratic and religious ideas of the value, the significance, of man. . .Patriotism, which is the cult of nationalism, is necessarily to be scorned. (Roy Fairfield, "Humanistic Frontiers in American Education," Prometheus Books, NY, 1971, p.146)

ANTI-PATRIOTIC: "The 'new patriotism' described by Sisson, which would incorporate notions of continuing revolution from Jefferson, the Adamses, and others, may be an ideal for an open society of free men, but appears to be unlikely in the prescriptive framework of the old patriotism. . ." (Roy Fairfield, "Humanistic Frontiers in American Education," Prometheus Books, NY, 1971, p.146-147)

RADICAL INTENTIONS: ". . .for many would view this restructuring of schools as a form of anarchy which would destroy the nation rather than improve it." (Roy Fairfield, "Humanistic Frontiers in American Education," Prometheus Books, NY, 1971, p.146-147)

RADICAL INTENTIONS: "Humanism is radical. It will compromise with no alienating force, whether it be the educational system or something else which frustrates man. The humanist is radical because he wants to emancipate humans from bondage, any kind of bondage." (Roy Fairfield, "Humanistic Frontiers in American Education," Prometheus Books, NY, 1971, p.4)

RADICAL INTENTIONS: "I suspect the only hope for this world is that we somehow manage to free the next generation from the conformity demands that every establishment of elders since the beginning of time has tried to impose on the young. Or rather, it is their task. . .to bring about this discontinuity with our dismal history of man's cruelty to his fellow man. . .A I see it, this is what student power is all about." ("Humanistic Frontiers in American Education," Roy Fairfield, Prometheus Books, NY, 1971, p.155)

SOCIALIST: "Economically, it [socialism] can mean nothing but collective ownership of the means of production. . .Gorz's words [Gorz: "Strategy for Labor"] can serve us as a basic text. We radicals know that, since men must not be mere means of production, our first task is to eliminate the inhumanities and contradictions inherent in property relationships. For only their elimination will give us the freedom to envision a new man and a new culture. . .Such social objectives have some clear implications for colleges

and universities." (Kampf, "The Radical Faculty: What are its Goals?"; as quoted in "Humanistic Frontiers in American Education," Roy Fairfield, Prometheus Books, NY, 1971, p.64)

"Since nearly all of the recent discussion of moral education in the United States springs from psychological research, Wilson's early effort now stands as a good example of a humanistic perspective in the field - a perspective we are seeking to restore." (Roy Fairfield, "Humanistic Frontiers in American Education," Prometheus Books, NY, 1971, p.46)

ME FIRST: "Psychologically, the trouble begins with Mother, who teaches us to speak politely rather than frankly. Then there's Teacher, who demands neatness and predictability, pressing her young charges to internalize all the 'correct' answers and normally impatient with individual dissenting views about right and wrong." (Christain Bay, Prof. of Political Science, U. of Alberta; quoted by Roy Fairfield, "Humanistic Frontiers in American Education," Prometheus Books, NY, 1971, p.149)

IF IT FEELS GOOD: "We are in the post-Freudian era, where repression is the only obscenity, and sensual pleasure is applauded." (Mario Fantini, author of "Designing Education For Tomorrow's Cities"; quoted by Roy Fairfield, "Humanistic Frontiers in American Education," Prometheus Books, NY, 1971, p.33)

HUMANIST JOHN DUNPHY: "I am convinced that the battle for humankinds' future must be waged and won in the public school classroom by teachers who correctly perceive their role as the proselytizers of a new faith: a religion of humanity that recognizes and respects the spark of what theologians call divinity in every human being. These teachers must embody the same selfless dedication as the most rabid fundamentalist preachers. For they will be ministers of another sort, utilizing a classroom instead of a pulpit to convey humanist values in whatever subject they teach, regardless of the educational level -- preschool day care or large state university." (cited by Geisler & Turik, "Legislating Morality," Bethany House Publ., Minn., MN, 55438, pg 106)

CLARENCE DARROW: "For God's sake, let the children have their minds kept open -- close no doors to their knowledge; shut no door from them. Make a distinction between theology and science. Let them have both. Let them both be taught. Let them both live." (1925 'Monkey Trial,' cited by Geisler & Turik, "Legislating Morality," Bethany House Publ., Minn., MN, 55438, pg 66)

JOHN SCOPES: "Education, you know, means broadening, advancing, and if you limit a teacher to only one side of anything the whole country will eventually have only one thought, be one individual. I believe in teaching every aspect of every problem or theory." (1925 'Monkey Trial,' cited by Geisler & Turik, "Legislating Morality," Bethany House Publ., Minn., MN, 55438, pg 65-66)

MARTIN LUTHER: "I am much afraid that schools will prove to be wide gates to hell unless they diligently labor in explaining the Holy Scriptures, engraving them in the hearts of youth. I advise no one to place his child where the Scriptures do not reign paramount. Every institution in which men are not constantly occupied with the Word of God must become corrupt."

ABRAHAM LINCOLN: "The philosophy of the schoolroom in one generation will be the philosophy of the government in the next." (cited by Geisler & Turik, "Legislating Morality," Bethany House Publ., Minn., MN, 55438, pg 73)

THOMAS JEFFERSON: "To compel a man to furnish funds for the propagation of ideas he disbelieves and abhors is sinful and tyrannical."

Columnist Cal Thomas: "Public education is not about education. In too many instances it is about propagandizing and controlling the minds and hearts (and bodies) of the next generation. Without public schools, liberalism would qualify as an endangered species. With them, liberals hope to train sufficient numbers of left-thinking drones to replace them when they are gone."

BERTRAND RUSSELL: "It may be hoped that in time anybody will be able to persuade anybody of anything if he can catch the patient young and is provided by the state with money and equipment.... When the technique has been perfected, every government that has been in control of education for a generation will be able to control its subjects securely without the need of armies or policemen..." [Humanist, atheist philosopher and UNESCO advisor, Bertrand Russell] (cited from THE NEW AMERICAN, Vol. 11, #2; January 23, 1995; page 21).

SOCIAL (R)EVOLUTION: "The major task of education has been to raise the kinds of questions which promote schools as places of humanistic instruction and vehicles for continuous social evolution." (National Education Association, "Values Concepts and Techniques," Wash., DC, NEA, 1976, p.71)

MAN’S MIND SUPREME: "Few peoples have admired intelligence as much as did the Greeks. . .The Hebrews believed that in the Old Testament God had revealed to man how to live the good life. . .For the Hebrews 'the fear of the Lord is the beginning of wisdom!' The Greeks, on the other hand, felt that man, by using his mind, could reason out his own rules of behavior. The Hebrews wanted only to live by the word of God and cared nothing about uncovering the secrets of nature." (Perry Marvin, "Man's Unfinished Journey - A World History,

Houghton-Mifflin Co., Boston, MA, p.58)

"By striving for excellence in everything they did, the Greeks found meaning for life. . .He was fit to walk with the gods." . . ."A people with such a view of life deserve to be remembered forever. For centuries men have admired the Greeks. . ." (Perry Marvin, "Man's Unfinished Journey - A World History, Houghton-Mifflin Co., Boston, MA, p.60

(Concerning Jesus): "As he grew into manhood, Jesus felt called by God to aid the sick and unfortunate and to spread a message of love among his fellow Jews.". . .""They were impressed by stories that he performed miracles and by his teachings.". . ."In the early history of the Hebrews almost nothing had been said about life after death. The Hebrews believed that the wicked were punished and the righteous rewarded during life on earth. But it was obvious to all that this did not always happen." . . ."A second idea widespread at the time was the hope of a Messiah." (Perry Marvin, "Man's Unfinished Journey - A World History, Houghton-Mifflin Co., Boston, MA, p.93)

"At the time of Jesus' death, Christianity was not a new religion. It was just a sect within Judaism. . .Paul turned Jesus' teachings into a new religion [by encouraging Gentiles to follow Jesus -Ed.]. . .Paul gave to Christianity a set of doctrines that became the basis of the new religion." (Perry Marvin, "Man's Unfinished Journey - A World History, Houghton-Mifflin Co., Boston, MA, p.?)

Co., Rochelle Park, p.128)

RADICAL INTENTIONS: "Humanists. . .know that educational reform requires the radical restructuring of our schools." (Roy Fairfield, "Humanistic Frontiers in American Education," Prometheus Books, NY, 1971, p.9)

RADICAL INTENTIONS: "The primary academic goal, then, of the radical faculty is the development of an alternate culture." (Kampf, "The Radical Faculty: What are its Goals?" as quoted in "Humanistic Frontiers in American Education," Roy Fairfield, Prometheus Books, NY, 1971, p.67)

RADICAL INTENTIONS: "The imperative is clear:

traditional ways of training teachers will not do! It is painfully obvious that mere imitation of 'master' teachers is hardly enough for those injected with the revolution of relevance or identifying with the counterculture." ("Humanistic Frontiers in American Education," Roy Fairfield, Prometheus Books, NY, 1971, p.75)

RADICAL INTENTIONS: "We continue to teach young people to respect authority at a time when authority is no longer possible. . ." ("Humanistic Frontiers in American Education," Roy Fairfield, Prometheus Books, NY, 1971, p.195)

RADICAL INTENTIONS: "Juvenile delinquency may be the healthy revolt of pupils against the injustice of a social system . . ." ("The City of Man," by Wagar; as quoted in "Humanistic Frontiers in American Education," Roy Fairfield, Prometheus Books, NY, 1971, p.36)

RADICAL INTENTIONS: "Whether the radical faculty can be spoken of as a corporate body is not clear. However, many of us who call ourselves radicals and who also teach at a university, feel that we have a common purpose, and that we share some basic assumptions about the world." (Kampf, "The Radical Faculty: What are its Goals?" as quoted in "Humanistic Frontiers in American Education," Roy Fairfield, Prometheus Books, NY, 1971, p.61)

MANIFESTO: "Religious humanists regard the universe as self-existing and not created." (Humanist Manifestos I & II, Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.8)

MANIFESTO: "Humanism recognized that man's religious culture and civilization. . .are the product of a gradual development due to his interaction with his natural environment and with his social heritage." (Humanist Manifestos I & II, Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.8)

EVOLUTIONIST: "There are no alternatives to the principle of evolution, with its 'tree of life' pattern, that any competent biologist of today takes seriously. . .Evolution is therefore the only view that should be expounded in public-school courses on science." (American Humanist Association, "A Statement Affirming Evolution as a Principle of Science," The Humanist, Jan-Feb, 1977, Vol 37, p.4)

JOSEPH FLETCHER, signatory of the second Humanist Manifesto: "...Only the end justifies the means: nothing else..." ("Situation Ethics: The New Morality," Westminsteer Press, 1966, p. 120; cited by Geisler & Turik, "Legislating Morality," Bethany House Publ., Minn., MN, 55438, pg 107).

JOSEPH FLETCHER, signatory of the second Humanist Manifesto, author of "Situation Ethics: The New Morality." -- "...Decisions are made situationally, not prescriptively." ("Situation Ethics: The New Morality," Westminsteer Press, 1966, p. 120; cited by Geisler & Turik, "Legislating Morality," Bethany House Publ., Minn., MN, 55438, pg 107).

CAROLYN STEINKE, director of the Desert City, CA, chapter of Eagle Forum: "Outcome-based education is a major drastic move away from the traditional three R's of Reading, Writing and Arithmetic. It's a move to score children's feelings, beliefs, and attitudes." Steinke, who also serves on the board of Desert Sands Unified School District in Indio, CA, has done extensive research over the last three years on the dangers of OBE. She and other OBE opponents believe that this system is not only a break with

traditional education, but is a move by liberal educators toward the production of the politically correct child." (American Family Assoc. Journal, April, 1994, p.18)

"According to [Carolyn Steinke, director of the Desert City, CA, chapter of Eagle Forum] every study done shows that the lowering of academic standards has been a major failure of OBE. In Chicago, for example, where OBE was used for 10 years, the students tested out at the 25th percentile, and in five schools scored in the 5th percentile. In 1987 San Marco High School in Texas was selected as one of the tope high schools in the state, ranking 29th out of more than 1,100 schools. Desiring to make a good thing better,

San Marco implemented an OBE program in 1990. Two years later, the number of 11th-graders able to pass all section on a standardized test dropped from 50% to 36%, even though the state average had gone. up." (American Family Assoc. Journal, April, 1994, p.19)

According to [Marguerite "Peg" Luksik, chairman of the Penn. Parents Commission, an anti-OBE organization] the powerful NEA teachers union is committed to establishing OBE nationwide. One pro-OBE workshop centered around how to deal with parental opposition, including those from the 'Christian Right.' "The workshop leader recommended finding the most radical person to represent their [the parents'] side - the one that's the most inarticulate, the one that makes mistakes and states the case wrong - give that

person all the time to talk, because they'll turn everybody else off in the audience," noted Luksik. "And the ones that are articulate and really have learned it and know it - don't give them time to talk." (American Family Assoc. Journal, April, 1994, p.18)

"The kids have got the system figured out. Whenever there's a football game or favorite show on TV the night before a test, the kids say 'Why study? I'll just take this test and fail it. I can always take the retest later, they can't fail me, so who cares?'" (Cheri Yecke, a former Minnesota teacher with extensive knowledge about OBE, quoted in the American Family Assoc. Journal, April, 1994, p.18)

There are also problems when cooperative learning replaces individual competition. In one Minnesota school district this has resulted in violence. "The freeloading group members, who were tired of being coerced into having to work, reacted with violence. The overworked group members reacted with violence. And there have been fistfights and verbal threats related to cooperative learning, both on and off the school grounds." (Cheri Yecke, a former Minnesota teacher with extensive knowledge about OBE, quoted in the American Family Assoc. Journal, April, 1994, p.18)

MANIFESTO: "In the area of sexuality, we believe that intolerant attitudes, often cultivated by orthodox religions and puritanical cultures, unduly repress sexual conduct. The right to birth control, abortion, and divorce should be recognized. . ." (Humanist Manifestos I & II, Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.18)

MANIFESTO: "The many varieties of sexual exploration should not in themselves be considered 'evil'. . .Short of harming others or compelling them to do likewise, individuals should be permitted to express their sexual proclivities and pursue their lifestyles as they desire." (Humanist Manifestos I & II, Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.18)

MANIFESTO: "Moral education for children and adults is an important way of developing awareness and sexual maturity." (Humanist Manifestos I & II, Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.19)

BAUER, 1963: "The real reson that any irregular sexual life should be avoided is that it is wrong. It is wrong morally, religiously, socially, medically, and bikologically; in every one of these fields it violates the fundamental experience of the race through many centuries." ("Sex Education Books for Young Adults, 1892-1979," Patricia Campbell, R.R.Bowker Co, NY, 1979, p.113)

JOHNSON, 1965, (the first of modern sex-ed. books): "Johnson calls homosexuality a sickness. . .and is

sure that frequent masturbators will be prey to guilt, shame, social isolation. The primary reason why teenagers should not take sexual intercourse too lightly is respect for people - they were not made to be used. ("Sex Education Books for Young Adults, 1892-1979," Patricia Campbell, R.R.Bowker Co, NY, 1979, p.114-115)

POMEROY, 1968: "Other books for teenagers on sex. . .he explains, have been 'too moralistic, too judgmental, or lacking in forthrightness.'" ("Sex Education Books for

Young Adults, 1892-1979," Patricia Campbell, R.R.Bowker Co, NY, 1979, p.123)

POMEROY, 1968: "Sex is pleasurable, and. . .it cannot be denied until we are in our twenties or later. . ." ("Sex Education Books for Young Adults, 1892-1979," Patricia Campbell, R.R.Bowker Co, NY, 1979, p.123)

SCHULTZ: ". . .the ideal sex education program gives students a chance to assess a wide span of behavior, to see how it applies to the society in which they live and to determine whether they are ready to abide by the sanctions society offers. It prepares students to decide on a set of values that they choose for themselves, values on which they base their behavior and make their judgment." (Roy Fairfield, "Humanistic Frontiers in American Education," Prometheus Books, NY, 1971, p.71)

ANTHROPOLOGIST PAUL BOHANNAN, 1969: "The more modern and less didactic sex educations books of the seventies were anticipated in 1969 by Paul Bohannan's "Love, Sex, and Being Human." An anthropologist, Bohannan made an attempt to show teenagers how to 'devise their own morality.' I am not advocating any specific moral behavior. 'Sex and love' association is not natural and normal, but learned. . .masturbation is a source of consolation, pleasure, and relief of tension before being able to link sexuality with love and loved one." ("Sex Education Books for Young Adults, 1892-1979," Patricia Campbell, R.R.Bowker Co, NY, 1979, p.121)

HAMILTON, "SEX BEFORE MARRIAGE:" "It helps in dissipating guilt if you realize that many of the religious precepts denying sex to the unmarried are based on conditions which existed at a time long in the past. Their continuance into the present is superstition. . ." ("Sex Education Books for Young Adults, 1892-1979," Patricia Campbell, R.R.Bowker Co, NY, 1979, p.122)

HAMILTON, "SEX BEFORE MARRIAGE:" "Virginity is about as useful in a prospective wife as an appendix." ("Sex Education Books for Young Adults, 1892-1979," Patricia Campbell, R.R.Bowker Co, NY, 1979, p.121)

JENSEN, "YOUTH AND SEX:" "Several strong arguments can be made against virginity." ("Sex Education Books for Young Adults, 1892-1979," Patricia Campbell, R.R.Bowker Co, NY, 1979, p.121)

ALEX AND JANCE COMFORT, "THE FACTS OF LOVE:" "Pornography is harmless and enjoyable. . ." ("Sex Education Books for Young Adults, 1892-1979," Patricia Campbell, R.R.Bowker Co, NY, 1979, p.147-148)

ALEX AND JANCE COMFORT, "THE FACTS OF LOVE:" "Bisexuality is the natural human state. . ." ("Sex Education Books for Young Adults, 1892-1979," Patricia Campbell, R.R.Bowker Co, NY, 1979, p.147-148)

DESCRIPTION OF HEIDI HANDMAN AND PETER BRENNAN, "THE SEX HANDBOOK; INFORMATION AND HELP FOR MINORS: "The style is direct and colloquial and the stress is on enjoyment and avoiding interference from authority figures. . ." ("Sex Education Books for Young Adults, 1892-1979," Patricia Campbell, R.R.Bowker Co, NY, 1979, p.138)

DESCRIPTION OF HEIDI HANDMAN AND PETER BRENNAN, "THE SEX HANDBOOK; INFORMATION AND HELP FOR MINORS: "Separate chapters on losing your virginity ("How to have intercourse for the first time. . .How to make it easier and more enjoyable") female orgasm, and advanced techniques like oral and anal sex." ("Sex Education Books for Young Adults, 1892-1979," Patricia

Campbell, R.R.Bowker Co, NY, 1979, p.138)

DESCRIPTION OF HAMILTON'S "SEX, WITH LOVE; A GUIDE FOR YOUNG PEOPLE:" "Approves masturbation as a way to learn the body's responses; . . .petting to orgasm as the most practical approach to lovemaking for sexual beginners;. . .The chapter on same-sex relationships starts with the assumption that everybody is capable of loving both sexes; the way that people choose to express that love is a result of society's pressures and their own experiences. Unorthodox sex is divided into those behaviors that exploit other people: rape, exhibitionism, voyeurism, child molesting; and those that are nobody's business but the participants: transsexuality, transvestiam, fetishes, and brother-sister incest. Hamilton recommends that young adults initiate a frank talk with their parents, and ask for the right to have comfortable and safe sex with their partners in their own rooms behind locked doors." ("Sex Education Books for Young Adults, 1892-1979," Patricia Campbell, R.R.Bowker Co, NY, 1979, p.150)

HUNT, "THE YOUNG PERSON'S GUIDE TO LOVE:" "All kinds of love - gay and straight, sadism and masochism, May-December romances, etc. are OK." ("Sex Education Books for Young Adults, 1892-1979," Patricia Campbell, R.R.Bowker Co, NY, 1979, p.151)

"Homosexuality was the subject in which the most radical changes in attitude took place during the seventies. . .sex educators gradually turned away from the definition of homosexuality as an illness and began to place it within the context of normal sexual behavior." ("Sex Education Books for Young Adults, 1892-1979," Patricia Campbell, R.R.Bowker Co, NY, 1979, p.131)

HANCKEL & CUNNINGHAM, "A WAY OF LOVE, A WAY OF LIFE: A YOUNG PERSON'S INTRODUCTION TO WHAT IT MEANS TO BE GAY:" "A book that has long been needed, this sex manual for homosexual young adults presents an insider's view of gayness. . . The tone is empathetic and practical, and the authors incorporate a good deal of anecdotal material derived from their own

experiences and from the experiences of their gay friends." ("Sex Education Books for Young Adults, 1892-1979," Patricia Campbell, R.R.Bowker Co, NY, 1979, p.151)

PLANNED PARENTHOOD RECOMMENDED READING: "More and more people are coming to understand that having sex is a joyful and enriching experience at any age." p.2

"Playing with girls sexually before adolescence...increases the chances for a satisfactory sex life when a boy grows up." p.38

"Premarital intercourse does have its definite values as a training ground for marriage...boys and girls who start having intercourse when they're adolescents...will find that it's a big help...it's like taking a car out on a test run before you buy it." p. 117

"Premarital intercourse among adolescents is often helpful in later life because it's easier to learn things in our earlier years." p.118

"When people want to get close to each other, intercourse is the closest they can get." p.129

(Planned Parenthood informational packet, Jan. 15, 1987, prepared by Calif. Assemblyman Bill Bradley, 76th District; citations from Boys and Sex, WB Pomeroy, NY: Delacorte Press, 1981; cited in The Myth of Separation, David Barton, p.69-70, Wallbuilders: Aledo, TX 76005)

PLANNED PARENTHOOD RECOMMENDED READING: "Girls understand now that they are far more likely to make good social and sexual adjustments to life if they learn to be

warm, open, responsive, and sexually unafraid. they're learning to be sexual partners of men." p.10-11

"Everyone's agreed...that teenage sex should be a learning experience." p.15

"Sex play with boys...can be exciting, pleasurable, and even worthwhile...it will help later sexual adjustment." p.48

"For those who plan on marriage eventually, early intercourse can also be a training ground." p.95

"Another reason for intercourse is the fact that...it's a means of learning how to live with people." p.96

(Planned Parenthood informational packet, Jan. 15, 1987, prepared by Calif. Assemblyman Bill Bradley, 76th District; citations from Boys and Sex, WB Pomeroy, NY: Delacorte Press, 1981; cited in The Myth of Separation, David Barton, p.69-70, Wallbuilders: Aledo, TX 76005)

"There are only two basic kinds of sex: sex with victims and sex without. Sex with victims is always wrong. Sex without is always right." (p.10)

"One way to avoid having victims is, of course, to have sexual relationships only with your friends." (p.12)

(Rocky Mt. Planned Parenthood, You've Changed the Combination, Denver: RAJ Publications, 1977; cited in The Myth of Separation, David Barton, p.70, Wallbuilders: Aledo, TX 76005)

NOTE: Parents were sold sex education as something that would decrease premarital sex, control VD, reduce premarital pregnancy.

LESTER KIRKENDALL (Signer of the Humanist Manifesto II): "The purpose of sex education is not primarily to control and suppress sex expression, as in the past but to indicate the immense possibilities for human fulfillment that human sexuality offers!" ("Humanistic Frontiers in American Education," Roy Fairfield, Prometheus Books, NY, 1971, p.70)

NOTE: The term 'values clarification' was first used by Louis Raths while he taught at New York University during the late fifties. Working from John Dewey's book, "Theory of Valueation," Raths refined Dewey's ideas and created values clarification strategies based on the recorded thoughts of Dewey. Doctoral candidates flocked to the classes Raths taught. He had the gift of inspiring the students to "set their own lives in order." Values

clarification is probably in the state "goals" of every state and local district, except Warsaw, Indiana, where they threw it out, and possibly Minnesota, where they are

considering throwing it out (1981).

"Education in moral values and ideals will quite naturally be concerned with students' views of the nature of life and society." ("Moral Education in Theory and Practice," Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.83)

". . .as Paul Kurtz suggests in delineating the nature and spirit of contemporary humanism in the book, "Moral Problems in Contemporary Society, Essays in Humanistic Ethics," although humanism is negative in that it rejects traditional super naturalistic explanations of the universe, it is positive in that it insists that human values cannot be derived from transcendental source." (Roy Fairfield, "Humanistic Frontiers in American Education," Prometheus Books, NY, 1971, p.4)

"We do not deny the need for education in the religious domain, nor do we propose moral education as an

alternative to religious education, We shall assume, however, that the domain of moral values and decisions can for educational purposes be separated from the religious beliefs which may surround and support it. Only when this separation is firmly established are we willing to propose that the moral domain can and should be included in a public education curriculum." ("Moral Education in Theory and Practice," Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.22)

"We acknowledge. . .that both religious and nonreligious world views. . .underlie moral values. . .Our particular focus, however, will be on the nature of the values and principles people hold and the way these values and meanings function as guides to human decisions rather than on the sources or foundations of these values." ("Moral Education in Theory and Practice," Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.22)

"In the United States concern for moral education has taken its lead from the field of cognitive psychology. A model of the stages of moral development constructed by Prof. Lawrence Kohlberg at Harvard U. has been generally confirmed through a number of research projects." ("Moral Education in Theory and Practice," Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.48)

"A moral judgment. . .is a decision which as a matter of principle commits an individual to a certain kind of action. Second, moral reasons for action are recognizable in that they take priority over other possible reasons and motives. The third and most important characteristic of a moral judgement is that the person who makes it must be willing to apply it impartially to all people. . .Finally, the moral principles to which an individual commits himself normally constitutes a more or less unified pattern of personal and social ideals." ("Moral Education in Theory and Practice," Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.50)

"The tradition of moral philosophy to which we appeal is the liberal or rational tradition, in particular the 'formalistic' or 'deontological' tradition, running from Immanuel Kant to John Rawls. Central to this tradition is the claim that an adequate morality is principled, i.e., that it makes judgments in terms of universal principles applicable to all mankind. Principles are to be distinguished from rules. Conventional morality is grounded on rules, primarily 'thou shalt nots' such as are represented by the Ten Commandments. . .Principles are. . .universal guides to making a moral decision. Unlike rules which are supported by social authority, principles are freely chosen by the individual because of their intrinsic moral

validity." (Prof. Lawrence Kohlberg, Harvard, National Education Association, "Values Concepts and Techniques," Wash., DC, NEA, 1976, p.24)

"As we consider education in the affective dimension of moral decision-making, however, we must again take account of our general aim and the criterion of

nonindoctrination. In particular we have said that moral education which inculcates any single system of values or principles is indoctrinative and therefore unacceptable in an open society. ("Moral Education in Theory and Practice," Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.122)

"Considering what we have said about the nature of moral education. . .this type of discussion is undoubtedly to be avoided. It implies that there are right and wrong answers to moral questions and that the teacher is merely attempting to elicit the right ones." ("Moral Education in Theory and Practice," Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.152)

"Character education and other forms of indoctrinative moral education have aimed at teaching universal

values. . .Values clarification takes the first step implied by a rational approach to moral education: the eliciting of the child's own judgment or opinion about issues or situation in which values conflict, rather than imposing the teacher's opinion on him. . .As stated by Peter Engel, 'One must contrast value clarification and value inculcation. Value clarification implies the principle that in the consideration of

values there is no single correct answer.'" (Prof. Lawrence Kohlberg, Harvard, National Education Association, "Values Concepts and Techniques," Wash., DC, NEA, 1976, p.26-27)

"Humanism asserts that the nature of the universe depicted by modern science makes unacceptable any supernatural or cosmic guarantees of human values." (Humanist Manifestos I & II, Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.8)

"We affirm that moral values derive their source from human experience. Ethics is autonomous and situational, needing no theological or ideological sanction." (Humanist Manifestos I & II, Prometheus Books, 923 Kensington, Buffalo, NY 14215, p.17)

"If the framework for values education is to have any meaning, we must see the school as an institution in this broad perspective. As schools present such organizational values as order, routine, output, authority, and efficiency within the lives of young people, they compete with human values." (National Education Association, "Values Concepts and Techniques," Wash., DC, NEA, 1976, p.69)

"It took a tremendous struggle on the part of progressive educators to loosen ecclesiastical and political controls on our school systems. This struggle to free the schools from the imposition of traditional orthodox values by church and state. . ." (National Education Association, "Values Concepts and Techniques," Wash., DC, NEA, 1976, p.39)

"We realize that values are inculcated and transmitted in virtually any interaction between human beings. Therefore. . .'objective' curriculum or neutral cognitive materials. . .cannot be done." (National Education Association, "Values Concepts and Techniques," Wash., DC, NEA, 1976, p.39)

"In the place of indoctrination. . .values clarification. . .is based on the premise that none of us has the 'right' set of values to pass on to other people's children." (National Education Association, "Values Concepts and Techniques," Wash., DC, NEA, 1976, p.136)

"The question of trading old values for new ones is very much a part of the educational process today. Values are taught to children in a variety of ways in the classroom. Many are instilled as the result of teacher behavior and expectations; others are taught more specifically through moral values education." (National Education Association, "Values Concepts and Techniques," Wash., DC, NEA, 1976, p.206)

"Public declaration of the results is neither necessary nor desirable, for doing so might imply that there is a correct answer, an assumption antithetical to this entire strategy." (National Education Association, "Values Concepts and Techniques," Wash., DC, NEA, 1976, p.113)

"Reassure the students there are no right answers. . ." (National Education Association, "Values Concepts and Techniques," Wash., DC, NEA, 1976, p.165)

"The use of values clarification is constantly expanding in a number of areas, some of which are listed here: 1. Among teachers. Large numbers of teachers every year attend values clarification workshops. That should mean that there will be a marked increase in the number of teachers offering the technique and inventing new strategies. 2. Curriculum packages. 3. Colleges and Junior colleges. 4. Parents. Values start at home. 5. Sexuality education. 6. Religious education." (National Education Association, "Values

Concepts and Techniques," Wash., DC, NEA, 1976, p.45)

"1. Time set aside during a course. English, history, or social studies teachers may set aside one day a week to work on values clarification. some report extending the time to two or even three days a week by popular request. 2. As an elective. Some students work on values clarification

techniques and issues every school day, five days a week, in a credit course called values clarification or clarifying your values." (National Education Association, "Values Concepts and Techniques," Wash., DC, NEA, 1976, p.43)

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