Taking Back Our Stolen History
Comprehensive Sexuality Education
Comprehensive Sexuality Education

Comprehensive Sexuality Education

a well funded movement in the global public school system to impose an immoral worldview on children throughout the nation. It is not about preventing disease, but a social movement to change society through corrupting and sexualizing children.  Students as young as 5 are exposed to the most explicit and expansive forms of pleasure-based sex education. Instruction includes the right to sexual gratification, pleasure, exploration and experimentation. Masturbation, anal sex, oral sex, and abortion are taught and promoted. These concepts are not restricted to health class. It begins much earlier than 5th grade.  Comprehensive Sexuality Education is an attempt to rid society of all Judeo-Christian influence by mocking its  values and eliminating taboos and restrictions. Parents are minimized as the primary source to teach their children values. Children are taught from an early age to make their own sexual choices and decide how much risk they are willing to take. No judgements are allowed.  The bottom line is Comprehensive Sexuality Education is not about preventing disease or pregnancy, it’s about promoting sexual license without responsibility or consequence.

There are NO national standards or guidelines for sex education. Any organization or standards guide that uses “National” or “United States” in their name is by title only.

In most states, parents have a LEGAL RIGHT to be informed and give permission when their children are going to receive sexual information at school. School districts have and are continuing to introduce legislation to strip parents of this right by making it such that children must ‘opt-out’ rather than opting in.  Trustees argue that, because a very few parents may not be competent, ALL parents must lose the legal right to be informed and give permission for students to be exposed to sexual content. While not all parents will be involved with their child’s sex ed in this way, ALL parents deserve the invitation and opportunity. It is their LEGAL RIGHT.

The next step (as seen in Massachusetts and New York) is to make it illegal for parents to opt-out at all. In these states, it is mandatory that public school students receive specific sex education lessons beginning in kindergarten. The American Civil Liberties Union (ACLU) is threatening school districts with lawsuits unless ACLU employees are allowed to oversee sex ed curriculum changes.

Language must be carefully analyzed to understand the real intent because they use a lot of double speak to disguise the true meanings of words so parents are more accepting of the agenda. Examples include:

  • “Age Appropriate” – Children are sexual beings from birth so they should be taught about sexual pleasure from an early age.
  • “Fear Based” – Teaching real risk and consequences associated with sexual behavior puts unwanted fear in sexuality.
  • “Hate” – If you do not accept and endorse other sexual beliefs, you “hate” them.
  • “Inclusive” – All forms of sexual exploration, lifestyles, and re-defined “family” structures are equal and good.
  • “Medically Accurate” – Detailed instruction on how to perform sexual acts and use contraceptives. This is one of the most damaging deceptions because medical risks and consequences are minimized; if taught at all.
  • “Negotiation” – To persuade to get what you want. Used to teach sexuality at an early age under the guise of prevention and safety (also used to help you get more sex). Anything is ok as long as both parties give “consent.”
  • “Shame Based” – This title is used to discredit any form of sex education that is taught with the risks and consequences clearly defined. (Note: Activists instead wish to promote that there is no shame or guilt in any form of sexual activity or deviation regardless of age.)
    “Safer Sex” – Oral sex, mutual masterbation, erotic massage, or vaginal or anal sex with a condom.

History of how we got to Schools wanting to Sexualize our children in Schools:

First, we must consider the secret agenda of a cult society formed in 1776 called the Illuminati. Their goals were revealed by John Robison who was recruited into the Order and wrote a book warning the people of its designs after learning it had a Satanic goals. Those objectives are as follows:

  1. Abolition of all ordered governments,
  2. Abolition of private property,
  3. Abolition of inheritance,
  4. Abolition of patriotism,
  5. Abolition of the family,
  6. Abolition of religion, and
  7. Creation of a world government.

The ultimate despotic purpose of the Illuminati Order was kept secret. Only by degrees — going from the lower “Nursery” degrees of Preparation, Novice, Minerval and Illuminatus Minor to the higher “Mysteries” of Priest, Regent, Magus, and Rex — could the initiated learn of the true mysteries and purposes of the Order. And each step of the way was very carefully plotted and planned by Weishaupt and his colleagues, so that the squeamish and gullible never rose higher than the lowest degrees, while the bold, ruthless and cynical, those ready and willing to dispense with religion, morality, patriotism and any other hindrances, rose to the top.

It was through this process of selection and careful inculcation that Weishaupt, in a mere decade, was able to gather into his Order the cleverest and most diabolical minds in Europe. The true purpose of the Order was to rule the world. To achieve this it was necessary for the Order to destroy all religions, overthrow all governments, and abolish private property. In order to accomplish this it would be necessary to convince enough people that religion, governments, and private property were the real obstacles to human happiness. These were major obstacles in the Unites States where these were recognized as God-given rights and taught from youth. Thus, it was necessary to formulate a plan to corrupt and indoctrinate the youth from an early age with a different ideology.

Although there were signs of liberalizing schools, particularly universities where their society member professors had greater influence, it was not until the 20th century that we gain more insight into the plans to achieve a world dictatorship.

In 1903, ‘The Protocols of the Learned Elders of Zion’ were printed after having been purchased by Mademoiselle Justine Glinka, the daughter of a Russian general who was living in Paris and was made aware of the secret document. She purchased it, it was translated and later printed. Protocol 9 explains”

We have fooled, bemused and corrupted the youth of the goyim, by rearing them in principles and theories which are known to us to be false, although it is by us they have been inculcated.

And then Protocol #16:

In order to effect the destruction of all collective forces, except ours, we shall emasculate the first stage of collectivism – the universities, by re-educating them in a new direction. Their officials and professors will be prepared for their business by detailed secret programs of action from which they will not with immunity diverge, not by one iota. They will be appointed with especial precaution, and will be so placed as to be wholly dependent on the Government.

…We must introduce into their education all those principles which have so brilliantly broken up their order. But when we are in power we shall remove every kind of disturbing subject from the course of education and shall make, out of the youth, obedient children of authority, loving him who rules as the support and hope of peace and quiet.

…We shall erase from the memory of men all facts of previous centuries which are undesirable to us, and leave only those which depict all the errors of the government of the goyim. The study of practical life; of the obligations of order; of the relations of people one to another; of avoiding bad and selfish examples, which spread the infection of evil, and similar questions of an educative nature, will stand in the forefront of the teaching program;

… theories will be raised by us to the stage of a dogma of faith, as a traditional stage towards our faith.

In a word, knowing, by the experience of many centuries, that people live and are guided by ideas; that these ideas are imbibed by people only by the aid of education, provided with equal success for all ages of growth; but of course, by varying methods; we shall swallow up and confiscate to our own use, the last scintilla of independence of thought, which we have; for long past; been directing towards subjects and ideas useful for us. The system of bridling thought is already at work in the so-called system of teaching by object lessons, the purpose of which is to turn the goyim into unthinking submissive brutes, waiting for things to be presented before their eyes in order to form an idea of them.

In 1914, at the annual meeting of the National Education Association, the following declaration was made,

We view with alarm the activity of the Carnegie and Rockefeller Foundations—agencies not in any way responsible to the people—in their efforts to control the policies of our State educational institutions, to fashion after their conception and to standardize our courses of study, and to surround the institutions with conditions which menace true academic freedom and defeat the primary purpose of democracy as heretofore preserved inviolate in our common schools, normal schools, and universities.

In 1916, following 4 years of research, the Walsh Committee final report contained tens of thousands of pages of testimony from a wide range of witnesses, including scores of ordinary workers, and the titans of capitalism, including Daniel Guggenheim, George Walbridge Perkins, Sr. (of U.S. Steel), Henry Ford, and Andrew Carnegie. During the tenure of this committee, tax-exempt foundations were also examined. Partial findings were that,

A number of witnesses testified that colleges had surrendered their religious identifications in order to comply with foundation requirements to receive grants…

In 1917, during the crucial years of the school changeover from academic institution to behavioral modification instrument, the radical nature of the metamorphosis caught the attention of a few national politicians who spoke out, but could never muster enough strength for effective opposition. In the Congressional Record of January 26, 1917, for instance, Senator Chamberlain of Oregon entered these words:

They are moving with military precision all along the line to get control of the education of the children of the land.

Senator Poindexter of Washington followed, saying:

The cult of Rockefeller, the cult of Carnegie…as much to be guarded against in the educational system of this country as a particular religious sect.

And in the same issue, Senator Kenyon of Iowa related:

There are certain colleges that have sought endowments, and the agent of the Rockefeller Foundation or the General Education Board had gone out and examined the curriculum of these colleges and compelled certain changes….

It seems to me one of the most dangerous things that can go on in a republic is to have an institution of this power apparently trying to shape and mold the thought of the young people of this country.

Senator Works of California added:

These people…are attempting to get control of the whole educational work of the country.

In the 1940s and 50s, Alfred Kinsey pioneered sex research. [lightbox full=”https://www.youtube.com/watch?v=JtElwdfCUTc”]He focused on gathering his data from pedophiles, prisoners and prostitutes.[/lightbox] Although his research has been completely discredited, his findings continue to influence public policy and educational curriculum today.

“It is difficult to understand why a child, except for its cultural conditioning, should be disturbed at having its genitalia touched, or disturbed at seeing the genitalia of other persons, or disturbed at even more specific sexual contacts… Adult contacts… are not likely to do the child any appreciable harm if the child’s parents do not become disturbed.”

Kinsey, Alfred C. Sexual Behavior in the Human Female. Page 121

Dr. Mary Calderone was a co-founder of the Sexuality Information and Education Council of the United States (SIECUS). She was on a crusade to change sex education. She insisted that there was too much focus on unwanted
pregnancy and diseases and that the real problem was that society is puritanical and repressed. Calderone wanted to change the discussion from biological facts to an open celebration of sexuality without limits.

“Children are sexual and think sexual thoughts and do sexual things. Parents must accept and honor their child’s erotic potential.

Mary Calderone Grossman, Miriam, “A Brief History of Sex Ed.” World congress.org July 2013. Web

Wardell Pomeroy was a colleague of Alfred Kinsey and Former President of SIECUS. He said:

“We find many beautiful and mutually satisfying [sexual] relationships between fathers and daughters. These may be transient or ongoing, but they have no harmful effects … Incest between adults and younger children can also prove to be a satisfying and enriching experience … When there is a mutual and unselfish concern for the other person, rather than a feeling of possessiveness and a selfish concern with one’s own sexual gratification, then incestuous relationships can and do work out well. Incest can be a satisfying, non-threatening, and even an enriching emotional experience, as I said earlier.”

Wardell Pomeroy- Kinsey, Sex & Fraud, (1990) page 4, quoting a Pomeroy interview in Penthouse Forum Variations, 1977, pp. 86-90.

On November 1, 1953, The Reece Committee was formed and the final report released 6 months later after efforts by some democrats to frustrate and end the investigation were somewhat successful. The Reece Committee was a Congressional investigation of major tax-exempt foundations linked to the international money cartel centered on Rockefeller, Ford, Carnegie, and Guggenheim foundations but the committee was unable to attract any attention from the media.  Among those secondary foundations investigated were the National Education Association, the John Dewey Society, the United Nations Association and the Council on Foreign Relations.  The Rockefeller Foundation was financing Dr. Alfred Kinsey’s studies on sexual behavior through the National Research Council to produce his series of untrue and unscientific reports promoting sexual freedom (promiscuity). The hearings were held for two weeks. Then, without warning, the committee stopped them.

In 1955, Dr. John Money, an early leader of the incest lobby and the transgender movement, introduced the radical concept that maleness and femaleness is a feeling, separate from anatomy and chromosomes. He was convinced we are born without gender, then conditioned by society to identify either male or female. Money coined the terms “Gender Role” and “Gender Identity.” He said,

“(Pedophilia is) a love affair between an agediscrepant couple.” “For a child to have a sexual experience with a relative [is] not necessarily a problem.”

Rosenthal, Marth. Human Sexuality: From Cells to Society. 2013

Alan Frank Guttmacher was the former President of Planned Parenthood and Former Vice-President of the National Eugenics Society. 

“The only avenue the International Planned Parenthood Federation and its allies could travel to win the battle for abortion on demand is through sex education.” –  Alan Frank Guttmacher

Murphy, Lynn K. “Sex Education and Sex-Related Behavior.” Family Planning  Perspectives 18.4 (1986) Web.

In 1961, Congressman John M. Ashbrook of Ohio expressed his concern over the radical shift in the direction of education before the U.S. House of Representatives in a speech he delivered entitled “The Myth of Federal Aid to Education without Control.” With extraordinary foresight, John Ashbrook warned that: ‘In the report A Federal Education Agency for the Future we find the vehicle for Federal domination of our schools. It is a real and present danger.… The battle lines are now being drawn between those who seek control and uniformity of our local schools and those who oppose this further bureaucratic centralization in Washington. It is my sincere hope that the Congress will respond to this challenge and defeat the aid to education bills which will implement the goals incorporated in A Federal Education Agency for the Future.’

In 1962 prayer in  school was ruled unconstitutional and in 1963, reading the Bible in school was ruled unconstitutional. Also in 1963, the House of Representative and later the Senate began reviewing a document entitled “Communist Goals for Taking Over America.” Number 17 on the list: “Get control of the schools. Use them as transmission belts for socialism and current Communist propaganda. Soften the curriculum. Get control of teachers’ associations. Put the party line in textbooks.”

Hugh Heffner donated the seed money to fund SEICUS in 1964.

“In my own words, I played some significant part in changing the social-sexual values of our time. I had a lot of fun in the process.”

“The two Kinsey books opened the door to communication and conversation about human sexuality. I applauded what I believed to be true; it was a confirmation of my convictions, so I applauded it and welcomed it as the arrival of the cavalry. The truth was finally being expressed.”

Hugh Heffner, founder of Playboy

In 1968, the false theory of evolution was ruled Constitutional by the Supreme Court and and became the dominant teaching of creation in public schools while creationism and intelligent design were eventually ruled unconstitutional in 1987 simply with its affiliation with the Judeo-Christian faith, thus an unconstitutional establishment of religion.

The efforts of these sexual crusaders came together and created SIECUS, The Sexuality Information & Education Council of the United States. It is the group that wrote the Guidelines for Comprehensive Sexuality Education. This group includes many authors from Planned Parenthood and other sexual activists. It is the SIECUS guidelines that are being forced upon schools across the nation. SIECUS started the National Coalition to Support Sexuality Education (NCSSE). NCSSE consists of over 140 organizations that work together to get “Comprehensive Sex Ed” into school. Their large numbers and resources are the reason they have been able to push through sexuality education at such an alarming rate.

Some of the organizations pushing to teach Comprehensive Sexuality Education in Public Schools include:

  • Planned Parenthood
  • American Civil Liberties Union (ACLU)
  • Advocates for Youth
  • Guttmacher Institute
  • The Human Rights Campaign
  • National Organization for Women (NOW)
  • Healthy Teen Network
  • Secular Coalition for America
  • The American College of Sexologists International
  • Unitarian Universalists Association
  • The Kinsey Institute
  • NARAL Pro-Choice America
  • Gay, Lesbian, and Strait Education Network

Chronological History of Events Related to Sex Education

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