Thursday, November 5, 2009

Homosexuals are the new minority to pimp

Homosexuals are the new minority to pimp

White liberals have just about sucked all of the blood out of black Americans today. They need a new host off of which to feed. Alienation is a very powerful tool and liberals know how to use it. Alienation can get any sub-culture so angry as to not see straight and thus embracing liberalism. Liberalism is an ideology of emotionalism and raw dissension. All you have to do is come up with some vice of the past such as torture that was done in the name of God, or slavery, or rape being trivialized and then you have your first weapon. This first weapon is to accuse a conservative of wanting to go back to slavery, or wanting to repeal women's suffrage, whenever they make a simple point that at least one thing about the past was better than what we have today. Frank Herbert of the DUNE books said that a conservative will choose any past over any future. Also, Frank Herbert also said that a liberal is a closet bureaucrat. The second weapon of liberalism is to make the case that all old conventions such as organized religion and the two-parent heterosexual family unit, are pure evil and only through liberal dissension can one be free. The third weapon of liberalism is to polarize alienated sub-cultures through their alienation, instead of obvious institutions (church, family). The fourth weapon of liberalism is to allow leaders to rise (thus cloning conservative institutions), an obvious contradiction to the third weapon, which is to have no obvious leaders, but for the individual to be led from within. This liberal setup spews mishandled emotion and the leaders such as the sex educators, the Britney Spears, the pop culture sexual icons, the "sexperts", are to act as a conduit for this spilling over of emotion. This mechanism is a curious one: a car drives better the more that fuel is not wasted. The liberal mechanism drives better the MORE that emotion is wasted and mishandled. If homosexuals are going to be pimped as blacks have been for the latter half of the 20th century, then there are a few things to watch out for. First, as a homosexual, you have to kiss your individualism goodbye. If you are not in complete agreement with any prominent homosexual leader, on any issues, you are a sell out. Black liberals call black conservatives "uncle Toms" and "house n****s". Second, you have to hate anything about the past, since the past includes torture of homosexuals and "gay" marriage not being legal. Do not question this, or else! See rule number one. Third, you have to be politically correct, thus being hypersensitive in any issues that can be linked to homosexuality, which means ALL issues. Look at what happened to Trent Lott. He mentions at a party that certain problems wouldn't exist if Strom Thurmond had become President and was lambasted so severely that he stepped down from his House leader seat, and disappeared into nothingness. Remember that liberalism says that you have to be unified to win victories, so just like the Borg in Star Trek, you have to be part of a collective in order to function. Fourth, you are going to end up standing up for things that have nothing to do with your cause. This is the spilling over of mishandled emotion. There are probably tons more that I haven't thought of but there IS more. R. Emmett Tyrrell stated in his book "Boy Clinton" that in the 20th century that liberalism decayed to coalition activism, to special interest politics, to group therapy. My question to liberals is what group are they gonna come out with to exploit next?

Promiscuity Education

Promiscuity Education

(formally called Sexuality Education)

Specific Examples of Promiscuous Content

(A compilation by Lynn K. Murphy of Life Research Institute, (510)
676-2929. January, 1994 revision)


Introduction:

This compendium will show many, many examples of what Planned Parenthood, the Sex Education and
Information Council of the U.S. (SIECUS), and others call Sexuality Education but would be much more
accurately called Promiscuity Education. First, however, I must list some exceedingly important facts
about these programs. Then I will positively prove that these programs teach our children to be
promiscuous.

-- Promiscuity programs use peer pressure to encourage promiscuity. Currently, this statement and a few
others may seem outrageous. However, you will see that I easily prove what I say.

-- The sheer quantity of explicit material presented in mixed groups year after year removes inhibitions.

-- Promiscuity programs claim to be value neutral, but this is just a term which actually means "Don't pay
attention to parents or God, anything goes." That is not value neutral. It says, "Parents and God don't
count, but my values [the teacher's] do."

-- Planned Parenthood aggressively discourages parental involvement in teaching children about sex
notwithstanding that Planned Parenthood aggressively denies this.

-- Pro-abortion researcher Alfred Kinsey said, ". . . we have found the highest frequency of induced
[deliberate] abortion in the group which, in general, most frequently uses contraceptives."[1]

-- Pro-abortion former President of Planned Parenthood, Dr. Alan Guttmacher said, "We find that when
an abortion is easily obtainable, contraception is neither actively nor diligently used. . . there would be no
reward for the woman who practices effective contraception. . . . Abortion on demand relieves the husband
of all possible responsibility; he simply becomes a coital animal."[2]

-- Dr. Alan Guttmacher also said (immediately after the -Roe v. Wade Decision- that legalized abortion),
"Then how can the Supreme Court Decision be absolutely secured? The answer to winning the battle for
elective abortion once and for all is sex education."[3] Apparently, he knew what Planned Parenthood's
brand of "sex" education (promiscuity ed) would do to the pregnancy and abortion rates.

-- A current study[4] shows that for every 1,000 girls who take Planned Parenthood-type promiscuity
education, 113 get pregnant before marriage, but for every 1,000 girls getting abstinence sex education,
only 4 get pregnant before marriage.

I must request that, as you read this material, you consider the following questions, even though (or
especially because) these questions are unanswerable:

-- How does promiscuity education instead of abstinence education decrease the intercourse rate?

-- Since promiscuity education greatly increases the intercourse rate, and since birth control fails, and since
birth control isn't always used anyway, how does promiscuity education reduce the pregnancy and
abortion rate?

-- Since teens cannot be convinced to use condoms, how does promiscuity education reduce sexually
transmitted disease? (Only condoms and abstinence do this.)

-- Realistically, how many hours does it take to show biology? Perhaps four? So what is taught for the
*years* that children have promiscuity education?

-- Since promiscuity education takes money and classroom time, what subjects are cast aside to make room
for promiscuity education? Aren't these cast-aside subjects valuable in college or work? So how does
promiscuity education contribute to getting a college degree or being successful on the job? How does it
raise SAT scores? How does it make the United States competitive in the world economy?

In the following, in the TEXT I name the sources and page numbers of the sources I am DIRECTLY
quoting from. Then, where a source itself quotes material, I -footnote- this for the -Reference- section at end of
the document.

As I now proceed with explicit descriptions of promiscuity education, I will be asking you the above
questions and more. In order that you can be sure that you are reading my -questions -instead of the -quoted
material-, note that I will put my questions (and comments) in these type of brackets: { }




From George Grant, -Grand Illusions, The Legacy of Planned Parenthood- (Brentwood, TN: Woldgemuth &
Hyatt, 1988).

Pages 106 - 108:
"This week, a representative from Planned Parenthood had come to talk about sex, contraception,
pregnancy, and abortion.
'I was shocked,' Catherine told me later. 'Not by -the facts of life-, but by the way those facts were
presented. My parents had already had plenty of discussions with me about the -birds and bees- stuff. I
figured I knew just about all a fifteen-year-old should need to know.'
'I've never seen pornography before,' Catherine admitted. 'But this film was worse than what I
could have ever imagined hard-core pornography to be.'
The film was extremely explicit. An unashamedly brash couple fondled each other in preparation
for intercourse. At appropriate prurient moments of interest, the camera zoomed in for close-up
shots--sweaty body parts rubbing, caressing, kissing, stroking, clasping, petting, and embracing. At the
height of passion, the camera fixed on the woman's hands, trembling with ecstasy, as she tore open a
condom package and began to slowly unroll its contents onto her partner.
'I wanted to look away or cover my eyes, but I couldn't,' Catherine said. 'I just stared at the
screen--in horror.'
When the lights came back on, the entire class was visibly shaken. With eyes as wide as saucers, the
youngsters sat speechless and amazed.
*



"This film was worse than what I could have

ever imagined hard-core pornography to be."



*

But their guest was entirely unperturbed.
'She began to tell us that everything that we'd just seen was totally normal and -totally -good,'
Catherine remembered. 'She said that the couple obviously had a -caring, loving, -and -responsible
-relationship--because they took proper precautions against conception and disease.' {That's proof?}
At that, the speaker passed several packages of condoms around the room--one for each of the
Girls. She instructed the boys to hold up a finger so that the girls could practice contraceptive application.
Already shell-shocked, the students did as they were told.
Afterwards, several of the girls began quietly sobbing, another ran out of the room and threw up,
still another fainted. Mercifully, the class ended just a moment later.'" *




"I have never been more

humiliated in all my life . . .



*
"'I have never been more humiliated in all my life,' Catherine said. 'I felt dirty and defiled after
seeing the film. But then, when I had to put that thing on Billy's finger--well, that was just awful. It was
horrible. It was like I'd been -raped. -Raped in my mind. Raped by my school. Raped by Planned
Parenthood. I think I was--that we all have been--betrayed."[5]

Pages 108 - 109:

- The Shocking Betrayal -

"Planned Parenthood-style sex education is shocking. It seems to be designed to break down sexual
inhibitions, invalidate sexual taboos, and undermine sexual values. It is almost as if it purposefully betrays
parental and community trust, inciting youngsters to an emotional and sensual frenzy.[6]
*



"The idea, according to Values Clarification pioneer
Sidney Simon, is to stop parents and teachers from
defining for children 'their emotional and sexual
identities', and to keep them from 'fostering the
immorality of morality.'"[7]



*
Spawned out of the psycho-sexual morass, . . . Planned Parenthood's education programs and
materials are brazenly perverse. They are frequently accentuated with crudely obscene four-letter words[8]
and illustrated by explicitly ribald nudity.[9] They openly endorse aberrant behavior-- homosexuality,
masturbation, fornication, incest, and even bestiality--and then they describe that behavior in excruciating
detail.[10] {How does this curriculum encourage abstinence? How does this control AIDS?}
'Our goal,' one Planned Parenthood staffer wrote,'is to be ready as educators and parents to help
young people obtain sex satisfaction before marriage. By sanctioning sex before marriage, we will prevent
fear and guilt.'[11]


'The idea, according to Values Clarification pioneer Sidney Simon, is to -stop- parents and teachers
from defining for children 'their emotional and sexual identities', and to keep them from 'fostering the
immorality of morality.'"[7]
{Question: How does this reduce teen pregnancies?}

Page 111:
"Walt Maxwell was a teen trainee in a Peer Facilitator program sponsored by Planned Parenthood
in Northern Virginia. 'I only lasted a week in the program,' he told me 'I just couldn't handle it.
Watching porno films and talking dirty is not exactly my idea of a healthy extra-curricular activity.'
After he dropped out of the program, he was called in to talk to his school counselor and two
assistant principals. 'They wanted to know why I had such a bad attitude about the class, and why I was
being so uncooperative. I told them that I thought the whole program was disgusting. They just looked at
me like I was from another planet or something.'
In one Sensitivity Training program, the 'teacher-change agent' is instructed to divide students
into small groups, giving each an envelope containing cards with topics to be discussed: 'Virginity,
Oral-Genital Sex, Intercourse, Masturbation, Sterility, Group Sex, Homosexuality, Extra-Marital
Relations, Abortion, and Nudity--with acquaintances, with family, with the opposite sex, with the same sex,
and with close friends.'[12]
The students are 'to -identify -and -express -their present -attitudes -and -feelings -about these matters and
to practice -active listening -and -honest self-disclosure.-'[13] Once this 'self-disclosure' process is complete, the
group is to 'bring consensus by -winning -over other members.'[14] Those members of the group who refuse to
change 'are -considered -non-conformists or deviants.'"[15]
{This is a Planned Parenthood course. Planned Parenthood does more abortions than anyone. Does this
course provide clients to Planned Parenthood?}

Page 112: {This is Murphy condensing and paraphrasing Grant}: Planned Parenthood also has a "Role
Playing" program, a psycho-therapeutic technique used to change personalities. In one example of their
role-playing, students are asked to act-out having a discussion with a homosexual. At the conclusion they
are to come to a conclusion of what should be the most constructive result of the scene. {We have already
seen that to Planned Parenthood, to be constructive is not the same thing as to be moral.}

Page 114:
"And what Fantasies and decisions are the curriculums facilitating? One government-sponsored
program used widely by Planned Parenthood educators told teens that they could have fantasies which
involved "sexual feelings about people of the same or opposite sex, parents, brothers and sisters, old
people, animals, nature, inanimate objects, and almost anything you can imagine. It is -unusual -for a
person not to have some strange sexual fantasies."[16] {Question: How does this prepare children for the
Scholastic Aptitude Test so that they will be admitted into college? This material displaced traditional
education.}

*


". . . told teens that they could have
fantasies which involved 'sexual feelings
about people of the same or opposite sex,
parents, brothers and sisters, old people,
animals, nature, inanimate objects, and
almost anything you can imagine. . . ."


*
"Carrie Lipscombe and Laura Gibbs participated in a Positive Imaging exercise in a Planned
Parenthood-sponsored class at their neighborhood YWCA. 'The teacher told us to close our eyes,' Carrie
remembered. 'We were to imagine ourselves standing on the end of a diving board.'
'She went into a lot of detail, helping us to imagine the crystal-clear water, the bright blue sky, and
the warm, dry sunshine on our skin,' Laura said. 'She asked us to -feel- ourselves bouncing off the board
and splashing into the cool, refreshing pool.'
'Then she told us that that feeling was very much like an orgasm,' Carrie said. 'After that, we were
supposed to imagine all kinds of situations where we could -relive- that feeling of going off the diving board
-sexually-.'
'I was pretty shook up by that,' admitted Laura.
'Me, too:' Carrie said. 'The whole deal was pretty manipulative. I didn't like it. Not a bit.'
The objectionable feature of these programs now being promoted by Planned Parenthood,' says
economist and social analyst Jacqueline Kasun, 'is not that they teach sex, but that they do it so badly,
replacing good biological educating with ten to twelve years of compulsory -consciousness raising- and
-psycho-sexual therapy-, and using the public schools to advance their own -peculiar worldview-."[17] {Question:
How does being good in bed qualify a girl to get a high-paying job?}

Page 119: "'Now, though, according to Planned Parenthood's -Newspeak, morality - is an 'outdated' and
'judgmental' value system rooted in 'fear,' 'prejudice,' and 'ignorance.'"[18]

Pages 120 - 123:
"Lucy Lommers, Deborah Sullivan, Sarah Bakker, and Jackie Landry were all chosen to
participate in a unique educational experiment at their school in the nation's capitol. Sponsored by
Planned Parenthood, the 'Peer Education in Humane Sexuality' program was designed to train teens to
become 'peer facilitators' and 'responsible information givers.'[19]
'The idea,' Lucy told me, 'was to take a few of us and -really- teach us everything that a sex
education teacher knows. All the techniques, all the methods, all the ideas, all the strategies: we got all of
it. And then we were supposed to lead group discussions with our friends so that we could -influence -
them.'" {Remember my claim that Planned Parenthood was heavily involved with peer pressure.
Questions: Why is it necessary to pressure children into having sex? Does this reduce teen pregnancies and
abortions? Why not leave them alone? Or why not teach abstinence? How many girls get pregnant from
abstaining?}
*



{How many girls get pregnant from abstaining?}



*
"'The training was mostly just discussion between ourselves,' Sarah said. 'And they were usually
pretty -wild- discussions.'
'Wild is right.' Jackie interjected.
'Yea, see, the Planned Parenthood counselors who worked with us would open up a topic and get us
to share our personal experiences and feelings about it,' Deborah explained. 'Sometimes we'd see a
film--man, were they ever explicit--and then we'd talk about our reactions.' 'I always felt a tremendous
*



"I always felt a tremendous amount of

pressure in those sessions . . . I

thought that maybe I was the only one

in the group that wasn't hopping into

into the sack with some guy every weekend."

*
amount of pressure in those sessions,' Jackie said. 'I thought that maybe I was the only one in the group
that wasn't hopping into the sack with some guy every weekend. Listening to the stories my friends started
telling made me wonder if I really them knew at all. And if I really fit in with them.'
'Course, what none of us realized at the time,' Lucy said, 'was that we were all feeling the same
things. We were just too scared to admit it. I mean, who wants to come right out and say that they're
really not all that keen on -sex-! That's just not -normal.- Nobody wants people to think that they've got some
sort of weird -hang-ups- or that they're some sorta -prude.-'
'So we all just lied,' Sarah said. 'We made up all these kinky stories about wild sex parties and
stuff.'
'Well,' admitted Lucy, 'we didn't just lie. We also started fooling around some. I got on birth
control. Most of us did. But we were doing it mostly to be -normal -and -accepted.-'
'And to live up to the reputations we were creating for ourselves in the training session,' added
Sarah.
'Yea, that, too,' Deborah piped in.
'The thing was, the -dirtier -our discussions got, the more -bizarre -our stories were, the -better -the
Planned Parenthood counselors seemed to like it,' Jackie said.
'I know! Isn't it weird?' Lucy said. 'They would say stuff like, 'Now we're really getting
somewhere,' or 'It's very important to be able to communicate like this.' I'd always think to myself, Yea.
Right. What a pile of crock. But then, of course, I wouldn't say anything.'
'The whole mess began to fall apart, though, when one of the other girls in our group got pregnant
and had to have an abortion,' Deborah said.
'She was probably the quietest person in the program,' Lucy explained. 'Real pretty. Got great
grades. But she kinda just kept to herself. Tina was her name. Anyway, she was on the Pill. She told me
that she was pretty freaked out that she could do something as -radical -as take birth control without her
parents -ever- finding out. I mean, we have to call home and get permission to get an -aspirin -from the school
nurse, but we can get an IUD, or birth control pills, or even an abortion, without -anybody -knowing about it.
The counselor then went into this -long- lecture about how important it is to get all your feelings out,
to communicate, to be honest--you know, all that -psycho-therapy- stuff. Well, before any of us knew what
was happening, Tina just went berserk.'
'Yea, she started screaming and crying and throwing stuff around,' Jackie said.
'She said that the 'peer' training project had pushed her into sex, filled her mind with all sorts of
obscene ideas, and then forced her into an abortion,' Deborah remembered, 'She said she'd learned
-everything -except the -right -things and that she -hated- what she'd become.'
'After a while, she was just sobbing uncontrollably,' Lucy said. 'And none of us knew what to do.'
'I think we were all pretty confused,' agreed Jackie.
'And, what was worse, for me anyway,' Sarah said, 'was that I -knew- she was right. We'd been sold
a bill of goods. None of us -wanted- to learn all that stuff about lesbianism and masturbation and orgies and
abortion and birth control and kinky fetishes and stuff. And the things we -did -need to know we never even
talked about--things like a baby's development, guilt, venereal diseases, the health hazards of birth control,
alternatives to abortion, PMS, and depression. None of that.'
'After a minute or two, Tina left,' Jackie continued with the story. 'We were pretty stunned. But
one of the Planned Parenthood counselors, well, she just started rattling on about how -good- it was that
Tina was 'able to -ventilate -her frustrations,' and how the group was 'obviously growing in honesty toward
one another,' and all that stuff.'
*



"That night, Tina committed suicide."



*

'That night, Tina committed suicide,' Lucy concluded.
The girls were all quiet now. Heads bowed in sadness and shame.
'When that happened, we all got together,' Deborah said finally, '-without -anybody from Planned
Parenthood to look over our shoulders. And we just talked.'
'And cried,' added Lucy.
'For all that hype about -honesty -Jackie admitted, 'that was the first time we actually -were -honest.'
After another long pause, Deborah noted, 'I think we learned a -lot -of lessons out of this, but two
really kinda stand out. First, Planned Parenthood was trying to -force -us to learn about--and think about,
talk about, and experiment about--things -none- of us -wanted -to. And, second, Planned Parenthood skipped
over the stuff that we did want--and -need - to know.'
'Yea, the whole deal was really backwards, wasn't it?' Lucy said.
'I'm just glad it's over, and I'm glad that I'm out of it--that we're all out of it,' Deborah sighed.
'Really!' the other girls nodded. 'Really!'
According to Planned Parenthood's own national survey, conducted by the Louis Harris pollsters,
most teens agree with Lucy, Deborah, Sarah, and Jackie.[20] More than eighty-seven percent said that they
did -not -want comprehensive sexuality services in their schools.[21] Sixty percent said they didn't even want
such services near their schools.[22] Only twenty-eight percent of the teens had actually become involved in
sexual activities,[23] but ninety percent of those admitted that they had become promiscuous simply because
of a -perceived -peer pressure.[24] Nearly eighty percent of them felt that they had been drawn into sexual
activity far too soon.[25]
The teens in the poll admitted that their comprehensive sex education courses had affected their
behavior. There was a fifty percent -higher -rate of sexual activity for them -after -the classes.[26] Sadly, their
understanding of the consequences of such activity was not correspondingly enhanced.
*





There was a fifty percent

higher rate of sexual activity

after the classes.



*
From Randy Engle, -Sex Education, The Final Plague- (Gaithersburg, MD: Human Life International,
1989).



Page 4: "Unfortunately, it doesn't occur to these . . . to ask themselves why it takes 13 years of classroom
instruction, 45 hours of additional teacher training, and thousands of dollars in selected text books and
visual aids to convey such uncomplicated and straightforward biological facts."



From Eugene F. Diamond, M.D., "Teaching Sex to Children," -Columbia,- June 1981, 35. (Dr. Diamond is a
Christian-type sex expert.)

"There is almost a total lack of scientific evidence or statistical data to justify the inclusion of sex education
in a school curriculum. Most children in the world will learn about sex from a peer group or a slightly
older child."


From Human Life Center, "Planned Parenthood Advocates Permissive Sex," -Human Life Issues,- April
1983

Page 1: A description/complaint of a Planned Parenthood endorsed promiscuity-education program:
". . .homosexuality was presented as an acceptable option, and having an abortion sounded like a positive
experience." {How does this decrease the pregnancy and abortion rates?}



From Christian Defense League "Sex Education: the Assault on Christian Morals," undated

Page 4: Mary Calderone, founder and executive director of SIECUS said to adolescent boys at Blair
Academy, "'What is sex for? It's for fun, that I know, for wonderful sensations . . . . Sex is not something
you turn off like a faucet. If you do, it's unhealthy . . .'

'We need new values to establish when and how we should have sexual experiences . . . You are moving
beyond your parents. But you can't just move economically or educationally. You must move sexually, as
well. You must learn how to use sex. This is it: first, *to_separate_yourselves_from_your_parents*
(emphasis by Murphy); second, to establish a male or female role; third, to determine value systems. . . .

Nobody from up on high determines this. You determine it.'"[27] {No God; no parents} {How does this
encourage children to respect their parents? How does it encourage them to obey them?}
"Thus, SIECUS teaches that there are no standards of right and wrong, and children must not let parents
teach them about sex.

Page 5: "In elementary grades, teachers have had children model male and female genitals in clay."[28]



From Douglas R. Scott, -Inside Planned Parenthood,- (Grand Rapid, MI: Frontlines Publishing, 1990):

Page 27: "-Sex facts-, a Planned Parenthood publication, says in part, 'The anus (the hole for making bowel
movements. . .) is one sensitive part of the body. Couples sometimes enjoy touching each other's anus.
Anal intercourse means that the penis is inserted into the anus. Sometimes this is pleasurable for the
partners. Sometimes the anus is uncomfortable and the partner's may choose not to include this activity in
their sex play. Since the anus may hurt during anal intercourse, the inserting partner must use care in
attempting this. As with all sex relations, the couples can discuss their likes and dislikes and make
choices.'"[29]

Page 29: {Similarly with -The New Our Bodies, Ourselves-, Scott says} "The book continues by saying that
prostitutes are 'sisters' and they need the 'alliance' of women." {How does this discourage promiscuity?}

Pages 35 - 37: {Though Planned Parenthood failed to get this -Safety Dance- program implemented in
schools, this description of this sexually deviate program serves to illustrate the extraordinary perversions
of Planned Parenthood promiscuity educators specifically, and of this nation's promiscuity educators in
general.}

"Planned Parenthood is the primary educator of those who teach children about sexual matters. Planned
Parenthood of Northern New England, in cooperation with the Vermont Department of Education,
scheduled, 'A Conference on Family Life Education: Are We Prepared?' The conference was designed to
educate 'school administrators and school board members; home economics, health, physical education
and science teachers; guidance counselors; mental health counselors; librarians and resource coordinators;
sexuality and family life educators; youth and recreational leaders; parent-child staff.'"[30]
"The 'Safety Dance: A Safer Sex Dance Party," has a target audience of 'high school, college and adult
audiences'. A description and outline of the dance is available. One part of the dance includes 'Puttin' on
the Condom.'"[31]

{Planned Parenthood, describing this part}: "During the course of the evening each person receives and
wears a nametag depicting a different step in condom use. During this activity, participants arrange
themselves in a line (or a circle) according to how they think a condom is used (if there are a large number
of participants, have several groups perform the activity at the same time and compare results!) After the
line is formed, have the participants read off their tags in order. Acting out the steps can increase the fun
of this activity. The nametags are labeled as follows: Physical attraction, think about having sex, talk
about having sex, decide to use a condom, pool money, go to a condom store, decide what kind to buy, take
box off rack, pay cashier, decide where to store them, meet your lover, decide to have sex {NOT
WHETHER TO!!!}, need to use a condom, open package, penis hard?, place condom on penis, fall in love,
leave space at tip, roll condom down penis, enough lubrication?, if no use KY jelly . . . or more foreplay,
intercourse, ejaculation, hold on the rim of the condom, withdraw penis, remove condom, loss of erection,
decide where to throw condom away, trash it, wash penis, relax, feel good?, partner have an orgasm?"

"Another suggestion for the 'Safety Dance' includes, 'Demonstrations of fun and unusual condoms [from
Amsterdam, etc.] and condom use by placing human-sized condom over a volunteer's body. One activity is
called the 'Safer Sex Continuum activity'. This activity involves taping placards to a wall listing different
forms of sexual activity. Sexual activity listed includes oral sex, anal intercourse, the use of sex toys,
rimming, phone sex, and looking at erotic films and magazines. About 30 other sexual activities are listed.
Participants are asked to rank the placards from least risky to most risky for becoming infected with the
AIDS virus. As noted previously, educators were urged to assign the dance to students as homework."[32]
{Statistics show that most teen pregnancies begin in the teens' own homes when the parents are gone. How
do these activities decrease teen pregnancies?}

"It is recommended that the 'Safety Dance' include a 'condom relay race'. This event is described as, 'A
fun, 'competitive' activity enabling participants to become comfortable handling condoms'. The relay
requires two props: one condom per participant and several firm (not ripe) bananas. The players are
expected to open the package and roll the condom onto the banana. Another player rolls the condom off.
This process is repeated until all players have participated. The 'Safety Dance' concluded following the
breaking of a 'condom pinada' at midnight."[33] {Then what? The kids rush home to abstain?}

Page 38: Writing of Jo Ann Gasper, former deputy assistant secretary for population affairs with the
Department of Health and Human Services, author Scott says "Gasper provides some examples of Planned
Parenthood's teaching methods. These include having young students handle 'life-size models of male and
female genitalia'. In another exercise, 'a girl fits a condom over two fingers of a boy.'[34] In addition to these
'exercises,' students are taken on field trips." {Scott says one field trip is to a drug store.}

{Which of the above activities promotes abstinence? Which of the above activities even hints that
abstinence is a way to prevent sexually transmitted diseases and pregnancy? Which of the above doesn't
encourage sexual intercourse?}

*



{Planned Parenthood's alleged goals are to
reduce teen pregnancies and abortions.
Isn't the above explicitly and precisely
counterproductive to those goals?

Why trust the organization which is the
*cause* of the problem to be the *solution*?}


*
Page 44: {Regarding boys and girls having sex before marriage, Planned Parenthood's -Boys and Sex- says}
"it's like taking a car out on a test run before you buy it."[35]

Page 47: "Several students interviewed for the Focus on the Family report said that abstinence played little
or no part in the Planned Parenthood presentation. One female student said Planned Parenthood 'made
me feel like I was a nerd or I was not cool because I decided not to have sex. They made it sound like
everyone, everybody's doing it and you're going to do it soon enough.'[36]
A male student said that he had 'never heard them say anything about abstinence . . '. Another male

'You know, it did bother me when they said that, you know, your parents won't understand and stuff and
that you can come there and get an abortion and nobody will ever even know about it. They just kind of
made it, you know, like a statement like, like you can go get a wart removed or something.'[37]" {Planned
Parenthood is fond of saying that they encourage parental participation. It looks like they're lying.}



From Douglass R. Scott, -Bad Choices,- (Franklin, TN: Legacy Communications, 1992):

Page 55: Planned Parenthood recommends the book, -Our Bodies, Ourselves.- This book argues that sexual
fantasies are healthy, and gives the following example of a "healthy" fantasy of a girl: "I fantasize making
love with horses, because they are very sensuous animals, more so than cows or pigs. They are also very
male animals--horse society is very chauvinist."[38]

Page 55: Scott says of -Our Bodies, Ourselves,- "Much of the book is too crude to quote. Slang is used to
describe sexual acts and organs. There are illustrations, with descriptions, of a nude couple in various
sexual positions."[39]

Page 56: Scott, quoting -The New Our Bodies, Ourselves,- shows how this Planned Parenthood recommended
book suggests that heterosexuals consider lesbianism: "Compulsory heterosexuality may make us feel
desperate when we're not with a man, and cause {???????????} us to jump into the arms of men who are
available but not good for us. It means we never have a chance to make a real choice, to ask ourselves
whether we would be happier with a man, a woman or alone.[40]

Page 100: The following is quoted from a parent who attended a Planned Parenthood promiscuity class at
Big Sky High School in Missoula, Montana: "I thought the implication was, is that sex is nothing to be
taken real seriously. It's there because it's fun and everybody should take advantage of it and enjoy it and
even if you're just 14-years-old you have every right to be sexually active, regardless of what your parents
tell you, and Planned Parenthood is there to make sure that you have everything you need to be successful
at sex.[41]



From "Official Transcript of Proceedings before the U.S. Department of Education for The Hatch
Amendment", quoted in Phyliss Schlafly, ed., -Child Abuse in the Classroom,- (Westchester, IL: Crossway
Books, 1984).

Page 85: A minister testifies, "In my son's 5[th] grade Health class, all questions were answered without
regard to a moral right or wrong. Homosexuality was presented as an alternative lifestyle. Sexual activity
among 5[th] graders was not discouraged, since it was feared that the students might be embarrassed and not
ask additional questions.



*



[for 5[th] graders] "The morality that was

taught in the classroom that day was

complete promiscuity."



*

I was present when a plastic model of female genitalia with a tampon insert was passed around to the boys
so they might understand how tampons fit. Birth control pills were also passed around and explained.
Anal intercourse was described. At no time was there any mention of abstinence as a desirable alternative
for 5[th] graders. The morality that was taught in the classroom that day was complete promiscuity.

As a result of this kind of education without morality, we are experiencing pregnancy among 13-year-olds
with resulting abortions. Our district's answer to pregnancies among young people, too young to raise and
support their children, is to supply more information on birth control and abortions."

Page 86: "In Mental Health next year, he will be required to complete the sentence: 'In my value system
the ideal age to start having intercourse is _________.' Age is not the question in the traditional moral
Christian system--marriage is the criterion."

Page 119: Theresa Bak provides what she said "is a sample of the remarks which permeate the filmstrips
and films shown to our youth: 'Sex outside of marriage is now socially acceptable. {This endorses it.} No
longer a single moral code is acceptable. What is right for you is objective for you. You determine your
own value, what parents did may or may not work for you. Decisions are yours.'"

Pages 146 - 148: Barbara Powell said, "The following quotation is a suggested assignment for junior and
senior high students throughout the State of Michigan:

"First ask the students to relax, feel comfortable and close their eyes. Then ask them to fantasize and
design a form of birth control that they would enjoy using. {Since only abstinence is 100% effective in
controlling conception, how does this program reduce teen pregnancies?} If possible, they should include
in their design how the contraceptive would work to prevent pregnancy, but this is not necessary.

Next, ask students to share the designs out loud, noting differences and good ideas. The various designs
may elicit much laughter." {which will remove inhibitions}

She continues by quoting from a federally-funded sex manual: "'Vocabulary Brainstorming:

(a) Divide the class into groups of five or six. Select one word or phrase and then have each group list as
many synonyms as it can in three to five minutes. Use words such as penis, vagina, intercourse, breast.

(b) Now, rearrange the class in couples and ask that they engage in a conversation for three minutes, trying
to use as many of the words on the list as possible.' {Note: "in couples." Now what are the children going
to say? "Now that I'm turned on, let's *not* meet at your place after school? Statistics show that most teen
pregnancies begin in the teens' own homes when the parents are gone.}

We don't need federal funding to teach gutter-level language in the schools of Michigan."

Page 155: John Tomicki said, "One film was going to be used in the 7[th] grade in my local school district; it
was to study 'How Life Begins.' That was the name of the film. It was subtitled 'The Male Reproduction
System.' The first words were--we are going to study now how life begins. Guess what was on the picture?
Guess what is being displayed? It was a young boy and a young girl in the front seat of a convertible . . . in
an embrace. Now, that was the message sent to those children: This is how life begins, in a front seat of a
convertible."

Page 156 - 157: Bryan Staff said, "I have in my written testimony 'Are You Ready For Sex?' taken from
the sex education curriculum at Manistee Junior High School in Manistee, Michigan. These questions are
asked to 8[th] graders:

'One: Do you know why your parents and/or religion have taught that intercourse should wait until
marriage? Do you accept these ideas? If so, then would you be creating a lot of inner turmoil to go against
your own beliefs? {I.e., throw God away. Go with your feelings." Now let's change the subject to murder.
"Throw God away. Go with your feelings. ???}

Two: If you do not accept the beliefs you are taught, is it only at the intellectual level; Do you feel really
comfortable and firm in your own beliefs? Try to imagine how you would feel about losing your virginity.
Would it make you feel less valuable, less lovable, less good? If so, it is a bad bargain. . . . {Why are you
worthless if you don't want sex, or if you don't want sex now?}

Ten: Do you have the opportunity for uninterrupted privacy, free from fear of being heard or intruded
upon?'" {to engage in sexual abstinence?}

Page 159 - 162: This is the testimony of Kay Fredeneck about East Detroit High's two courses: 7140 Health
and 1160 Composition, both for 10[th] grade.

"Another publication used in 7140 Health is entitled, -Sexual Intercourse-, author, Curriculum Innovations,
Inc. It is, in effect, a 'do it yourself' manual. The student is taken through foreplay, erections, when to
have intercourse, positions for intercourse, orgasm and how to act responsibly in regard to the needs and
feelings of the partner. . . . {responsible to needs of partner, not responsible for their own actions, for
morality, for the baby's life they begin, and for the baby's excruciatingly painful death by abortion.}

Based on the publication entitled, -A Glossary of Sexual Terms,- author Curriculum Innovations, Inc.
chastity is defined as: 'An old-fashioned word that means avoiding thoughts or acts resulting in
intercourse. . . . {Then God is an old-fashioned word.} {How does this reduce teen pregnancy?}

On page 77 of the text {this is the composition course, not the specifically sex ed course} is explained how to
organize a paragraph and specifically how to organize an argument. Here is the text example: '-Playboy-
should be sold on campus because -- '" {Three choices are given. None are "-Playboy- shouldn't be sold on
campus."}

Page 210: Robert Griggs testifies about a film shown to a mixed class of 6[th] graders: "The nurse asked to
show a 6[th] grade movie about vitamins. I consented, supposing it was a nine- or ten- minute movie. The
first three minutes of the footage was the actual birth of a baby. It started out with a lady [?] with her legs
up and apart, and her feet in stirrups or something like that, with a doctor. It was very graphic and very
detailed."

Page 215: "There were four very primitive films, and one was in such poor taste. Out of six minutes, there
were three minutes of a spread crotch shot of a man exposing his business--private business."

Page 258: Testimony of Jayne Schindler: "I don't know if you are familiar with the book, -Show Me-, which
is in many school libraries. This book cannot be sold in a porno shop in Colorado because it would violate
the child pornography laws, but it can be put in our public schools and libraries. . . . When I asked one
principal why he allowed books with such bad language, he replied, 'Some kids talk that way at home and
we need to make them feel accepted.'"
Page 409: Testimony of Phyliss Schlafly re New York City Board of Education's Sex Education Program
(SEP): "SEP forces explicit discussions of sexuality and genitalia on little children at the kindergarten and
primary grade levels." (p.30)

"A persistent undercurrent of SEP is its attempt to teach pupils to be tolerant of homosexuals.
'Experimental sex play' with persons of the same sex is described as 'not unusual' among 5[th] and 6[th] grade
children." (p. 63) "'Homosexual experimentation' is described as normal behavior of 14-16 -year olds." (p.
19) {Yet polls show only 1.4% of men are homos.} SEP states that 'most child molesters are heterosexual
males and not homosexuals.'" {So what! There aren't many homos!}

Page 110: "Incidentally, sex and nuclear war are the only two subjects which are taught K-12
{kindergarten through 12[th] grade inclusive}. No other subject is taught for the entire 13 years of
pre-college school-ing--not English, math, science, or history. {How does 13 years of promiscuity education
prepare children for college?}

Page 430: Testimony of Jacqueline Lawrence: "A drama group, specifically trained with federal funds, was
invited to the schools to perform a social-drama for grades 2 through 6. The group put on a skit during
which a stranger came to town to announce that God is dead. Immediately all the actors on the stage
began using obscene gestures, doing obscene things, and saying obscene words. When the play was over
the students went to recess and mimicked the actors' actions and words." {How does this reduce
sexually-transmitted diseases?}



From Robert G. Marshall and Charles A. Donovan, -Blessed are the Barren,- (San Francisco: Ignatius Press,
1991)

{To condense printout, I've combined some short paragraphs into one paragraph}: {p. 81. 1977 or 1978
Planned Parenthood (of Alameda) model school guide for leaders}: "The rubber usually attracts a lot of
giggles and the teens like to experiment with the {contraceptive} foam. . . . " {p. 99. Sol Gordon's Institute
for Family Research and Education's -Ten Heavy Facts about Sex-}: "there is nothing wrong with any kind
of sex . . . " {p. 99. Ten Heavy again}: "pornography is harmless. . . . " {p. 103. Institute for Family
Research and Education}: "there are various open marriages, swinging--from recreational to
utopian--group marriage . . . . " {p. 108. Elizabeth Canfield, author for Sol Gordon and birth-control
counselor, at work-shop at Syracuse University}: "There are as many ways of being normal as there are of
being abnormal; all these labels--who's to say? . . . " {From page 112. Sol Gordon, 6/20/77, speaking to
American Library Association}: "If I walk down the street and I see a pretty girl that captures my fancy, I
have sex with her. Now, the girl doesn't know about it {?}, my wife doesn't know about it, and it enhances
my walk. I don't want you to think that's my total repertoire, because it isn't. I have all kinds of thoughts
about men and women--and animals." {I'm sure you do!}

Page 106: "Describing one of their earlier volumes, -Honest Sex-, the Roys claim that emerging ethical
patterns 'will have to be found consistent with the highest Christian values, which lead to 'the expansion of
the erotic community' beyond the married pair.'" {The Roys are either mocking God or have never read
the Bible!}[42]

Page 311: "I want to say carefully and without elaboration, sex is morally acceptable in any form; hetero,
homo, auto, bi or poly . . . . that what makes any sexual act right or wrong is its consequences, because in
and of itself sex is neither good nor bad, neither praiseworthy nor blameworthy, and its ethical significance
depends upon the values it serves and seeks to realize."[43]



From Melvin Anchell, M.D., A.S.P.P., -Killers of Children, a Psychoanalytic Look at Sex Education,-
American Life League:

Page 92 about Planned Parenthood's "Guide and Resource Manual" used in Santa Cruz, CA and
obtainable from them at 212 Laurel Street, Santa Cruz, CA 95060 for $20: "The final topic in the
'Sexuality and Values' section---a section that is supposed to somehow give young people better values than
established ones---is Homosexuality. Homosexuality is taught as a normal variation, i.e., a normal lifestyle.
The manuals advise sex teachers to bring homosexuals directly into the classroom to give students first
hand information about how homosexuals conduct themselves sexually. Students are taught that the
homosexual's oral-genital sex acts, his oral-anal acts, his self and mutual masturbation, etc., are normal
and benefi-cial. The only prerequisite for engaging in homosexual-lesbian sex acts---students are taught---is
that one enjoy them." {This program, apparently, is supposed to teach them to enjoy them.}

Page 95: "There is one main overriding theme in today's school sex programs---and that theme is -carnality-.
School sex teachings are essentially 'how to' courses that condone and teach fornication along with all
forms of perverted sex acts."

Pages 153 - 163: {This is a glimpse of Planned Parenthood's "Family Life Education Curriculum K-12" of
Northern New England (created by Sal Wiggin). The page numbers I use are page numbers from the
Planned Parenthood document.}

"Grade 8 . . . . P. 20-21: Student is to identify: when in one's life contraception may be appropriate for him
or her; discuss and clarify myths about contraception, and list five methods of contraception and how to
obtain each one."

"Interpersonal relationships--Grades 9-12, P. 15 & 19: Shown Filmstrip 'Four Sequences' Same Sex
Relationship Sequence: Some of the frames of the film are. . . Close up of adult males with arms around
each other. Close up of young adult girls kissing. Girls nude bathing together. Girls comparing
breast size. Nude boys relaxing on patio. teenage boys reading Playboy. Adult males in shower.
Close ups of Adult Males kissing."

*


"[the film shows] Close ups of Adult Males Kissing."






{How does this prevent AIDS?}



*
P. 15: "The purpose of this exercise is to illustrate that touch, affection and intimacy between members of
the same sex are natural aspects of important learning experiences for those involved." "Student is to
think of one's best friend of the same sex and to imagine that on the given sheet that the printed drawings
are of their best friend. They are then to "shade in the parts of the friend's body they would feel
comfortable touching, depending whether they were in a public or private setting."

P. 17: "It is important for adults to be aware that the normal pattern of psychosexual development for
children and young people moves from solitary masturbatory behavior to masturbation with one or two
friends of the same sex to exploratory sexual behavior with them."
From Assembly, State of California, -Conference on the Preservation of the Family: Summary of the 1988
Public Hearings on the Family,-

Page 266: {This is a part of a tenth-grade sexuality education program. It was invented by Education
Training Research Associates, which is just as pornographic as Planned Parenthood and SIECUS.}

"Shopping Information Form (Optional Homework Assignment)

1. Name of Store_______________

2. What contraceptive products are sold here? (List 3 kinds of condoms, 1 kind of foam and 1 kind of
sponge, their prices for each product. {No mention that only abstinence is 100% effective against sexually
transmitted diseases and pregnancy. Per former U.S. Surgeon General C. Everett Koop, three million
teens get an STD yearly. Ref: Kim Painter of the liberal -USA Today-, April 13, 1992.}

3. How comfortable would you be buying contraception here? very comfortable? fairly comfortable?
somewhat comfortable? very uncomfortable?

4. Would you recommend that a friend buy contraception here? Yes or no. {No mention of marriage.}

5. What are the store hours of business?


Clinic Visit (Homework Assignment)

(In class 8, students locate birth control clinics in their area and make plans for visiting one to get
information about birth control.)" {Question: How does this help them to be able to go to a store and
properly fill out a job application?}



From "You've Changed the Combination," Planned Parenthood of the Rocky Mountains:

Page 9: "Sex is best between friends." {No mention of marriage.}

Page 10: "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." {A half truth: They don't know if there will be a victim due to
disease; they don't know if there will be a victim due to pregnancy. They don't know if there will be a
victim due to adultery. They don't say that there will be at least one victim if there is an abortion.}

{Twenty-three major medical studies prove that abortion approximately doubles the breast cancer rate of
aborters and that the type of breast cancer contracted is deadlier. (The cancer is apparently caused by
unnatural interruption of hormonal changes.)
*




{SINCE BREAST CANCER IS A VERY LARGE KILLER

OF WOMEN IN THE UNITED STATES, EVEN A VERY

SMALL PERCENT INCREASE IN BREAST CANCER DUE

TO ABORTION KILLS THOUSANDS OF WOMEN!}



*
Page 18: "Don't lie to yourself. Decide honestly what you want from your relationships with women. Do
you want a convenient warm body? buy one. That's right. There are women who have freely chosen that
business, buy one. . . Do you want a virgin to marry? Buy one. There are girls in that business, too.
Marriage is the price you'll pay, and you'll get the virgin. Very temporarily."



From Richard Glasow and Mrs. Glasow, "An Expose on PP's Three-lane Road to the Brave New World."
Richard Glasow works at National Right to Life Committee, Inc., 419 7[th] St., NW, Washington, DC 20004:
*



"One film . . . available at PP clinics
has been strongly criticized by the
Arizona House Interim Committee on Obscenity
as 'blatently offensive' and possibly in
violation of state laws . . ."



*
Page 3: "One film, 'About Sex,' produced by Sol Gordon and available at PP clinics, has been strongly
criticized by the Arizona House Interim Committee on Obscenity as 'blatantly offensive' and possibly in
violation of state laws about obscenity and contributing to the delinquency of minors. The committee
stated that the portions of the film depicting '. . . the nude couple engaged in the sex act, the nude woman in
a suggestive, reclining position, and the nude go-go dancer would appeal to the prurient interest of minors.'
The committee also denounced the 'use of gutter language throughout the film.' this film has been shown
in schools in PA and vividly illustrates PP's philosophy of sex education, which is 'if it feels good, do it.'
The narrator encourages masturbation, abortion, and contraception use by unmarried teens"[44]{How does
this promote adequate earning power for later life?}

Page 3: "[Sol Gordon] also wrote a pamphlet for teenagers entitled -TEN HEAVY FACTS ABOUT SEX- that
encourages acceptance of homosexuality and suggests that sodomy, bisexuality and masturbation are
natural and completely acceptable."[45]





From "What does PP say to Educators, Parents and Supporters?" American Life League:

"Sex is fun, and joyful, and courting is fun, and joyful, and it comes in all types and styles, all of which are
OK. Do what gives pleasure and enjoy what gives pleasure and ask for what gives pleasure. Don't rob
yourself of joy by focusing on old-fashioned ideas about what's 'normal' or 'nice'."[46]
*



{By teaching promiscuity, a very clear message

is being sent: Adult authorities don't want

abstinence for kids, they *want* them to screw.}



*
"Sex is too important to glop up with sentiment."[47]

"If you're not supposed to go after a girl for sex, what are you supposed to do?"[48] {Well now let me think.
Treat her like a human being? Treat her like a friend?}

"A lot of people wonder about oral and anal sex (mouth to penis, vagina or anus; or penis to anus). Some
say that such acts are perverse or degrading. Other people consider them to be a normal part of foreplay
or a substitute for intercourse. . . "We say, no one has the right to condemn a person on the basis of that
person's manner of sexual expression. . . "[49] {Condemning isn't the issue! Disease and perversion are!}



From a paraphrase of Sal Wiggin's "Family Life Education Curriculum K-12 of Northern New England,"
pages 282 & 283:

"KINDERGARTEN . . . . P. 5 - Children are asked to outline partner's bodies and verbally label all parts
including genitals and buttocks.

GRADE 3 . . . P.11 & 12 - Diagrams shown of Male/Female Reproductive Systems. Children are asked to
make models of reproductive organs using: Ping Pong Balls, straw, paper cup, yarn and cellophane bag.

GRADE 6 . . . P. 12 - 'Dear Diary' movie shown. Question: What was 'the gush feeling down there?'
What are some causes of the tingly feelings in the vulva region?' 'Do girls masturbate?'

P. 18 - Minimal outline of prenatal development. In third trimester they state 'body proportions are more
{more?} human.' 'Fetus can survive . . . if born prematurely.' {They do not state that babies born earlier
than third trimester have also survived.}

P. 94 - Abortion methods are listed.

P. 95 - 'Legal abortion is a relatively safe, uncomplicated procedure. Abortion in the first trimester is 10
times safer than childbirth' {This is NOT true!} . . . Results are quoted from a survey done by a national
abortion group indicating that 83% of American voters supported abortion in all or some circumstances."
{The voters didn't!}



From Jacqueline Kasun, "Slaughter on Main Street" (Clovis, CA: Valley Christian University Press, n.d.):

Page 3: "The sex-curriculum guide for elementary schools in my city specifies that children will 'develop
an understanding of homosexuality,' 'learn the vocabulary and social fads' relating to it, 'study the
theories concerning it,' view films and ENGAGE IN ROLE PLAYING ABOUT HOMOSEXUALITY,
and take tests on it." (Emphasis by Murphy.)

Page 5: "The curriculum guide drawn up for school in Ferndale, California, suggests that high school
students work as boy-girl pairs on 'physiology definition sheets' in which they define 'foreplay,' 'erection,'
'ejaculation,' and similar terms. Whether or not students are satisfied with their 'size of sex organs' is
suggested as a topic of class discussion in this curriculum." {Grade not specified.}
"The teacher of a 'sexuality' class I attended distributed instructions for 'Group Drawing of Female
and Male Reproductive Anatomy,' in which high school students are to 'break up into groups of four to six
persons, with men and women in each group.' Each group then makes a drawing of the female and male
reproductive organs and genitals, including the penis, scrotum, testes, vagina, clitoris, cervix, labia, and
other parts. When the groups have finished, the teacher instructs them to check their drawings against
accurate ones which she projects on the wall to 'correct them' and to 'talk about inaccuracies.' The
instructions for this exercise state that its purpose is 'to provide a relaxed 'non-academic' means of
reviewing the basic sexual physiology,' to 'provide a setting in which ignorance about physiology may be
revealed without shame,{????????}' and to 'provide an opportunity to work as a group on a task.' . . . The
guide instructs the teacher to have students 'discuss how they felt about 'drawing sex organs.'" {How does
this promote abstinence? How does it reduce pregnancy and abortion?}



From a letter to Beverly LaHaye of Concerned Women for America, P. O. Box 67000, Washington, DC
20035. (A copy is available from Lynn Murphy.)

Page 2: "This plastic model was used to show the students SEVERAL TIMES how to insert contraceptive
sponges. A detailed, explicit discussion was also given concerning the vaginal mucus discharge that all
women have and how a woman can tell by her mucus discharge whether or not she is ovulating. The class
was told to 'take some of the discharge from the lining of your panties and try to see how sticky it is by
working it between your thumb and middle finger. See how far you can stretch it. If it can stretch about
an inch or more without breaking, it is called 'spin', and means that you are ovulating, and can get
pregnant. During that time, you will want to use a condom, contraceptive sponge, or other method of birth
control.'" {In other words, you *will* screw. This is a given. There is no "-if- you screw, then you should
use . . . .} {Who is going to do these tests in the urgency of the dark back seat of a car?}

Page 2: "Kids also told me about 'valentines' Planned Parenthood GIVES to kids. I could hardly believe
this, so obtained one myself to show what our tax dollars are paying for. The 'valentine' has a big red
heart on the front and says: 'love carefully'. On the inside is a [real] red condom." {The author of this
letter then called a Planned Parenthood person about this, and wrote that this person said they offer
several colors of condoms and that 'kids think it's just more erotic and fun to do it with colored condoms.'
She also said they would soon have some flavored condoms.}


From a letter to the editor of "The Valley Press," Felton, CA:

"I am a student at SLV [San Lorenzo Valley] High. I attended the sex education program put on
by Planned Parenthood for our required {note that it is required} health class.
In all the controversy that has gone on and all the second and third hand testimonies and opinions
that have been given, I would now like to, for everyone, give a first hand account of what went on, one day
in particular, in our unmonitored sex education class:
The class was begun by an instructor from Planned Parenthood. He first asked abruptly and
crudely, "How many of you are having sex right now?"
His first five minutes of lecturing dealt with nothing else but the fact that all of us were involved in
sex or would be soon!
This for me as well as for a lot of other kids in the class was shocking!
He then used 25 minutes to--in detail--describe all the contraceptive devices.
As for abstinence, it was not presented in the way that Sandy Orwitz, the director of Planned
Parenthood stated that it was. Abstinence was listed as ineffective and placed in the bad column on the
blackboard.
The lecturer never even acknowledged that a few might use abstinence till marriage or until we had
reached maturity.
The instructor in a big joke placed a diaphragm on his nose again and again.
He also blew up a rubber until it was about to pop and let it jet around the room.
The instructor described his sexual experience in previous weeks, which can in no way be justified
in a public school funded by our parents' taxes.
The whole class was presented unprofessionally, crudely, and just plain gross!
Through the whole period the grossest overtones were created by every move the unqualified
instructor made.
. . . We don't need anyone to come in and preach his distorted sexual attitudes at us under the
guidelines of public education.
I hope that the people of San Lorenzo Valley will not let this program be repeated."



From "Sex: A Topic for Conversation with Sol Gordon for Teenagers":

"Now listen, this is very important: all thoughts, wishes, sexual arousals are normal. There are no
abnormal dreams, wishes, fantasies or sexual arousals. You can have any kind of thought you like." {So I
guess it's okay to imagine you're raping the male principal of the school that allowed this into his school.}



From "AIDS: AM I AT RISK? A CHECKLIST FOR MODERN LOVERS," (Santa Cruz, CA: Network
Publications, 1988):

This was promiscuity-education material given to students via the Social Studies Department programs of
San Lorenzo High School in Felton, CA:

"DO'S & DON'TS FOR MODERN LOVERS: Lower your chances of getting AIDS by practicing safer
sex habits with the use of condoms {not abstinence}. The not only offer the best protection against AIDS
but they could prevent an unwanted pregnancy as well. You may have to changes some of your sexual
practices but it doesn't mean you're doomed to boredom.
Here's a chance to put your sexual imagination to work. You'll just have to think of some new and
exciting ways to enjoy sex -a la rubbers-.

DO!
Use a condom and a nonoxynol-9 spermicide for vaginal sex. {Among other things, this says to have sex.}

Use a condom and some kind of lubricant containing nonoxynol-9 for anal sex. {Have anal sex.}

Use a condom or latex barrier for oral sex. {Have oral sex}.



From "TALKING WITH YOUR PARTNER ABOUT USING CONDOMS," (Santa Cruz, CA: Network
Publications, 1989) {Partner, not wife}

This was promiscuity-education material given to students via the Social Studies Department programs of
San Lorenzo High School in Felton, CA. This shows how a student is supposed to respond when his or her
partner doesn't want to use a condom:

"She says: 'Condoms taste terrible.'
You say: 'Let's try some of those new flavored condoms.'

He says: 'It's embarrassing to buy them.'
You say: 'Let's buy a big box. That way we won't have to buy them again for a long time.' {Now that's
abstinence!!!!!!}

She says: 'They're too dry. They make sex uncomfortable.'
You say: ' Let's try lubricated condoms. If they still feel dry, we can use some K-Y Jelly or Astro Glide.'

He says: 'I'm allergic to them.'
She says: 'Let's try another brand or a different lubricant or spermicide.' or 'I'm allergic to sperm. It
could make me break out in STDs and sometimes even pregnancy.'

He says: 'They look ugly.'
You say: 'I think you look incredibly sexy. Seeing you in a condom really turns me on.'

She says: 'I'm a virgin.'
You say: 'I'm not. This way we'll both be protected.'

He says: 'Condoms are too expensive.'
You say: 'Let's stop by the family planning clinic. Condoms are free there.'"


From an AIDS-awareness presentation to San Lorenzo High School in Felton, CA:

"My name is Steve _______ and I represent the Santa Cruz County Health Department. . . .
But, anyway, you take it and put it on the reservoir tip and now puts it over his penis and from
what I've heard, I heard that this really does make a difference as to how a condom feels. It's supposed to
make it, feels a lot better on the inside.
Now ladies {ladies?}, when a guy is having sex with you, I don't know where you're at, but in terms
of infection guys have to be nurtured. . . .
This is, comes in bubble gum flavor and mint flavor. The only reason I bring this up is, there's a
big, big, big, big controversy out there and it has to do with oral sex. For a long time the people in the field,
efforts in the field felt that oral sex was a very, very, very small risk. In terms of sexual activity the highest
risk to you is anal intercourse, the second riskiest sexual behavior is vaginal intercourse. And we did tell
people that the least riskiest and probably safe sexual activity was oral intercourse. {What about a
non-risk, non-sexual activity?} . . .
There's one other thing that women can use and it's a brand new thing. It's rather gaudy lookin'.
I should show it just because it is one other option you have. It's called a female condom. Anybody every
heard of one? They look like this. This actually clumps or bunches up. This goes inside the vagina, all the
way in and then, and this sits over the outside. It's about this long. But that is a female condom. {to use
for abstinence, of course} . . .
Remember that when {not if} you have sex with somebody . . .
We recommend that you follow your family values around when in fact you have sex. {That is to
say, of course, that it is a family value to have unmarried sex.}


From: Harvey Caplan, M.D. (staff clinician at Planned Parenthood/World Population of Alameda-San
Francisco) quoted in Stephanie Mills (Planned Parenthood board member) -The Joy of Birth Control-:

"If, however, you have separated your sex and love needs . . . then you could
have a hundred partners and still be a perfect candidate for a good close
relationship later on. So having multiple sexual partners in itself doesn't mean
anything.



From: Wardell B. Pomeroy, Ph.D. (of Planned Parenthood), "A New Look at Incest," -Forum- magazine,
November 1976, 84-89:

". . . incest between adults and younger children can also prove to be a
satisfying and enriching experience. Incestuous relationships can--and
do--work out well."



From Wardell Pomeroy, Ph.D., -Boys and Sex- (New York: Delacorte Press, 1981) 171, 172. This book is
used in numerous public school systems in the United States:

"I have known cases of farm boys who have had a loving sexual relationship
with an animal and who felt good about their behavior until they got to
college, where they learned for the first time that what they had done was
'abnormal.' Then they were upset." {Pomeroy, not Life Research Institute put -abnormal- in quotes.}
.pa
Endnotes

1. Alfred C. Kinsey quoted in Mary Calderone and Planned Parenthood Federation of America, -Abortion in the United States- (New York: Paul B.
Hoeber, Harper & Brothers, 1958), 157.
2. -Symposium, 27 March 1968,- "Rutgers Law Review," vol. 22, 415-43.
3. -Washington Star Times,- 3 May 1973.
4. Dinah Richard, -Has Sex Education Felled our Teenagers?-
5. Gregg Harris, -The Christian Home School-, (Brentwood, TN: Wolgemuth & Hyatt, 1988) 37-38.
6. Many publications, especially "Planned Parenthood Must Be Stopped," American Life Lobby.
7. Barbara Morris, -Change Agents in the Schools- (Upland, CA: Barbara M. Morris Report) 144.
8. Many publications, especially "Sexuality Alphabet," Planned Parenthood Federation of America, 1982.
9. Ibid.
10. Ibid.
11. Lena Levine, "Psycho-sexual Development," -Planned Parenthood News-, Summer 1953, 10.
12. Eleanor S. Morrison and Miln Underhill Price, -Values in Sexuality- (New York: Hart Publishing Company and A & W Publishers, 1974) 100.
13. Sandalyn McKasson, "Sex and Seduction in the Classroom," quoted in Richie Martin, ed., -Judgement in the Gate: A Call to Awaken the
Church- (Westchester, IL: Crossway Books, 1986) 97, all quoted in George Grant, -Grand Illusions: The Legacy of Planned Parenthood-
(Brentwood, TN: Wolgemuth & Hyatt, 1984) 109.
14. Ibid., 98.
15. Ibid.
16. McKasson, 100.
17. Jacqueline Kasun, "Turning Children into Sex Experts," -The Public Interest,- Spring 1979, 14.
18. "Control" [?] 2; and Tim LaHaye, -The Battle for the Public Schools- (Old Tappan, JH: Fleming H. Revell Company, 1983), 119.
19. "What is Peer Education in Human Sexuality" (a brochure), Planned Parenthood of Greater Metropolitan Washington, 1.
20. A poll for Planned Parenthood by Louis Harris and Associates, -American Teens Speak: Sex, Myths, TV, and Birth Control,- 1986, Lou Harris
Project No. 864012.
21. Ibid., 71.
22. Ibid., 71-72.
23. Ibid., 15.
24. Ibid., 24, and see Robert Ruff's analysis in his book -Aborting Planned Parenthood- (Houston: New Vision Books, 1988), 19.
25. Ibid., 18.
26. Ibid., 53.
27. -Look Magazine-, 8 March 1966.
28. -Time Magazine-, "On Teaching Children About Sex," 9 June 1968, 37.
29. "Sex Facts," Planned Parenthood Center of Syracuse (New York), 1977.
30. Announcement for the "Family Life Education: Are We Prepared?," conference, May 12, 1989, sponsored by Planned Parenthood of Northern
New England and co-sponsored by the Vermont Department of Education (includes accompanying material by the Planned Parenthood
Federation of America), 1989.
31. Ibid.
32. Ibid.
33. Ibid.
34. "Safe Sex and Teens," -SIECUS Report-, September/October, 1988. SIECUS is Sex Information and Education Council of the United States.
35. Wardell B. Pomeroy, Ph.D., -Boys and Sex/Girls and Sex,- listed as "Books to Aid Parents in Their Task as Sex Educators," Planned
Parenthood Association of San Diego County, undated.
36. "A Close Look at Planned Parenthood," -Focus on the Family -radio program, 26-27 October 1989
37. Ibid.
38. The Boston Women's Health Book Collective, -Our Bodies, Ourselves: A Book By and For Women,- (New York: Simon and Schuster, 1976), 42.
39. Ibid., 53.
40. The Boston Women's Health Book Collective, -Our New Bodies, Ourselves: A Book By and For Women,- (New York: Simon and Schuster, 1984),
122.
41. "A Close Look at Planned Parenthood," "Focus on the Family" radio program, 26-27 October, 1989.
42. Rustum Roy and Delly Roy, "The Autonomy of Sensuality/The 'Final Solution' of Sex Ethics," quoted in Sol Gordon and Roger Libby,
-Sexuality Today And Tomorrow, -317. The Roys refer to -Honest Sex- (New York: New American Library, 1968).
43. "Serving Families, Preserving Freedom," Annual Meeting, 1981. Special Issue, Theology Workshop, -Planned Parenthood Review-, Winter 1981,
10, Joseph Fletcher speaking.
44. -National Right to Life News,- February 1976, quoted in Oregon ProLife Council Packet, page C5.
45. -The Chelsea Journal,- July/August 1977.
46. -The Great Orgasm Robbery,- Planned Parenthood of the Rocky Mountains, 1977.
47. -The Perils of Puberty,-, 1974, Planned Parenthood of the Rocky Mountains, 15
48. Ibid., 17.
49. Sol Gordon, -Ten Heavy Facts About Sex- (#4), (Syracuse, NY: Ed-U Press, 1975).

-------------------------------------------------------------------
Provided courtesy of:

The Catholic Resource Network
Trinity Communications
PO Box 3610
Manassas, VA 22110
Voice: 703-791-2576
Fax: 703-791-4250
Data: 703-791-4336
Telnet: CRNET.ORG

The Catholic Resource Network is a Catholic online information and
service system. To browse CRNET or join, set your modem to 8 data
bits, 1 stop bit and no parity, and call 1-703-791-4336.
-------------------------------------------------------------------

Liberal sex ed:The death of innocence

ÉÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ»
º º
º **** NOTE **** º
º º
ÇÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄĺ
º This is a chapter of the -Pro-Life Activist's º
º Encyclopedia-, published by American Life League. º
º It has been converted into ASCII text, so most of º
º the chapter's coding (i.e., bold and underlining) º
º has been lost. Italics have been replaced with º
º "less than" ( - ) and "more than" ( - ) symbols, º
º and footnote numbers are bracketed thus: [7]. º
ÈÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍͼ


CHAPTER 139

HUMANISTIC SEX EDUCATION: THE DEATH OF INNOCENCE

"Sexual science is of two kinds, that which is used for controlling or
overcoming the sexual passion, and that which is used to stimulate and feed
it. Instruction in the former is as necessary a part of a child's
education, as the latter is harmful and dangerous, and fit, therefore, only
to be shunned.

"The sex education that I stand for must have for its object the
conquest and sublimation of the sex passion. Such education should
automatically serve to bring home to children the essential distinction
between man and brute, to make them realize that it is man's special
privilege and pride to be gifted with the faculties of head and heart both,
that he is a thinking no less than feeling animal, and to renounce the
sovereignty of reason over the blind instincts is, therefore, to renounce a
man's estate. In man, reason quickens and guides the feeling; in brutes,
the soul lies ever dormant."

ÄÄ Mahatma Gandhi.[1]

Anti-Life Philosophy.

"[Question] 14. Will sex education in the schools encourage kids to
be sexually active?

"[Answer]: By the best evidence, that is a myth. Or an invention ÄÄ
to use a charitable term ÄÄ designed to prey on the fears of anxious
parents."

ÄÄ Irving R. Dickman, of the Sex Information and Education Council of the
United States (SIECUS).[2]

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"Discussing contraception ÄÄ which is vitally important, we stress
again ÄÄ does not mean and is seldom interpreted by teenagers to mean that
you have given permission for them to have intercourse..."

ÄÄ Faye Wattleton, former president of Planned Parenthood Federation of
America (PPFA).[3]

It is essential that every child be instructed in all aspects of human
sexuality at the very first opportunity. -Comprehensive- sex education is
the -only- answer to such sex-related ills as abortion, venereal disease,
teen pregnancy, and homophobia.

Those parents who oppose this type of necessary training are naive and
want to shelter their children from the imaginary evils that their paranoid
minds seem to constantly generate. This reclusive and antisocial attitude
will only hurt their children in the long run, and the parent's ignorance
will only make their children susceptible to unwanted pregnancies,
abortions, and sexually-transmitted diseases.

Introduction.

"[Being a virgin] is nothing to be ashamed of. It's sacred ... sex is
the ultimate gift a woman can give a man ... sex is meant for procreation,
and I want to consummate a relationship with a man who's going to be the
father of my children."

ÄÄ Brooke Shields.[4]

Sex Education is a Necessity. Every Christian parent knows that sex
education is a necessity for everyone, even those who choose to remain
chaste throughout their lifetimes. Christians believe that God would not
have given us the marvelous gift of reproduction if He had not wanted us to
know about it and use it wisely.

Committed Christians and secularists agree on very little beyond this
fundamental point.

The -method- by which sex-related information is presented is the
primary point of disagreement, and is usually the source of the friction
that takes place between Christian parents and secular school authorities
when discussing sex education programs.

The Bottom Line for Christians. This chapter uses quotes and studies
provided by the secular sex educators -themselves- to prove beyond a shadow
of a doubt that comprehensive sex education leads to increased premarital
sex and use of contraception; that this contraception fails at an
astonishing rate ÄÄ especially for teenagers ÄÄ and therefore leads to
-more-, not -less- teen pregnancy and abortion; and that premarital sex
leads to loss of self-esteem and other self-destructive behavior in
teenaged boys and girls.

The Two Types of Sex Education. No matter what fancy names are
applied to them, there are basically only two types of sex education;

(1) Biological sex education, which merely presents information on the
functioning of the human reproductive system. This information is pure
data and, like all pure data, is 'value-free,' because it is literally
impossible to attach values to pure biological instruction, if the teaching
is done correctly.

(2) Comprehensive sex education, which not only addresses the biological
facets of sex, but also teaches children about birth control, abortion,
masturbation, homosexuality, and other evils. This type of sex education
alleges to be value-free, but this is of course impossible. When a class
teaches that no sexual behavior is immoral, and that we should not judge
others who happen to have 'different sexual lifestyles' than ourselves,
this -by definition- teaches an amoral set of values.

Planned Parenthood's Definition. Planned Parenthood, the country's
leading expert in comprehensive sex education, defines sex ed as a course
of instruction that includes at least four of the following six topics;[5]

(1) Biological facts about human reproduction;

(2) Information on sexual development;

(3) Information on preventing sexual abuse;

(4) Comprehensive birth control information;

(5) Information on abortions and how to obtain them; and

(6) Information on contraceptives and how to obtain them.

Strictly biological sex education would contain only points (1) and
(2), above.

The Basic Problem With Comprehensive Sex Ed.

"But as losing causes go ÄÄ causes that someone still must fight for
ÄÄ I read a new Census Bureau report the other day and found myself wishing
that we had armies of people telling our teenagers that they ought to shun
sex and childbirth out of wedlock, that they ought to take marriage as a
serious, long-lasting commitment."

ÄÄ Neoliberal columnist Carl Rowan.[6]

The Messages. The (non)values transmitted to children during a course
of comprehensive sex education are contained within a larger framework of
values that are not only secular, but anti-Christian.

Reviews of all secular comprehensive sex education programs have shown
that they bear certain common traits. All such programs subtly and
progressively displace the God-given authority of parents by suggesting to
children that sexual decisions are theirs alone to make. The programs also
teach 'situational ethics;' i.e., that there are no absolute standards of
behavior, and that such activities as abortion and fornication are
acceptable if certain very minimal conditions are met ÄÄ usually that both
(or all) parties consent, and that nobody is hurt.

Finally, the overall implicit message given to children in matters of
sex is "if it feels good, -do- it."

This is the type of sex education that is fully supported by the
National Education Association (NEA), the Parent-Teacher Association (PTA),
and every one of the more than 200 national affiliates of Planned
Parenthood.

The Objective. Sex education expert David Perkins summed up the
attitude of the comprehensive sex educators nicely at the 1987 University
of Maine conference entitled "A Strategy for Preventing Teenage Pregnancy"
when he said that "Stopping teenage sex is -not- our objective. Stopping
teen pregnancy -is-."[7]

And Faye Wattleton, former president of the Planned Parenthood
Federation of America, the country's premier abortion and birth-control
pusher, says that; "Too many of us are focused upon stopping teenage sexual
activity rather than stopping teenage pregnancy ... Sexuality education
must be a fundamental part of the school curricula from kindergarten
through twelfth grade in every school district in the country ... Easier
access to contraception must be another priority ÄÄ access without any
barriers. We must establish many more school-based health clinics that
provide contraceptives as part of general health care."[8]

For more detailed information on school-based health clinics (SBCs),
see Chapter 82 in Volume II.

The Roots of Secular Sex Education.

"Planned Parenthood programs of sex education in no way resolve the
problem of teen-age pregnancies, but rather increase it by encouraging
promiscuity."

ÄÄ Edouard Cardinal Gagnon, President of the Pontifical Council for the
Family.[9]

Amoral sex education and school-based clinics are, of course, only two
small symptoms of a culture infected with a larger and deadlier virus ÄÄ
the so-called Sexual Revolution (which is, itself, a significant and
fundamental portion of the "Humanist Revolution").

"Sex reformers" have always been active in this country. In the late
1800s, they consisted of a motley and disreputable gaggle of anarchists,
neo-Malthusians, sex educators, self-appointed "researchers," and
eugenicists.

They raved pointlessly and harmlessly about "selective breeding" and
"life devoid of value" until their fondest dreams became shockingly true in
the concentration camps of Nazi Germany.

The history of eugenics and the role played by the early sex educators
are described in Chapter 105. A detailed history and explanation of the
Humanist philosophy, which leads inevitably to the anti-life mentality, is
provided in Chapter 2 of Volume I.

The Goals of Secular Sex Education.

"Try this: A high school principal tells his assembled students that
shoplifting is risky, both for its moral implications and because of the
prospect of jail, and he wishes they wouldn't do it. "But if you think you
might shoplift anyhow, we have a visiting team of experts in Room 301 who
will tell you how to avoid getting caught ...""

ÄÄ -Washington Post- syndicated columnist William Raspberry.[10]

Introduction. After the horrors of the Nazi concentration camps were
revealed to the world, the ideas of the sex reformers were not so easily
ignored. Because such a movement can only operate under a curtain of
secrecy and covert activity, it became quiescent for a while.

When the sex reformers re-emerged under the umbrella organization
"National and World Sex Reform Leagues" after World War II, they listed
four prime objectives essential to their self-proclaimed mission, as listed
and described below.

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ

PRIMARY GOALS OF THE SEX REFORMERS

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

Goal #1: Self-perpetuation.

Goal #2: Transform private vice into public virtue.

Goal #3: Eliminate restrictive laws.

Goal #4: Neutralize the enemy.

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ

Goal #1: Self-Perpetuation. The foremost objective of the sex
reformers, as with any movement or organization, was survival or self-
perpetuation. After all, without a strong foundation to work from, none of
the sex educator's goals beyond survival would be accomplished.

In order to not only survive but -flourish-, the sex reformers had to
sanitize their image.

They succeeded in this quest brilliantly. The birth controllers
eventually became so skilled with euphemisms that they put an entire nation
to sleep. Some of the necessary changes in terminology that they
effectively instituted are listed below.

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ

CHANGES IN LANGUAGE INSTITUTED BY THE SEX EDUCATORS

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

ORIGINAL TERM "PROGRESSIVE" TERM

Fornication, 'shacking up' . . . . . . . . . "cohabitation"

Contraception . . . . . . "responsible family planning"

Abortion . . . . . . . . . . . . . . . . "women's rights"

Euthanasia . . . . . . . . . . . . . . . "death with dignity"

Pornography . . . . . . . . . "sexually explicit material"

Promiscuity . . . . . . . . . . . . . . . "serial monogamy"

Sexual perversions . . . . . . . . . "alternative lifestyles"

Sodomites, homosexuals . . . . . . . . . . "gay" people

Adultery . . . . . . . . . . . . . . . . "flexible monogamy"

Partner in adultery . . . . . . . . . . . "significant other"

Bestiality . . . . . . . . . . . . . . . "interspecies love"

Sado-masochism (S&M) . . . . . "exchange of power"

Child molestation . . . . . . . . "intergenerational love"

Modesty, chastity . . . . . . . . . . . . "sexual hangups"

Self-discipline . . . . . . . . . . "unhealthy repression"

Moral irresponsibility . . . . . . . . . . . . . . "freed up"

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ

For a detailed explanation of how the sex reformers helped warp our
language to suit their own purposes, and for a "dictionary" of more than
100 anti-life words and their true meanings, see Chapter 15 in Volume I,
"Newspeak."

Goal 2: Vice to Virtue. The sex reformers had to transform -private
vice- into -public virtue-. In order to accomplish this objective, they
had to first couch their vices in terms of "freedom" and "rights," a
philosophy that appeals strongly to Americans (and, much more
fundamentally, to our basic fallen human nature). The rights that the
World Sex Reform League (and later, Planned Parenthood and SIECUS, the Sex
Information and Education Council of the United States) specifically
support are listed in Figure 139-1. The accomplishment of these objectives
are backed by a variety of prominent sex educators and sex researchers, as
shown by the quotes in Figure 139-2.

The organizations that have officially gone on record as supporting
some or all these goals are listed in Figure 139-3.

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ
Í

FIGURE 139-1

OBJECTIVES OF THE SEX EDUCATORS

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ
Ä

(1) Fornication

(2) Adultery

(3) Divorce

(4) "Trial marriages" (shacking up)

(5) Commercial sex (prostitution)

(6) Sodomy

(7) Euthanasia

(8) Suicide (individual or assisted)

(9) Masturbation

(10) Infanticide

(11) Pedophilia and pederasty

(12) Sado-masochism

(13) Bestiality

(14) Incest

(15) Unlimited -free- (tax-paid) contraception

(16) Unlimited -free- (tax-paid) abortion on demand, for any reason

(17) Unlimited -free- (tax-paid) sterilization

(18) Eugenic breeding, sterilization, and abortion to "improve the human
race" (all mandatory, if necessary)

(19) Unlimited access to pornography of all types, including that porn
which depicts torture, rape, homosexual perversions, and sex with children
and animals

(20) State-mandated programs of compulsory birth control, sterilization,
and abortion for 'selected groups' (purportedly for the purposes of
population control, actually for negative eugenics)

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ
Ä

References: Quotes by prominent sex educators as listed in the body of
Chapter 139 and in Figure 139-1.

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ
Í

FIGURE 139-2

QUOTES BY SCHOOL SEX EDUCATORS

SUPPORTING THE GOALS OUTLINED IN FIGURE 139-1

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ
Ä

"Our alternative solution is to be ready as educators and parents to
help young people obtain sex satisfaction before marriage. By sanctioning
sex before marriage, we will prevent fear and guilt. We must also relieve
those who have them of their fears and guilt feelings, and we must be ready
to provide young boys and girls with the best contraception measures
available so they will have the necessary means to achieve sexual
satisfaction without having to risk possible pregnancy. We owe this to
them."

ÄÄ Dr. Lena Levine. "Psychosexual Development." -Planned Parenthood
News-, Summer 1953, page 10.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"Too many of us are focused upon stopping teenage sexual activity
rather than stopping teenage pregnancy ... Sexuality education must be a
fundamental part of the school curricula from kindergarten through twelfth
grade in every school district in the country ... Easier access to
contraception must be another priority ÄÄ access without any barriers. We
must establish many more school-based health clinics that provide
contraceptives as part of general health care."

ÄÄ Faye Wattleton, former president of Planned Parenthood Federation of
America (PPFA). -The Humanist-, July/August 1986 page 7.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"If, however, you have separated your sex and love needs ... then you
could have a hundred partners and still be a perfect candidate for a good
close relationship later on. So having multiple sexual partners in itself
doesn't mean anything."

ÄÄ Harvey Caplan, M.D., staff clinician at Planned Parenthood/World
Population of Alameda-San Francisco. Quoted in -The Joy of Birth Control-
by Stephanie Mills, Planned Parenthood Federation of America board member.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"Premarital intercourse does have its definite values as a training
ground for marriage or some other committed relationship ... to make
everyday comparisons again, it's like taking a car out for a test run
before you buy it ... I have known cases of farm boys who have had a loving
sexual relationship with an animal and who felt good about their behavior
until they got to college, where they learned for the first time that what
they had done was 'abnormal.' Then they were upset..."

ÄÄ Wardell Pomeroy, Ph.D. -Boys and Sex-. Delacorte Press, New York,
1981. Page 117. This book is used in numerous public school systems in
the United States.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"Do you want a convenient warm body? Buy one. That's right. There
are women who have freely chosen that business; buy one. Do you want a
virgin to marry? Buy one. There are girls in that business, too.
Marriage is the price you'll pay, and you'll get the virgin. Very
temporarily."

ÄÄ Sheri Tepper. "You've Changed the Combination!" Rocky Mountain Planned
Parenthood, Denver, Colorado, 1977, page 18.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"No religious views, no moral standards, are to deflect the child from
the overriding purposes of self-discovery, self-assertion, and self-
gratification."

ÄÄ -Planned Parenthood Sex Education and Mental Health Report-, 1979.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"Sex is too important to glop it up with sentiment. If you feel sexy,
for heaven's sake, admit it to yourself. If the feeling and the tension
bother you, you can masturbate."

ÄÄ Rocky Mountain Planned Parenthood pamphlet, "The Perils of Puberty."

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"You can say to your male boyfriend, My parents won't be home until 2
AM, why don't you stop at Lucky's and get some condoms ... If you're out in
Waller Park, and you've got about half your clothes off, and you say to
your boyfriend, Freddie, let's get our clothes back on and drive home and
get my diaphragm and come back to the park ... And the advantages of the
pill are that a woman can take a pill for breakfast every morning and then
later on that day nobody has to stop and do anything, nobody has to be
embarrassed finding a diaphragm, putting on a condom, or anything else.
And let's face it, when you males like to get into your females, it's fun,
enjoyable ..."

ÄÄ Robert Webber, Director, Santa Barbara North County Planned Parenthood,
during a sexuality class given at Santa Maria Catholic High School,
California, November 16, 1983.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"There are certain things that you do not want to talk about to your
parents. There are certain things they don't want to talk about to you.
The only thing you owe anyone is courtesy. You don't owe anyone 'love.'
If you think your parents are great, that's wonderful. If you don't get
along, that's too bad but it's no lifetime tragedy. How you feel about
them isn't nearly as important as how you feel about yourself. And if you
start thinking and talking about them all the time, you may find yourself
still doing it at age fifty with no one listening."

ÄÄ Sheri Tepper, "You've Changed the Combination!" Rocky Mountain Planned
Parenthood, Denver, Colorado, 1977, page 18.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"Sado-masochism may be very acceptable and safe for sexual partners
who know each other's needs and have established agreements for what they
want from each other ... Some people are now saying that partnerships ÄÄ
married or unmarried ÄÄ should not be exclusive. They believe that while a
primary relationship is maintained with one person, the freedom for both
partners to love and share sex with others should also be present."

"A fair percentage of people probably have some sort of sexual contact
with an animal during their lifetime, particularly boys who live on farms.
There are no indications that such animal contacts are harmful, except for
the obvious dangers of poor hygiene, injury by the animal, or guilt on the
part of the human."

ÄÄ Gary F. Kelly. -Learning About Sex: The Contemporary Guide for Young
Adults-. New York: Barron's, 1968. Pages 61 and 136. Quoted in Gene
Antonio. "America's XXX-Rated Sex Education Curricula." -New Dimensions-
Magazine, September 1990, pages 72 to 77.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"Young people are not paying any attention to us because we have these
dumb messages ... and the dumbest one is "just say no!" ... If I was going
to sue anybody ... the 38th person, in order of importance, that I would
sue, would be the pornographer, in order of influence on the rape ... Don't
you [teachers] dare try to implement anything I say unless you have job
security and tenure ... If a supervisor says to you, "But you're not
supposed to do this stuff," always say, "Oh, I didn't know.""

ÄÄ Sol Gordon addressing the October 1988 meeting of the National
Organization of Adolescent Pregnancy and Parenting (NOAPP), in Milwaukee,
Wisconsin. Quoted in Margo Szews. "The Pied Piper of Sex and Sleaze: Dr.
Sol Gordon and Friends Tell Kids to "Just Say -Yes!-"" -ALL About Issues-,
June-July 1989, pages 40 to 42.

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ
Í

FIGURE 139-3

ORGANIZATIONS DIRECTLY SUPPORTING COMPREHENSIVE SCHOOL SEX
EDUCATION

PROGRAMS AND SCHOOL-BASED CLINICS FROM 1940 TO THE PRESENT

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ
ÄÄ

Abortion Reform Association

Adolescent Pregnancy Child Watch Project (APCW)

Adolescent Pregnancy Prevention Clearinghouse

Alan Guttmacher Institute (AGI)

American Academy of Pediatrics (AAP)

American Association of Marriage Counselors (AAMC)

American Association of Planned Parenthood Physicians

American Association of Sex Educators and Counselors

American Civil Liberties Union (ACLU)

American College of Obstetricians and Gynecologists (ACOG)

American Eugenics Society

American Humanist Association (AHA)

American Medical Association (AMA)

American Public Health Association (APHA)

American School Health Association (ASHA)

American Social Hygiene Association (ASHA)

Association for the Study of Abortion (ASA)

Association for Voluntary Sterilization (AVS)

Carnegie Corporation of the New York Foundation

'Catholics' for a Free Choice (CFFC)

Center for Population Options (CPO)

Children's Defense Fund (CDF)

Churchill Films of Los Angeles

Clergy Consultation Service

Concern for Dying

Contemporary McGraw-Hill Films of New York

Council of Churches of Christ in the United States

Dignity (unrepentant former Catholic homosexuals)

Euthanasia Educational Council

Euthanasia Society of America

Family Source Association of American (FSAA)

Ford Foundation

Gay Caucus of Public Health Workers

Gay Caucus of the American Bar Association (ABA)

Gay Caucus of the American Psychiatric Association

Gay Teacher's Caucus, National Education Association

Kinsey Institute for Research on Sex, Gender, and Reproduction

Metropolitan Community Churches (formerly the 'Sodomy Church'

Multi-Media Resource Center, California

National Abortion Rights Action League (NARAL)

National Association of Sex Education (NASE)

National 'Catholic' Education Association

National Education Association (NEA)

National Organization for Women (NOW)

National Sex and Drug Reform

National Support Center for School-Based Clinics

Negative Population Growth (NPG)

North American Man/Boy Love Association (NAMBLA)

Noyes Foundation

Office of Economic Opportunity (OEO)

Office of Population Affairs, Department of Health, Education and Welfare

Packard Foundation

Pathfinder Fund

Parent-Teacher Association (PTA)

Planned Parenthood Federation of America (PPFA)

Playboy Foundation

Population Council (PC)

Population Crisis Committee (PCC)

Population Institute

Population Reference

Masters and Johnson

'Religious' Coalition for Abortion Rights (RCAR)

Robert Sterling Clark Foundation

Robert Wood Johnson Foundation

Rockefeller Family Fund

Rockefeller Foundation

Sex Information and Education Council of the United States (SIECUS)

Society for Humane Abortion

Unitarian Universalist Association

United Nations International Children's Emergency Fund (UNICEF)

United Methodist Church (Board of Church and Society)

United Nations Educational, Scientific, and Cultural Organization (UNESCO)

United States Agency for International Development (USAID)

United States Catholic Conference (USCC)

United States Department of Health, Education and Welfare (HEW),

later United States Department of Health and Human Services (HHS)

Victor Bostrum Population Fund

William C. Brown Company, Iowa

World Health Organization, United Nations (WHO)

World League for Sexual Reform

Young Women's 'Christian' Association (YMCA)

Zero Population Growth (ZPG)

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ
Í

It is very interesting indeed to see how the sex reformers react to
having their own children immersed in the ethical morass that they have
helped to create.

Planned Parenthood Federation of America is the most prominent
organization pushing for the goals listed in Figure 139-1. PPFA's
president, Faye Wattleton, said in 1985 that "My daughter is ten, and like
other ten-year olds, she has got the world on a string. My solace in
confronting her sexual maturation is the knowledge that she attends an all-
girl school, and that's exactly where I intend to keep her for as long as I
can."

This is an attitude typical of the sex educators. They feel free to
experiment on other people's children, but they would never allow their
programs to be inflicted upon their own children!

This double standard tells us volumes.

Goal #3: Eliminate 'Restrictive' Laws. The sex education cartel has
been devastatingly effective in meeting this goal. It may seem imaginable
in this age, but in 1965, it was illegal to sell contraceptives to
-married- couples!

Through a decade-long campaign of agitation in the courts, the
Neoliberal 'sexperts' not only struck down all limits on contraception and
abortion, but laid the foundation for the ushering in of euthanasia and
"gay rights" as well with their malignant "privacy doctrine."

Chapter 89 in Volume II, "Supreme Court Decisions on Abortion," shows
the progressive elimination of all laws governing sexual behavior. The sex
educators have almost completed their drive to legalize all of the
behaviors listed in Figure 139-1.

Goal #4: Neutralize the Enemy. As in all wars, in order for an army
to win, it must effectively eliminate, confuse, or neutralize the enemy ÄÄ
in this case, the moral standards of Western civilization in general and
the Catholic and evangelical churches in particular. The most powerful
weapon in the Neoliberal/Humanist is the strategy of infiltration and
subversion, as described in Chapter 10 of Volume I.

There have always been five traditional teachers of morality in any
culture: The law, the schools, the media, the churches, and the family.
The sex reformers have succeeded in turning the first three of these
-against- traditional morality. The Church has also been neutralized and
now sits helplessly on the sidelines.

The only remaining bulwark against the moral revisionism taking place
in our society today is the family. This is why it is being attacked by
Neoliberals so relentlessly and so viciously. If the last teacher of
morality in the country ÄÄ the family ÄÄ can be destroyed, redefined out of
existence, or simply marginalized to the point of invisibility, the
Neoliberals can write their own ticket, and no voice will be raised in
protest.

Strategies of the Sex Educators.

Introduction. The 'sex education complex' c consisting of SIECUS,
NFPRHA, Planned Parenthood, the PTA, and all of the other sex pushers must
accomplish two concurrent tasks if it wants to be totally in charge of
molding the sexual morals of our children.

The first task is to design and establish a secular sex education
program, and the second is to eliminate all -other- programs that might
conflict with Humanist goals.

Figure 139-4 outlines the tried and true five-step program that has
been used by the sexperts all over the country to get sex education and
school-based clinics (SBCs) into public schools.

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ
Í

FIGURE 139-4

FIVE-STEP STRATEGY FOR

INSTALLING A SCHOOL-BASED CLINIC OR A SEX ED CURRICULUM

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ
Ä

STEP 1: Lay the foundation for implementing the school-based clinic or sex
education curriculum. This involves three basic simultaneous tasks: (1)
Create the impression that there is a need, (2) make connections, and (3)
attack the opposition.

To begin with, get one or more major public officials concerned about
the high teen pregnancy rate by using doctored statistics. Preferably,
this person or persons will be school district superintendents or the mayor
of the city and city council members.

Secondly, make contacts with -only- pro-abortion groups while ignoring
conservative or pro-life groups. A Sex Information and Education Council
of the United States (SIECUS) publication entitled -Winning the Battle for
Sex Education- advises networking specifically with the National Abortion
Rights Action League, the National Organization for Women, Planned
Parenthood, the YWCA, and the League of Women Voters. The same book says
that "The key word for successful public relations for a sex education
program is anticipation: Preparing in advance. Initial contacts should in
any case be made at the latest several weeks before you have agreed to "go
public" with information/details about the program. Public relations is in
certain respects the art of knowing when you want publicity and when you
don't."

Finally, begin a series of -confidential- meetings with high-ranking
personnel from friendly media outlets. Supply them with derogatory
material about people who might be concerned about the program and who
might voice any objections whatever. The SIECUS "how-to" publication
entitled -Winning the Battle: Developing Support for Sexuality and
HIV/AIDS Education- shows how to paint any opposition as "fanatics" by
ruthlessly stereotyping them and lying about their objectives; "Regardless
of their official platform, their goal is often to curtail freedom of
expression and academic freedom as well as the right to one's privacy, the
right to sexual information, and right to a healthy, sexual life ... They
mistakenly believe that telling young people about sexuality causes them to
have sexual intercourse, become promiscuous, and get pregnant." Specific
groups are targeted by SIECUS: The American Family Association, American
Life League, Concerned Women for America, Eagle Forum, Focus on the Family,
and the National Association for Abstinence Education.

The same publication shows how to attack abstinence-based sex ed
programs like -Sex Respect-, regardless of their effectiveness. Instances
of coercing schools to drop the -Sex Respect- course in favor of explicit
sex ed are labeled "success stories" in the book, showing that SIECUS does
-not- believe in plurality, and that, in its mind, its solution is the
-only- right one.

STEP 2: Get the "concerned citizens" to appoint a "Blue Ribbon Committee"
to study the problem. Pack this committee with church, political and
school leaders who have the -appearance- of being open-minded, but who are
in fact sympathetic to Planned Parenthood/SIECUS-type goals. Insure that
one (and -only- one) committee member is a Catholic priest, prominent
Evangelical pastor, or other such representative of the conservative view,
but make certain that this person is not really informed about the life
issues. The presence of this one person will deflect criticism that the
Committee is "loaded," and will give the appearance of fairness. As SIECUS
says, "In Memphis, Tennessee, a Catholic priest who was a member of the
[sex education planning] committee effectively neutralized the opposition's
charge that religious values were being ignored."

The (SIECUS) publication entitled -Winning the Battle: Developing
Support for Sexuality and HIV/AIDS Education- advises "In many communities,
opponents are invited to serve on the planning committee for new programs.
Although it may seem easier to have only proponents on this committee, it
is one way to defuse the opposition at an early stage. According to
sexuality educator Mary Lee Tatum, "Listen to them and let them participate
on committees; then make committee statements using facts and data,
underscoring the majority opinion.""

In other words, put one or two of the "opposition" on the 12- to 14-
member board for appearance's sake, and then act as if they and their
viewpoints do not exist by emphasizing -only- the pre-ordained "majority
opinion."

STEP 3: Insure that the Committee makes the proper recommendations (i.e.,
in favor of school-based clinics or sex education). These recommendations
are usually copied almost verbatim from previous Committee releases that
have been issued in other areas. Insure if possible that -NO PUBLIC
MEETINGS ARE ALLOWED!- Public recommendations may only be submitted by
letter, which are ignored if they attack the proposed SBC or sex ed
program. Always claim that -at least- 80 percent of all mail favors the
proposed SBC or sex ed curriculum. When dealing with unfavorable comments,
SIECUS recommends "In fact, if possible, the [responding] statement can
ignore the charges entirely and consist of a positive statement about the
program and its real or potential accomplishments."

Parental involvement in the decisionmaking process is encouraged
-only- if the parents are "enlightened." This exalted term applies -only-
to those parents who share the views of the sex educators and SBC pushers.
Of course, in their opinion, the vast majority of parents are by no means
"enlightened."

STEP 4: If intense opposition surfaces against the birth control and
abortion referral features of the SBC, install the SBC anyway, but without
these features. A simple amendment to the charter can be made adding these
features when the original uproar has died down and people have forgotten
about the SBC. It is much easier to add birth control and abortion
referral -after- the clinic has been established than it is to include
these features in the original plan.

Joy Dryfoos of the Center for Population Options stated in the
March/April 1985 issue of the Alan Guttmacher Institute's -Family Planning
Perspectives- that clinics "Can avoid local controversy by starting with
primary health care and then adding family planning services."

STEP 5: Trumpet the "fact" that the teenage birth rate is down, and
conceal the fact that abortions have gone up. Use this "success" story to
spread the clinics or the sex ed program to other high schools in the area.

Just in case opposition surfaces at some future date, entrench sex
education by blending it with instruction in other courses. SIECUS advises
"They [strategists] agree with many experienced sex educators that various
facets of sexuality can ÄÄ and should be ÄÄ incorporated into biology,
physiology, English, history, and other courses in a natural context."

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

References. (1) Irving R. Dickman. -Winning the Battle for Sex
Education-. The Sex Information and Education Council of the United States
(SIECUS), 80 Fifth Avenue, Suite 801, New York, New York 10011. 1982, 60
pages, $6.00. (2) Debra W. Haffner and Diane de Mauro. -Winning the
Battle: Developing Support for Sexuality and HIV/AIDS Education-. SIECUS,
March 1991.

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ
Í

Attacking Effective Programs. The secular sex educators correctly
recognize that they are engaged in a tremendous battle for the hearts of
our nation's youth.

They have chosen their battlefield well: The public school system is
a natural indoctrination ground for Neoliberals. As Alexander Cockburn has
written, "The Left can't survive politically without a public school system
to spread leftist attitudes."[11]

Alan Guttmacher revealed one of the primary purposes of value-free sex
education when he admitted that "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."[12]

The sex educators have also correctly identified the Achilles heel of
our youth: Their sexual instinct.

Therefore, whenever a "counterattack" against their programs is
launched in the form of an effective values-based sex ed curriculum, the
secularists believe that such teachings will undermine their influence.

The sex educators not only want to insure that their programs are
mandatory, they want to make certain that all other programs are banned
completely, even if the alternatives are more effective than their own.
This shows that the secular sex educators' highest goal is -not- a decrease
in teen sexual activity, but the perpetuation of their own curricula.
Obviously, any alternative sex ed program that stresses responsibility and
chastity undercuts the Humanist view that children have no loyalty to
anyone but themselves.

Such a program is -Sex Respect-. This value-based sex education
curriculum, which emphasizes abstinence, was adopted by 1,800 school
districts in all 50 states. The results of the program were literally
spectacular; in those school districts where the -Sex Respect- program was
initiated, the teen pregnancy rate fell by an average of 45 percent over an
average period of two years.

Despite (or perhaps because of) this success, the American Civil
Liberties Union and Planned Parenthood bitterly attacked the -Sex Respect-
program in the courts, alleging that it violated the principle of
separation of church and state.

In an undated form letter entitled "The Sex Respect curriculum, and
alternatives," written to "Interested individuals," Susan Newcomer, the
Director of Education, Planned Parenthood Federation of America, Inc.,
wrote that

"The [-Sex Respect-] program is inappropriate because it is a text
with a religious point of view. A major portion of the references are from
authors, organizations or publishers with specific religious agendas:

Couple to Couple League ---------------- CATHOLIC

Human Life Center ------------------------ CATHOLIC

Hayes Publishing Co. ------------------------ Pro-Life

Franciscan Herald Press ---------- CATHILIC [sic]

Augsburg ------------------------------- LUTHERAN

Our Sunday Visitor Press ---------------- CATHOLIC

Womanity Publications ----------------------- Pro-Life

Dr. J.C. Willke ------------------- Right to Life

Tyndale House Pub. --------------------------- Biblical

Pearson Institute ---------------------------- CATHOLIC

Life Cycle Books ---------------------------- Pro-Life

The question is; can you use any or all of a textbook with strong
religious leanings? I think that utilization of this text violates the
separation of church and state."

One would think that allegedly educated people like Newcomer could
think of a more original premise under which to oppose a sex education
program that has been proven effective.

Of course, Newcomer's -real -reason for vilifying the -Sex Respect-
program is clear: Planned Parenthood doesn't make any money off of
chastity, only from school-based clinics, condoms, birth control pills, and
abortions. Note, in the above list, that any group that Newcomer cannot
link to a particular religion ÄÄ even a group that does not even -mention-
religion ÄÄ is simply labeled "Biblical," "Right to Life," or "Pro-Life,"
and lumped in with all of the other organizations.

This attack proved conclusively that the objective of the secular sex
educators is -not- to reduce teen pregnancy, but to indoctrinate our
children in their own values.

What Are Your Kids Learning About Sex?

"For years I thought the pill would not lead to promiscuity, but I've
changed my mind. I think it probably has."

ÄÄ Dr. Robert Kirstner of Harvard Medical School, one of the original
developers of the birth control pill.[13]

Introduction. Our children spend more than one-third of their waking
hours in the public school system. Therefore, the schools inevitably exert
a profound influence upon their morals and attitudes.

Most of the time, our children are exposed to an indirect erosion of
Christian values through censorship and omission. The Bible and school
prayer are officially banned. Texts entirely omit the role of God or
religion in the formation and development of our country. And situational
ethics ÄÄ the absolute antithesis to the teachings of Christ ÄÄ defines
student behavior.

While these constitute an -indirect- erosion of Christian values,
there exists one area of instruction where the entire considerable might of
the public school system is arrayed in a posture that -directly -attacks
Christian values. This area is sex education.

Where Christianity emphasizes chastity before marriage and
faithfulness to God and spouse afterward, public schools have diligently
banned God, and tell our kids that contraception, abortion, fornication,
adultery, homosexuality, and even sex with animals is value-free and
therefore involve rights that cannot be tampered with or interfered with ÄÄ
-especially- by parents.

The following paragraphs describe the contents of some of the most
common sex education books and curricula used by public schools today.
Please recognize that -all of them- emphasize the "rights" to birth
control, abortion, free sex, adultery, homosexuality, and even sex with
animals; they are all objectionable throughout. The quotes given below are
typical of their entire contents.

Guide For Young Adults. Dr. Patricia Shiller, founder of the American
Association of Sex Educators, Counselors, and Therapists (AASECT), says
that Gary F. Kelly's -Learning About Sex: The Contemporary Guide for Young
Adults- is "A must for all young people." It includes the following
statements;

"Sado-masochism may be very acceptable and safe for sexual partners
who know each other's needs and have established agreements for what they
want from each other ... Some people are now saying that partnerships ÄÄ
married or unmarried ÄÄ should not be exclusive. They believe that while a
primary relationship is maintained with one person, the freedom for both
partners to love and share sex with others should also be present."

"A fair percentage of people probably have some sort of sexual contact
with an animal during their lifetime, particularly boys who live on farms.
There are no indications that such animal contacts are harmful, except for
the obvious dangers of poor hygiene, injury by the animal, or guilt on the
part of the human."[14]

-Changing Bodies-. -Changing Bodies, Changing Lives: A Book for
Teens on Sex and Relationships- is probably the most popular sex education
textbook in the country today and has been in continuous use in thousands
of high schools since it was published more than a decade ago. It includes
the statement "Bisexuality is an openness to loving, sexual relationships
with both sexes ÄÄ our true nature ... Gay men, too, have many ways of
making love. One may caress the other's penis with his hand or his mouth.
Or one may put his penis in the other's anus."[15]

-Boys and Girls and Sex-. Planned Parenthood veteran Wardell
Pomeroy's companion books -Boys and Sex- and -Girls and Sex- are so extreme
that they are the most popular "example target" used by Christians when
opposing permissive school sex education programs.

These books assert that "Premarital intercourse does have its definite
values as a training ground for marriage or some other committed
relationship ... to make everyday comparisons again, it's like taking a car
out for a test run before you buy it ... I have known cases of farm boys
who have had a loving sexual relationship with an animal and who felt good
about their behavior until they got to college, where they learned for the
first time that what they had done was 'abnormal.' Then they were
upset..."[16]

-Enhancing Skills-. The extremely popular (and misleadingly-named)
sex education program entitled -Enhancing Skills to Prevent Pregnancy-
demonstrates how teachers can break down their student's inhibitions by
using the formidable weapon of peer pressure; "Some teachers are able to
combine humor with demonstration by bringing cucumbers or zucchini to class
and showing how to apply and remove condoms. Open the packages and unroll
condoms for students to inspect. Pass them around. If you are using
cucumbers, have one student hold the cucumber while the other student puts
the condom on the cucumber. Expect students to laugh at first and be
embarrassed! This is healthy ..."[17]

One Washington State parent testified about the coercive nature of
many sex education programs. The objective of such programs is to use peer
pressure to forcibly destroy the natural modesty that young people possess;
"There is one teacher in Bellevue who has all the boys say 'vagina;' he
calls them individually, and they all have to say it out loud in class.
The boys say 'vagina' and the girls say 'penis.' One girl told me that she
was so embarrassed that she could hardly bring out the word 'penis' because
all these boys were sitting in the class. It just embarrassed her so. So
he made her get up in front of the class and very loudly say it ten
times."[18]

Expanding the Program. Parents who demand to see the textbooks and
teaching aids for a particular sex education program may be presented with
material that appears to be perfectly innocuous.

However, teachers are by no means constrained to teach only what is
contained in their study guides. The messages -actually transmitted- by
adults to children are the most important influence ÄÄ -not- what is
contained in the study materials.

Sol Gordon, the "Sultan of Sleaze," whose teaching have been defined
as pornographic by the courts, describes how sex-ed teachers may say
anything they want and get around any limitations merely by feigning
ignorance of the rules; "Young people are not paying any attention to us
because we have these dumb messages ... and the dumbest one is "just say
no!" ... If I was going to sue anybody ... the 38th person, in order of
importance, that I would sue, would be the pornographer, in order of
influence on the rape ... Don't you [teachers] dare try to implement
anything I say unless you have job security and tenure ... If a supervisor
says to you, "But you're not supposed to do this stuff," always say, "Oh, I
didn't know.""[19]

In practical effect, sex educators can say anything they want to in
class. Many conservative organizations have reported that Gordon's type of
instruction in deception and outright lying is -common- in comprehensive
sex education programs.

And, when one thinks about it, this is perfectly logical. What is the
purpose of secular sex education other than to prepare teenagers for
premarital sex (fornication)?

Other Gateways. Christian parents should by no means assume that
secular sex ed programs are the only tools available for the corruption of
their children. The evil intentions of the 'sexperts' are only matched by
their almost limitless imaginations.

Planned Parenthood workers, of course, have the most active
imaginations of all. They have spawned literally hundreds of programs
designed to 'desensitize' children to sexual acts. Translated, this means
that the first step to getting kids in bed with each other is to get them
used to the idea.

One entirely typical program of this nature was Vermont Planned
Parenthood's "Safety Dance," where kids were instructed to use nametags and
placards to arrange the sequence of events associated with putting on a
condom. Another 'skit' had kids arrange some 25 "sexual activities" in
order of HIV-infection potential, as shown in Figure 139-5.

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ

FIGURE 139-5

EXCERPTS FROM THE OUTLINE OF PLANNED PARENTHOOD'S "SAFETY DANCE"
FOR TEENS

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"2. "Puttin' On the Condom" (adapted from "Condom Comfort" in -Positive
Images: A New Approach to Contraceptive Education- by Brick and
Cooperman). During the course of the evening, each person receives and
wears a nametag depicting a different step in condom use. During this
activity, participants arrange themselves in a line (or a circle) according
to how they think a condom is used (if there are a large number of
participants, have several groups perform the activity at the same time,
and compare the results)! After the line is formed, have the participants
read off their tags in order. Acting out the steps can increase the fun of
this activity. The nametags are labelled as follows:

Physical attraction

Leave space at tip

Think about having sex

Roll condom down penis

Talk about having sex

Enough lubrication?

Decide to use a condom

If no, use KY jelly

Pool money

... or, more foreplay

Go to a condom store

Intercourse

Decide what kind to buy

Ejaculation

Take box off rack

Hold on to rim of condom

Pay cashier

Withdraw penis

Decide where to store them

Remove condom

Meet your lover

Loss of erection (two of these)

Decide to have sex

Decide where to throw condom away

Need to use a condom

Trash it

Open package

Wash penis

Penis hard?

Relax (throughout)

Place condom on penis

Feel good? (throughout)

Fall in love (throughout, or at all)?

Partner have an orgasm?

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ
ÄÄ

"5. Safer Sex Continuum Activity. Participants tape placards containing a
"sexual activity" on a wall ranking them from least risky to most risky for
HIV infection.

Massage

Fantasy

Dry kissing

French kissing

Sex toys

Body paints

Hugging

Backrub

Making out/petting

Flirting

Wrestling

Saunas/Jacuzzi

Stargazing

Bubble bath

Candlelight dinner

Incense

Phone sex

Fast dancing

Slow dancing

Walk along beach

Cruising/parking

Showering together

Masturbation

Mutual masturbation

Intercourse without condom

Dressing/undressing one another

Skinny-dipping/moonlight swimming

Erotic films and magazines

Oral sex on a woman (cunnilingus)

Oral sex on a woman with a dental dam

Oral sex on a man wearing a condom

Oral sex on a man (fellatio)

Intercourse with a condom (and foam)

Oral/anal contact (rimming)

Anal intercourse without a condom

Anal intercourse with a condom

Eating fresh strawberries dipped in chocolate/sensuous feeding

Snuggling in a beanbag chair eating chocolate chip cookies

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

Reference. Vermont Planned Parenthood description and instruction guide
for its teen "Safety Dance." Described in "PP's "Safety Dance." -STOPP
News-, May 5, 1989, pages 1 to 3. Stop Planned Parenthood Inc., Post
Office Box 8, LaGrangeville, New York 12540, telephone: (914) 473-3316.

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ

The instruction manual for the "Safety Dance" suggested that the event
be made part of a homework assignment for kids, so they would be faced with
a coercive choice: Participate in the brainwashing or receive a failing
grade for the day.

The "Safety Dance" is just one of the ways that Planned Parenthood
deliberately and systematically undermines parental and familial values.
But, like termites, PP does its most dangerous work out of sight ÄÄ not in
high-profile contests, but in day-to-day classroom instruction.

For example, in its widely-used "Sensitivity Training" program,
Planned Parenthood breaks down home training by having mixed groups of
students discuss "Virginity, Oral-Genital Sex, Intercourse, Masturbation,
Sterility, Group Sex, Homosexuality, Extra-Marital Relations, Abortion, and
Nudity ÄÄ with acquaintances, with family, with the opposite sex, with the
same sex, and with close friends." Those members of the group who refuse
to change their attitudes "are considered non-conformists or deviants." In
some schools, failure to participate in these classes results in the
student being suspended from school.[20]

And in its "Positive Imaging" program, Planned Parenthood tries to
establish guided and fantasy imagery in students' minds. In one scenario,
they are told to have fantasies involving "... sexual feelings about people
of the same or opposite sex, parents, brothers and sisters, old people,
animals, nature, inanimate objects, and almost anything you can
imagine."[21]

There can be no possible purpose for these and similar exercises other
than to break down the inhibitions of students and get them to take the
first road to an uninhibited and omnisexual lifestyle ÄÄ by getting them to
-imagine- and -talk about- every kind of perverted sex act in the book.

On the Ineffectiveness of Secular Sex Education.

"Asking schools to teach morally and ethically neutral sex education
is asking for failure."

ÄÄ Dr. Donald McDonald, former Administrator of the Alcohol, Drug Abuse,
and Mental Health Administration.[22]

The Future Lies in Europe. Europe is dying. Only one European
country ÄÄ Ireland ÄÄ is replacing its population. People have simply
stopped having children!

Why is this?

Because the pervasive and mandatory 'value-free' sex education
programs have decisively separated procreation from the sexual union. Sex
is now good for nothing but pleasure, and pregnancy is a dreaded disease,
to be avoided at all costs.

The results of such programs, instituted on a national scale, are
staggering. And they are utterly predictable.

Denmark is one example. Concerned about rising illegitimate births,
the country instituted compulsory sex education in 1970. The result? The
March 30, 1985 -Human Events- reports that "Illegitimate births, which were
supposed to drop, instead nearly doubled; abortion rates, which were
predicted to fall with the ready availability of condoms and other
contraceptives in grocery stores, actually doubled; venereal disease more
than doubled; and divorces doubled."

In the United States. This country's leading sexologists have
acknowledged that providing contraceptive information to teenagers is
completely ineffective at stopping teenage pregnancy (some of their quotes
are shown in the next section).

However, the psychological investment these "sexperts" have made in
sex education is enormous. To quit or to change direction at this late
date would not only mean admitting error, but -liability- as well.
Additionally, these "sexperts" have become locked into their own self-
perpetuating bureaucracy, whose primary purpose (as with -any- bureaucracy)
is survival and, if possible, expansion.

Comprehensive sex education has definitely contributed to an exploding
teen pregnancy rate by encouraging unlimited fornication. In 1970, only
4.6 percent of all girls aged 15 had fornicated before marriage. In 1990,
this rate had increased more than sevenfold to 33.1 percent. Of all
unmarried girls in the 15 to 19 age bracket, 28.6 percent had fornicated in
1970. This rate had more than doubled to 61.4 percent by 1990.[23]

And so, as the teenage pregnancy rate rises, the "sexperts" continue
to recommend more and more of the poison that caused the illness in the
first place.

In 1986, Harris and Associates performed a comprehensive poll for
Planned Parenthood regarding teenage sexual activity and the effects that
sex education has upon it. The results were as follows;[24]

Teenagers receiving -comprehensive- sex education

ÄÄ 46% had engaged in sexual intercourse.

Teenagers receiving -no- sex education whatsoever

ÄÄ 32% had engaged in sexual intercourse.

Teenagers receiving -biological- sex education

ÄÄ 26% had engaged in sexual intercourse.



The Alan Guttmacher Institute, affiliated with Planned Parenthood, is
the nation's foremost research institution regarding sexual practices. In
1987, it performed a survey of nearly 10,000 teenaged girls, and found that
their annual contraceptive user-failure rates are as follows;

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ

CONTRACEPTIVE FAILURE RATES FOR TEENAGERS (PERCENT PER YEAR)

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

Birth control pill . . . . . . . . . . . . . . . . 11 percent

Condoms . . . . . . . . . . . . . . . . . 14 percent

Diaphragm . . . . . . . . . . . . . . . . 16 percent

Spermicides . . . . . . . . . . . . . . . . 34 percent

Other methods (i.e., withdrawal) . . . . . 38 percent

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

Reference: Robert A. Hatcher. -Contraceptive Technology, 1986-1987-.
13th Revised Edition, New York, Irvington Publishers, 1986, page 139.

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ

Consider the above statistics for just a moment. The birth control
pill is the -most- effective contraceptive method commonly used by
teenagers. A girl on the Pill will have a one in nine chance of becoming
pregnant -each year-. And a girl who begins using the Pill at the age of
15 and uses it for six full years (till the age of 21) will have a

-50 percent chance of becoming pregnant!- If her boyfriend faithfully uses
condoms, this probability increases to 60 percent. If she uses a diaphragm
it is 65 percent. And if she uses any other method, she is virtually
assured of becoming pregnant at least once over a period of six years.

And the "sexperts" scratch their heads and wonder out loud why the
teenage pregnancy rate is so high.

For more information on these calculations, see Chapter 99,
"Contraceptive Effectiveness and Use."

The State's Experience. It is very interesting indeed to compare the
experiences of states that have instituted mandatory sex education programs
and those that have not by comparing the changes in important indicators
that occur when sex education is brought into all of a state's schools.

Maryland mandated sex ed in 1970 and it was installed in all state
schools by 1974. Kentucky installed mandatory sex education in 1973.

On the other hand, Louisiana, which did not have mandatory sex
education classes during the same period, had a similar population but did
better than both Maryland and Kentucky on the most important statistical
measures; teen pregnancies and teen abortions, as shown below.

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ

COMPARISON OF PERFORMANCES:

STATES WITH AND WITHOUT COMPULSORY SEX EDUCATION

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

Maryland (with sex education)

Indicator 1971 1978 Increase

Teen pregnancies 13,621 16,958 24.5%

Teen abortions 2,539 8,339 228.4%

Percent aborted 18.6% 49.2% 164.5%

Pregnancies/1,000 70 82 17.1%

Abortions/1,000 13 40 207.7%

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

Kentucky (with sex education)

Indicator 1974 1977 Increase

Teen pregnancies 14,935 16,302 9.2%

Teen abortions 1,898 3,537 86.4%

Percent aborted 12.7% 21.7% 70.9%

Pregnancies/1,000 90 96 6.7%

Abortions/1,000 11 21 90.9%

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

Louisiana (without sex education)

Indicator 1974 1977 Increase

Teen pregnancies 16,019 19,095 19.2%

Teen abortions 331 2,558 672.8%

Percent aborted 2.1% 13.1% 523.8%

Pregnancies/1,000 80 90 12.5%

Abortions/1,000 2 12 500.0%

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

Reference: Christian S. White IV. "Ineffectiveness of Sex Ed Shown by
Simple Statistics." -ALL About Issues-, July 1982, pages 16 to 18.

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ

The "Sexperts" Speak. The same people who instituted and administered
these disastrously ineffective sex education programs are the best-
qualified to monitor and assess the results.

Their verdict is virtually unanimous: Comprehensive sex education
programs are aggravating the problems of teenaged pregnancy and STDs, not
ameliorating them.

The Alan Guttmacher Institute (AGI, Planned Parenthood's research arm)
possesses the world's foremost experts on sex education and its effects.
AGI and other experts acknowledge the abysmal failure of secular
comprehensive sex education in the quotes shown in Figure 139-6.

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ
Í

FIGURE 139-6

SEX EDUCATORS AND OTHER EXPERTS

ADDRESS THE FAILURE OF SECULAR SEX EDUCATION

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ
Ä

"It is widely believed that providing teenagers with information about
pregnancy and birth control is crucial if the incidence of adolescent
pregnancy is to be reduced, and that formal sex education programs are an
appropriate and important vehicle for providing information. Between 57
percent and 65 percent of teenagers receive formal contraceptive
instruction before initiating coitus. However, our analyses fail to show
any consistent relationship between exposure to contraceptive education and
the subsequent initiation of intercourse ... The final result to emerge
from the analysis is that neither pregnancy education nor contraceptive
education exerts any significant effect on the risk of premarital pregnancy
among sexually active teenagers ÄÄ a finding that calls into question the
argument that formal sex education is an effective tool for reducing
adolescent pregnancy."

ÄÄ Alan Guttmacher Institute. "The Effects of Sex Education on Adolescent
Behavior." -Family Planning Perspectives-, July/August 1986, pages 162 and
169.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"Teenagers need to be reassured that it is normal not to have sex.
The best people to learn that from is their parents. There are no
substitutes for parental guidance. Sex education without morals and values
is useless."

ÄÄ Sex educator Sol Gordon. -Raising a Child Conservatively in a Sexually
Permissive World-. Quoted in Reginald C. Tsang, M.D. "Fighting Teen-Age
Pregnancies." National Federation for Decency -Journal-, August 1987, page
12.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"It is clear that the family planning programs have contributed
directly to an increase in the rate of abortion among teenagers."

ÄÄ James Ford, M.D., and Michael Schwartz. "Birth Control for Teenagers:
Diagram for Disaster." -Linacre Quarterly-, February 1979.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"Instead of the expected reductions in overall teenage pregnancy
rates, greater teenage involvement in family-planning programs appears to
be associated with higher, rather than lower, teenage pregnancy rates."

ÄÄ Stan Weed and Sam Olson. "Effects of Family Planning Programs for
Teenagers on Adolescent Birth and Pregnancy Rates." -Family Perspective-,
Volume 20, Number 3, page 153.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"Oral contraceptives, in fact, have been linked by some to increasing
STD [sexually-transmitted disease] rates by (1) causing abandonment of
barrier methods and (2) leading to increased sexual activity ...
Epidemiologic and biologic evidence seems to indicate that infection with
Chlamydia Trachomatic is enhanced by oral contraceptives."

ÄÄ Robert A. Hatcher, editor. -Contraceptive Technology, 1986-1987-. 13th
Revised Edition, New York, Irvington Publishers, 1986, page 137.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"More teenagers are using contraceptives and using them more
consistently than ever before, yet the number and rate of adolescent
pregnancies continue to rise."

ÄÄ Lynn C. Landma. "Anniversaries." The Alan Guttmacher Institute's
-Family Planning Perspectives-. October 1980, page 2.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"In 1982, 1,888 women (ages 15 to 19) were surveyed and researchers
found that 'prior exposure to a sex education course is positively and
significantly associated with the initiation of sexual activity at ages 15
and 16."

ÄÄ William Marsiglio and Frank Mott. "The Impact of Sex Education on
Sexual Activity, Contraceptive Use and Premarital Pregnancy Among American
Teenagers." Alan Guttmacher Institute's -Family Planning Perspectives-.
July/August 1986, pages 151 and 158.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"Massive, federally subsidized 'sex education' programs entered the
American public school system during the 1970s, often supplemented by
clinics located in the schools and offering additional information and
referrals on matters of sex, pregnancy and abortion. Before these programs
began, teenage pregnancy was already declining, for more than a decade.

"This long decline in teenage pregnancy then reversed and teenage
pregnancies soared, as 'sex education' spread pervasively throughout the
public schools. The pregnancy rate among 15- to 19- year-old females was 68
per thousand in 1970 and 96 per thousand by 1980...

"Soaring rates of abortion were in fact offsetting soaring rates of
pregnancy. Between 1970 and 1987, for example, the number of abortions
increased by 250,000, even though the number of teenagers declined by
400,000."

ÄÄ Thomas Sowell. "The Big Lie." -Forbes-, December 23, 1991, page 52.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"We find basically that there are no measurable ÄÄ I want to
underline that word and put it in boldface ÄÄ there is no measurable impact
upon the use of birth control nor upon pregnancy rates or birth rates.
This is all based upon the survey data."

ÄÄ Douglas Kirby, Director, Center for Population Options. Session on
"Education," speech given at the 16th annual meeting of the National Family
Planning and Reproductive Health Association (NFPRHA), Washington, D.C.,
March 2, 1988.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"Prior exposure to a sex education course is positively and
significantly associated with the initiation of sexual activity at ages 15
and 16."

ÄÄ Results of a 1982 poll of 1,888 teenagers. Described in William
Marsiglio and Frank Mott. "The Impact of Sex Education on Sexual Activity,
Contraceptive Use and Premarital Pregnancy Among American Teenagers." The
Alan Guttmacher Institute's -Family Planning Perspectives-, July/August
1986, pages 151 and 158.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"From 1971 to 1981 there was a 306 percent increase in Federal
expenditures on family planning 'with a corresponding 48.3% increase in
pregnancies and a 133% increase in abortions for women aged fifteen to
nineteen ... Those states with the highest expenditures on birth control
... showed the largest increases in abortions and illegitimate births
between 1970 and 1979."

ÄÄ George Mosbacker. "The Final Step: Clinics, Children, and
Contraceptives." -School-Based Clinics-, page 64.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"Asking schools to teach morally and ethically neutral sex education
is asking for failure."

ÄÄ Dr. Donald McDonald, former Administrator of the Alcohol, Drug Abuse,
and Mental Health Administration, quoted in "Censorship is in the Eye of
the Beholder." -New Dimensions- Magazine, December 1990, page 15.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"It is important to note at the outset that most researchers agree
that sex education does not decrease the rate of teenage pregnancies or the
incidence of sexual activity."

ÄÄ D.A. Dawson. "The Effects of Sex Education on Adolescent Behavior."
Alan Guttmacher Institute's -Family Planning Perspectives- 18:(1986)162.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"Planned Parenthood programs of sex education in no way resolve the
problem of teen-age pregnancies, but rather increase it by encouraging
promiscuity."

ÄÄ Edouard Cardinal Gagnon, President of the Pontifical Council for the
Family, in his address to the Bishops of the United States on March 10,
1989.

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ
Í

The Long-Term Results of Secular Sex Education.

"It is clear that the family planning programs have contributed
directly to an increase in the rate of abortion among teenagers."

ÄÄ James Ford, M.D.[25]

Compulsory sex education has been with us for a long time now. Not
surprisingly, Washington, D.C. ÄÄ the major city that has incorporated
mandatory sex education programs for the longest time ÄÄ has the highest
teen pregnancy rates and abortion rates in the country.

There can be no question that value-free and morals-free sex education
has had a profound effect upon American society. When authority figures
tell an entire generation of children that sex is for recreation and that
all sexual expressions are good, these attitudes will inevitably be
translated and incorporated into lifestyles.

Figure 139-7 shows that the sexual activity of teenagers has risen to
the saturation point, and Figure 139-8 shows that our teenaged girls have a
very high birthrate (it must be stressed that our country uses different
measuring criteria for teenaged pregnancy than do other developed nations;
if the same criteria were used for all developed countries, the United
States would wind up in the middle of the pack).

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ
Í

FIGURE 139-7

SEXUAL ACTIVITY OF AMERICAN TEENAGERS BY AGE

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ
Ä

Not Currently Sexually Active

Sexually Active Unmarried Married

Age Male Female Male Female Male Female

13 88.0% 98.3% 12.0% 1.7% ÄÄÄ ÄÄÄ

14 75.8% 89.1% 24.2% 10.8% ÄÄÄ 0.1%

15 64.7% 80.1% 35.3% 19.5% ÄÄÄ 0.4%

16 54.7% 66.7% 45.3% 31.6% ÄÄÄ 1.7%

17 47.7% 52.3% 52.3% 41.9% ÄÄÄ 5.8%

18 33.1% 42.3% 64.1% 45.3% 2.8% 12.4%

19 21.0% 32.0% 72.3% 47.7% 6.7% 20.3%

20 16.6% 25.7% 71.6% 45.3% 11.8% 29.0%

21 22.8% 23.8% 56.3% 39.2% 20.9% 37.0%

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ
Ä

Reference: Alan Guttmacher Institute. "Teenage Pregnancy: The Problem
that Hasn't Gone Away." 1981, 79 pages, $10.00. Figure 1, page 7. A
"sexually active" teenager is defined as one having intercourse at least
once during the last twelve months.

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ
Í

FIGURE 139-8

ANNUAL BIRTHS PER 1,000 TEENAGED GIRLS FOR SELECTED COUNTRIES

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ
Ä

Japan ÛÛ 3

Switzerland, Netherlands ÛÛÛÛÛ 10

Singapore ÛÛÛÛÛÛÛ 14

USSR ÛÛÛÛÛÛÛÛ 16

Hong Kong ÛÛÛÛÛÛÛÛÛ 17

West Germany ÛÛÛÛÛÛÛÛÛÛ 18

Spain ÛÛÛÛÛÛÛÛÛÛÛ 21

Denmark, Ireland, France ÛÛÛÛÛÛÛÛÛÛÛÛ 23

Sweden ÛÛÛÛÛÛÛÛÛÛÛÛÛ 25

Belgium ÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 27

Finland ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 28

Norway, United Kingdom ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 32

Canada, Australia ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 33

Poland ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 34

Portugal ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 37

Tunisia ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 39

Israel ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 41

Philippines ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 43

Malaysia ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 44

Fiji ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 46

Greece ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 48

New Zealand, Martinique ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 50

Italy, Brunei ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 51

UNITED STATES ±±±±±±±±±±±±±±±±±±±±±±±±±±±±± 52

Thailand ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 54

Czechoslovakia ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 56

East Germany ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 60

Yugoslavia ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 69

Romania ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 70

Hungary ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 74

Bulgaria ÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛÛ 78

ÃÁÁÁÁÅÁÁÁÁÅÁÁÁÁÅÁÁÁÁÅÁÁÁÁÅÁÁÁÁÅÁÁÁÁÅÁÁÁÁ´

0 10 20 30 40 50 60 70 80

ANNUAL BIRTHS PER 1,000 TEENAGED GIRLS

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ
Ä

Reference: United Nations Department of International Economic and Social
Affairs. -Demographic Yearbook 1978-. New York: United Nations, 1979,
Table 11. Also described in Alan Guttmacher Institute. "Teenage
Pregnancy: The Problem That Hasn't Gone Away." Figure 18, page 22.

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ
Í

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ
Í

From 1970 to 1985, a span of just fifteen short years, we have seen
the following;[26]

Abortions have increased 333 percent;

Illegitimate births have increased 103 percent;

Child abuse has increased 382 percent;

Divorces have increased 72 percent; and

'Shacking up' has increased 279 percent.

Sexually transmitted diseases have increased 245 percent.

It is not at all surprising that the sex educators have had such a
profound effect upon our society. Figure 139-3 shows that their combined
power and scope is worldwide. Their network is extremely well-organized
and richly funded, and they rigidly control the sexual mores of this
country.

Thank you, sex educators. You have done your job very well ÄÄ -very
well indeed-.

Our Teenagers Are Not Uncontrollable Animals.

"Then said He unto the disciples, It is impossible but that offenses
will come: But woe unto him through whom they come! It were better for
him that a millstone were hanged about his neck, and he cast into the sea,
than that he should offend one of these little ones."

ÄÄ Luke 17:1-2.

Transference Personified. Nowhere is the principle of transference
more evident than in school sex education programs. The sexologists are
ruled by their gonads instead of their brains, so they arrogantly assume
that everyone else is just like them ÄÄ and you can almost hear them
thinking that this applies especially to those uncontrollable teenagers,
whose gushing hormones drive them to fornicate endlessly whenever they get
the chance!

The sex educators call our society "prudish" ÄÄ yet every drug store
and convenience store stocks a dazzling display of condoms, thousands of
rock records urge instant capitulation to sexual urges, sex saturates TV,
-Playboy- and -Penthouse- and -Screw- and -Hustler- are available at local
newsstands, X-rated videos can be rented for a dollar a night, motels rent
beds by the hour ÄÄ and all of this is easily accessible to our teenagers.

Teenagers Aren't Animals. The sexologists don't bother to ask the
opinions of parents or students. They just go right ahead and put their
programs in place over everyone's protests. The social realities and
attitudes are far different from their pornographic fantasies;

"Seven out of eight teenagers do not want a contraceptive-dispensing
clinic in their schools. Sixty percent do not want clinics that dispense
contraceptives located anywhere close to their schools ... Three out of
four teenagers believe that teenagers should wait until they are adults
before engaging in sexual intercourse."

ÄÄ "The Planned Parenthood Poll." -American Teens Speak: Sex, Myths, TV,
and Birth Control-. This comprehensive poll of teenagers was conducted
for the Planned Parenthood Federation of America by Louis Harris and
Associates, September and October of 1986. See pages 18 and 71. Also see
the discussion of this poll in Robert H. Ruff's -Aborting Planned
Parenthood-. New Vision Press, 1988.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"A teen services program at Atlanta's Grady Memorial Hospital found
that of the girls under age sixteen it surveyed, nine out of ten wanted to
learn how to say 'no'."

ÄÄ Public School Sex Education: A Report. "Key Players in the Sex
Education Game." American Family Association -Journal-, October 1990, page
15.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"Science supports mothers and fathers in wanting their children spared
the trials of sexual precocity, AIDS or not. And it supports the children
in asking not to be underestimated. Self-discipline isn't beyond them, if
they're told the truth ... The truth is summed up in six words: Abstinence
before marriage, fidelity within it. Our children and grandchildren don't
deserve to be judged sexually insatiable."

ÄÄ William R. Coulson and J.D. Coulson. "Confessions of an Ex-
Sexologist." -Social Justice Review-, March/April 1988, pages 43 to 47.

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

Psychiatrist Melvin Anchell, M.D., who has written several books on
human sexuality, summed up our country's sex education situation concisely
and accurately when he wrote that;

"Some educators have a compulsion to teach sex, beginning with the
three-year-old and continuing until high school graduation. Paradoxically,
the effects of their schooling produce the very abnormalities that parents
and, perhaps, some well-meaning sex educators wish to prevent.

"Devoid of real clinical experience and, in some cases, sexual
maturity, sex educators can cause severe maladjustments by undue meddling.

"Such interferences can prevent the 'capability' to feel compassion.
The results can be increasingly noted in the antisocial behavior of
sexually overstuffed youths.

"In natural development, preteen children derive sexual pleasure from
sensual excitements caused by sexual fantasies. Sex educators who catapult
the child into a world of authoritative sexual knowledge shatter these
normal fantasy satisfactions ... Later in life, drugs and pornography are
used as adjuncts to help recapture the pleasures from thwarted childhood
fantasies that had not been allowed to resolve naturally.

"By their loyalty, normal parents teach children that sex is a one-
woman/one-man affair. The sex educator's advice, 'Sex is for fun,'
desecrates the affectionate and monogamous nature of human sexuality."[27]

Homosexual Recruiting and Indoctrination.

"Some changes are desperately needed. Schools can no longer be
permitted to carry out such a horrendously effective program for drying up
students' sense of their own sexual identity. The schools must not be
allowed to continue fostering the immorality of morality. An entirely
different set of values must be nourished."

ÄÄ -Values Clarification: A Handbook of Practical Strategies for Teachers
and Students-.[28]

Introduction. It is obvious that sex perverts (homosexuals) cannot
reproduce, so they must recruit. And what better place could there
possibly be for recruiting and for enacting the homosexual agenda than so-
called "sex education" classes?

Homosexuals moan long and loud and beat their chests whenever they are
confronted with this accusation.

If this sounds like a paranoid and fanciful Christian delusion,
consider that all known comprehensive sex-ed classes teach the following
principles;

* that homosexuality is a perfectly legitimate 'lifestyle,' on a par with
heterosexuality;

* that we mustn't be judgmental or intolerant of other lifestyles, no
matter how repugnant they may seem (this initial revulsion will be
"desensitized" out of the children after rigorous exposure);

* that ten percent of all teenagers are "gay," and this is perfectly
normal and nothing to be ashamed of; and

* that sodomy can be committed safely ÄÄ here's how to practice "safe(r)
sex" and avoid social diseases, including, of course, the deadly AIDS.

Training Grounds. The more aggressive sodomite activists fully
recognize the extraordinary value of the public schools as recruitment
grounds. Therefore, every major national sodomite group has issued
resolutions and/or demands that every public school include comprehensive
sex education to all students as part of its mandatory curriculum. This
education, they say, -must- include homosexual "sensitivity training."

Keep in mind that such unanimity would not be forthcoming unless
homosexual groups had something very concrete to gain from such sex
education programs.

One example of such a set of demands is the 1987 New York State Gay
and Lesbian Youth Caucus' "Declaration of Sentiments and Resolutions."
This Declaration, which is reproduced in its entirety in Chapter 117,
"Homosexual Objectives."

This document includes the demands listed below. Editorial comments
are in brackets.

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ

EXCERPTS FROM THE NEW YORK STATE

GAY AND LESBIAN YOUTH CAUCUS DECLARATION OF RESOLUTIONS

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

"RESOLVED, that all federal, state, and local funding for public and
private schools and universities be cut off until all discrimination on the
basis of sexual orientation be eradicated" [note the sodomite's willingness
to force their beliefs down everyone else's throats].

"RESOLVED, that all schools and universities, public and private,
cover all sexualities in the curricula" [this is 'Newspeak' for enforced
and mandatory "sensitivity training," whose purpose is to propagandize and
force students into accepting that sodomy is 'just another lifestyle].

"RESOLVED, that all schools and universities, public and private,
mandate sensitization workshops on gay and lesbian issues, beginning at the
elementary level" [Note that this objective has already largely been met in
our public school system].

ÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍÍ

Example Homosexual Propaganda. The AIDS outbreak was a Godsend in one
way for the homosexuals. Normal people who were at first perplexed by the
slogan "AIDS IS OUR STRENGTH!" now understand that the disease greatly
enhanced the homosexual's treasured status as a privileged "victim class"
worthy of public sympathy and general support.

This victim status allows the homosexuals to transgress all normal
tactical bounds, and gives them the ability to foist off the most useless
and outrageously propagandistic disinformation on our children in the name
of "AIDS Education."

For example, a $161,000 Title 10-funded program entitled "Mutual
Caring/Mutual Sharing" was prepared by sodomite activist Cooper Thompson, a
key figure of the "Homophobia Task Force."

Recognizing that parents must be kept entirely ignorant of the type of
blatant propaganda that their children are being fed, the instructions
included with the program state that "it is unrealistic and even
undesirable to include parents in this program."[29]

The primary objective of the program is, according to the literature,
"to foster an acceptance of the various sexual preferences and orientations
of their peers, and an acceptance of their own preference or
orientation."[29]

Another sodomite propaganda program begins with instructions to the
students to make certain that their parents do not know what they are being
told in class; "Caution: Participants should not be given extra copies of
the form to show to their parents or friends. Many of the materials of
this program shown to people outside the context of the program itself, can
evoke misunderstanding and difficulties."[30]

This program, currently used by more than one thousand public high
schools, features color slides of homosexual intercourse and hard-core
pornographic audio tapes of sexual perverts talking about the many rewards
of their strange "orientation."

The purpose of this program is stated in the literature: "To make
clear that sexual relationships with the same sex during youth are
normal."[30]

One of the several textbooks used to push the homosexual agenda under
the guise of "AIDS education" is entitled -One Teenager in Ten-, which is
designed to give the now-discredited impression that ten percent of all
individuals are prone to sodomy.

-One Teenager in Ten- is filled with fabricated "case histories" that
are nothing more than a pornographic come-on to the homosexual deathstyle.
Its purpose is to ensure that any child who has the slightest inclination
or curiosity towards perversion (and even many who don't) will be
influenced towards participating in homosexual activity.[18]

One of the many "case studies" involves a 13-year old girl, "Amy," who
describes various perversions inflicted upon her after she was seduced by a
23-year old lesbian. She gushes that "I became a lesbian and a woman that
weekend!"

Another phony "case study" centers on "Rick," who, at the age of 15,
was sodomized by a drifter: "He came back with a tube of KY [lubricant]
stuck in his towel ... I felt like a bride on her honeymoon ... I was in
love."

There is no mention of the depression or the loneliness, not a word
about the dozens of diseases that infect sodomites, nothing at all about
the overtly exploitative nature of homosexual "love."

In this book, everything is sweetness, light, flowers, and KY
lubricant.

This is the type of homosexual propaganda that our children are being
regularly exposed to in high school. Why do they need it? What purpose
can it possibly serve? Has anyone asked these questions?

Conclusion. The above examples are typical of homosexual propaganda
that is being forced onto millions of children every year with the full and
hearty complicity and approval of the public school system, the National
Education Association, the PTA, and all of the other Neoliberal quasi-
intellectuals.

Even the school textbook publishers have abandoned all pretense of
selectivity and enthusiastically endorse everything that is "politically
correct" (P.C.), regardless of its moral content or potential damage to
individuals and society in general.

All that matters now is the ideology. In the foreword to -One
Teenager in Ten, Publisher's Weekly- describes the contents: "Heard here
are the courageous voices, voices of young people wise beyond their years."

Wise? What kind of wisdom could they possibly be referring to?
Haven't any of these people heard of growing up too fast?

The World's Foremost Sex Researcher.

Introduction. It is instructive indeed to examine the life and
methods of the world's foremost sex researcher, Alfred Kinsey, and the
research organization he founded, the "Kinsey Institute for Research on
Sex, Gender, and Reproduction." The methods used by this man and his
organization reveal much about how the sex researchers and sex educators
operate.

His Methods. Kinsey's Institute swallows millions of tax dollars and
produces volumes of information every year that form the basis for much of
our country's sex education 'industry.' However, the information and
'research' generated by Kinsey's institute is dubious at best, because the
Institute steadfastly refuses to reveal its sources and study methods.
This, in and of itself, is enough to render its research utterly
meaningless, because it cannot be checked by replication.

The prime directive of scientific research is that it is useless
without verification or replicability.

Kinsey was so fanatical about secrecy that he told his staff
photographer William Dellenback that he would destroy all his files and
risk imprisonment rather than let authorities see his files.[31]

Kinsey's unbendable rules included having no journalists present when
he talked, and demanding journalists submit any articles mentioning him or
his institute to him for approval before publication, in order to screen
them for unfavorable remarks or implications.

All of this renders meaningless the Kinsey Institute slogan; "All
Kinsey Institute activities derive from the belief that social policy and
personal decisions about sex, gender, and reproduction should be made on
the basis of factual information rather than on ignorance. The Kinsey
Institute continues its commitment to providing such information."[31]

In summary, the Kinsey Institute has received tens of millions of
dollars in tax money but allows no inquiries whatever into its research
methods. It is supposedly a library of information on sex, but it allows
nobody to peek into its files, not even for the purpose of scientific
verification.

Typical Kinsey 'Research.' Some of Kinsey's 'research' was both
pornographic and abusive of young children.

For example, Kinsey's book -Sexual Behavior in the Human Male-
describes mechanically-induced orgasm in young children. Kinsey's staffers
manipulated a -four-year old boy's- genitals for 24 consecutive hours,
during which time he attained 'orgasm' 26 times.

Many other incidents described in the book appear to be physically
impossible.

According to Kinsey's book, an 11-month old infant had 14 'orgasms' in
a period of 38 minutes. One 13-year old had three orgasms in one minute.
Such intense physical stimulation appeared to be agonizing to the youngest
children, as evidenced by the description of their reaction when being
"manipulated;" "Extreme tension with violent convulsion, often involving
the sudden heaving and jerking of the whole body ... gasping, eyes staring
or tightly closed, hands grasping, mouth distorted, sometimes with tongue
protruding; whole body or parts of it spasmodically twitching ... violent
jerking of the penis ... groaning, sobbing, or more violent cries,
sometimes with an abundance of tears (especially among younger
children)."[31]

When syndicated columnist Patrick Buchanan read this material and
dared to publish charges against Kinsey, Harriet Pilpel of the American
Civil Liberties Union threatened him with legal action.

The 'Right to Privacy' In the Schools. Kinsey's preoccupation with
privacy could only have one purpose: self-protection. This obsession with
concealment naturally spills over into the public school system.

Homosexuality is -uniformly- presented as a higher good in secular sex
education programs. This is perhaps the primary reason the school sex
education experts will do anything to prevent parents from seeing the
materials that their children are exposed to.

For example, the paganistic Unitarian Universalist Association's sex
education program entitled -About Your Sexuality- depicts, among other
things, explicit scenes of anal intercourse ÄÄ which it labels "harmless,"
and "only one possible variation of sexuality," equal to all the others.
There have been many instances of parents being banned from even previewing
these and like materials because of a lack of "open-mindedness," "good
faith," or some other indefinable fault.

In summary, parental involvement in secular sex education programs is
encouraged -only- when the parents are deemed to be "enlightened." This
terms applies -only- to those parents who exactly share the views of the
sex educators and school-based clinic pushers.

In their lofty opinion, of course, the vast majority of parents are by
no means "enlightened."

Finally, the Truth. Dr. Judith Reisman and Edward W. Eichel co-
authored a book on Kinsey and the sex educators entitled -Kinsey, Sex, and
Fraud-. In this work, they refer to Kinsey's most famous works, -Sexual
Behavior in the Human Male- and -Sexual Behavior in the Human Female- as
the "... most egregious example of scientific deception in this
century."[31]

Despite the shoddiness of the research that backed up these "studies,"
they have had a profound impact upon our society, because the sex educators
seized upon Kinsey's tattered results much as the population controllers
seized upon Paul Ehrlich's ridiculous book -The Population Bomb-.

A 'Star' is Born. Through the sheer force of publicity and compelled
uniformity, the sex educators declared Kinsey to be the equivalent of
Newton, Galileo, or Einstein. They had to make such comparisons because
they knew full well that no proper research would support their views.
Therefore, they had to make a "star:" Alfred Kinsey.

Kinsey's most famous statistic held that ten percent of the male
population is "more or less exclusively homosexual for at least three years
between the ages of 16 and 55." Kinsey also claimed that four percent of
all males are exclusively homosexual throughout their entire lives.

This is the source of the sodomite claim that ten percent of all
people are homosexual.

How did he achieve this result? First, by hiring biased researchers
(several applicants who believed that homosexuality was wrong were not
hired).

Then, he deliberately biased the result of the study by including, in
his sample, at least 25 percent of prison inmates and convicted sex
offenders (the actual percentage of the population that meets this
description is less than one percent).

Reisman and Eichel have concluded that the actual percentage of male
homosexuals in the United States is at most one to two percent.

What Can You Do?

"How Could this Happen?" The vast majority of American parents do not
even know whether or not their children are receiving sex education in
their school. Those who -do- know are usually entirely ignorant of the
contents of the program, if such is being taught. And most of those who
know the contents of the program couldn't care less what effect the course
of instruction has on their children. They mindlessly and unquestioningly
trust the "sexperts."

This haze of indifference lasts only until their daughter turns up
pregnant. Or damaged by a "safe and legal" abortion. Or when their son
contracts a sexually-transmitted disease that threatens his health.

Or when their child contracts AIDS.

Then they begin to care very much.

And then they ask "How could this -happen?-"

The Brutal Truth. The brutal truth of the matter is this: Parents
who do not very carefully inform themselves about the sex education that
their children are receiving are, by default, allowing their children
assume the values of others. They are allowing their children to venture
into a sexual minefield without the necessary armor of moral standards.
These parents simply do not care about their children as much as they say
they do.

They are abandoning their children to a system that they simply are
not equipped to cope with.

The Results of Promiscuity. The way we conduct ourselves sexually is
an indication of how we live the rest of our lives. This is particularly
true of teenagers, who are in the process of constructing the moral
framework that they will use to guide the way they think and act.

Drs. Donald Orr and Gary Ingersoll of Indiana University Medical
School studied thousands of unmarried teenaged girls who fornicated and
thousands who did not. They found that teenaged girls who fornicate are
five times as likely to be suspended from school for a serious offense, ten
times more likely to have used illegal drugs, and six times as likely to
have attempted suicide. -Boys- who fornicate are six times as likely to
abuse alcohol and five times as likely to use marijuana.[32]

Significantly, girls who fornicate experience severely diminished
self-esteem, while boys who fornicate actually experience an -increase- in
self-esteem. The implications of this comparison are obvious. Dr.
Ingersoll states that "Girls with low self-esteem may be using sex as a way
to build esteem, but then it only makes them feel worse about themselves.
Early experience is still regarded as more deviant for girls."[32]

Those people who fornicate, use illegal drugs, and commit other
illegal and/or immoral acts are tortured by their guilt, which builds until
it is unbearable. There are only two ways out of this agonizing situation:
Repentance or rationalization, as explained in Chapter 2 of Volume I, "The
Anti-Life Mentality."

Take Action! The New Liberals ("Neoliberals") tend to chuckle
condescendingly at conservatives who worry about their kids. Neoliberals
like to think of concerned parents as control-oriented, paranoid religious
fanatics who see a conspiracy around every corner.

Although the "sexperts" do not themselves operate in a conspiracy -per
se-, they think in a similar manner and utilize similar tactics when
attempting to achieve their goals.

The only defense against the well-organized sex educators and
reformers is to maintain positive and constant contact with your children.
It is also essential to know what they are being taught in school.

If the gaining of this knowledge requires parents to conduct a little
overt surveillance in class or to make themselves a royal pain in the neck
to the local "sexperts," then so be it. We should not be apologetic about
monitoring our children and guiding their development. Despite what the
Humanist experts say, the upbringing of our children is our God-given duty
ÄÄ -not theirs!-

Parents should band together to accomplish their objectives. They
should demand to know the details of sex education curricula, and they
should study these materials diligently. If the materials are offensive,
or if they are stonewalled by the bureaucracy, parents should pull their
kids out of the class with no apologies!

If the situation is -really- bad, parents might make the ultimate
statement of disgust with the school system by pulling their children out
of school completely and educating them at home.

Pro-Chastity Organizations. It is not enough to be against secular
sex education programs; parents must be armed with facts and with the most
up-to-date materials.

The organizations listed below can provide information, guidance, and
materials that are useful in educating other parents and children on
chastity and Christian sex education.

Alliance for Chastity Education (ACE)

Post Office Box 11297

Cincinnati, Ohio 45211-0297

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

American Life League (ALL)

Post Office Box 1350

Stafford, Virginia 22554

Telephone: (703) 659-4171

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

Americans Against Abortion (AAA)

Post Office Box 70

Lindale, Texas, 75771-0070

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

Birthright

686 North Broad Street

Woodbury, New Jersey 08096

Telephone: (609) 848-1819

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

Catholic Bishop's Committee

For Pro-Life Activities

1312 Massachusetts Avenue NW

Washington, DC 20005

Telephone: (202) 659-6673

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

Catholics United for Life (CUL)

New Hope, Kentucky, 40052

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

Family of the Americas Foundation

Post Office Box 1170

Dunkirk, Maryland 20754

Telephone: (301) 627-3346

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

Focus on the Family

Post Office Box 35500

Colorado Springs, Colorado 80935

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

Human Life International (HLI)

7845-E Airpark Road

Gaithersburg, Maryland 20879

Telephone: (301) 670-7884

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

Last Days Ministries

Post Office Box 40

Lindale, Texas 75771

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

National Chastity Association

Post Office Box 402

Oak Forest, Illinois 60452

Telephone: (708) 687-1767

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

National Right to Life Committee (NRLC)

419 7th Street NW

Washington, DC 20004

Telephone: (202) 626-8800

FAX: (202) 737-9189

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

National Teens For Life

419 7th Street NW, Suite 402

Washington, DC 20004

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

National Youth Pro-Life Coalition

99 Jackson Avenue

Hastings-on-Hudson, New York 10706

Telephone: (914) 478-0103

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

Teen Aid

West 22 Mission

Spokane, Washington 99201

Telephone: (509) 466-8679

ÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄÄ

References: Sex Education.

[1] Mahatma Gandhi, quoted in Father A.S. Antonisamy. -Wisdom for All
Times: Mahatma Gandhi and Pope Paul VI on Birth Regulation-. Family Life
Service Centre, Archbishop's House, Pondicherry 605001 India. June 1978.
Quotes are taken from D.G. Tendulkar (Editor). -The Collected Works of
Mahatma Gandhi-, Volumes 2 and 4. Published by the Ministry of Information
and Broadcasting, Government of India.

[2] Irving R. Dickman. -Winning the Battle for Sex Education-. The Sex
Information and Education Council of the United States (SIECUS), 80 Fifth
Avenue, Suite 801, New York, New York 10011. 1982, 60 pages, $6.00.

[3] Faye Wattleton, former president of Planned Parenthood Federation of
America (PPFA). -How to Talk with Your Child About Sexuality-. Garden
City, New York: Doubleday & Company, Inc., 1986, 150 pages. A detailed
review of this book may be obtained from Jim Sedlak, Director, Stop Planned
Parenthood (STOPP), Post Office Box 8, LaGrangeville, New York 12540.

[4] "Brooke Shields on Virginity's Virtues." -USA Today-, July 21, 1991,
page 2D.

[5] Concerned Women for America Newsletter, March 1989, page 3.

[6] Liberal columnist Carl Rowan, News America Syndicate, -Washington
Post-, May 28, 1985.

[7] David Perkins, quoted in -Fidelity- Magazine, October 1987, page 16.

[8] Faye Wattleton, former president of Planned Parenthood Federation of
America (PPFA). -The Humanist-, July/August 1986 page 7.

[9] Edouard Cardinal Gagnon, President of the Pontifical Council for the
Family, in his address to the Bishops of the United States on March 10,
1989.

[10] -Washington Post- syndicated columnist William Raspberry, quoted in
Barrett Mosacker. "Teen Pregnancy and School-Based Health Clinics."
National Federation for Decency -Journal-, November/December 1986, page 5.

[11] Alexander Cockburn, quoted in Joseph Sobran. "The Abortion Culture."
-Human Life Review-, Spring 1981, pages 7 to 19.

[12] Alan Guttmacher, May 3, 1973, quoted in -Humanity- Magazine,
August/September 1979, page 11.

[13] Dr. Robert Kirstner, Harvard Medical School, one of the original
developers of the birth control pill. Quoted in -ALL About Issues-, June
1981, page 5.

[14] Gary F. Kelly. -Learning About Sex: The Contemporary Guide for
Young Adults-. New York: Barron's, 1968. Pages 61 and 136. Quoted in
Gene Antonio. "America's XXX-Rated Sex Education Curricula." -New
Dimensions- Magazine, September 1990, pages 72 to 77.

[15] -Changing Bodies, Changing Lives: A Book for Teens on Sex and
Relationships-. Random House: New York, 1980. Pages 117 and 122.

[16] Wardell Pomeroy, Ph.D. -Boys and Sex-. Delacorte Press, New York,
1981. Pages 117, 171, and 172.

[17] R.P. Barth. -Enhancing Skills to Prevent Pregnancy-. School of
Social Welfare, University of California, Berkeley, Network Publications.
Page 95.

[18] Gene Antonio. "America's XXX-Rated Sex Education Curricula." -New
Dimensions- Magazine, September 1990.

[19] Sol Gordon addressing the October 1988 meeting of the National
Organization of Adolescent Pregnancy and Parenting (NOAPP), in Milwaukee,
Wisconsin. Quoted in Margo Szews. "The Pied Piper of Sex and Sleaze: Dr.
Sol Gordon and Friends Tell Kids to "Just Say -Yes!-"" -ALL About Issues-,
June-July 1989, pages 40 to 42.

[20] Eleanor S. Morrison and Miln Underhill Price. -Values in Sexuality-.
New York: Hart Publishing Company and A&W Publishers. 1974, page 100.

[21] "What is Sexual Fantasy?" -What's Happening?- Atlanta: Emory
University, Grady Memorial Family Planning Program. 1976, page 4.

[22] Dr. Donald McDonald, former Administrator of the Alcohol, Drug Abuse,
and Mental Health Administration, quoted "Censorship is in the Eye of the
Beholder." -New Dimensions- Magazine, December 1990, page 15.

[23] "The US Family Staggers Into the Sexy Secular Future." Family
Research Newsletter, January-March 1991, page 1, Table 1 entitled
"Percentage of Women Aged 15-19 Who Reported Having Had Premarital Sexual
Intercourse, By Race and Age ÄÄ United States, 1970-1988." Numbers from
1988 to 1992 linearly extrapolated using 1985-1988 rates.

[24] For an excellent overview of how to find out what is going on in your
school's sex education program, and how to respond to it, read Chapter Six
of the Public School Sex Education Report in the October 1990 issue of the
American Family Association (AFA) -Journal-. This completely documented,
23-page summary is available for $2.00 from the AFA, Post Office Drawer
2440, Tupelo, Mississippi 38803.

[25] James Ford, M.D., and Michael Schwartz. "Birth Control for
Teenagers: Diagram for Disaster." -Linacre Quarterly-, February 1979.

[26] United States Department of Commerce, Bureau of the Census.
Reference Data Book and Guide to Sources, -Statistical Abstract of the
United States-. 1990 (110th Edition).

[27] Psychiatrist Melvin Anchell, M.D. -Sex and Insanity-. Portland,
Oregon: Halcyon House Publishers, 1983.

[28] Simon and Sidney, -et.al. Values Clarification: A Handbook of
Practical Strategies for Teachers and Students-. New York: Hart
Publishing Company. 1978, pages 18 to 20.

[29] S.G. Philliber and M.L. Tatum. "The Impact of Sex Education on
Students, Parents, and Faculty: A Report from Falls Church." November
1979, page 11.

[30] "Public School Sex Education: A Report." Published in the October
1990 issue of the AFA -Journal-. Also available for $2.00 from the
American Family Association, Post Office Drawer 2440, Tupelo, Mississippi
38803. This is an excellent encapsulation of the incredible nonsense being
drilled into our children by sex educators posing as teachers. If this is
not a powerful incentive to home school, nothing else will be.

[31] E. Michael Jones. "The Case Against Kinsey." -Fidelity- Magazine,
April 1989, pages 22 to 35.

[32] Marilyn Elias. "Early Teen Sex May Indicate Drugs, Drinking." -USA
Today-, February 6, 1991, page D1.

Further Reading:

The Threat Posed By Secular Sex Education.

American Family Association. "Public School Sex Education: A Report."
Published in the October 1990 issue of the AFA -Journal-. Also available
for $2.00 from the American Family Association, Post Office Drawer 2440,
Tupelo, Mississippi 38803. This is an excellent encapsulation of the
incredible nonsense being drilled into our children by sex educators posing
as teachers. If this is not a powerful incentive to home school, nothing
else will be.

Melvin Anchell, M.D. -Sex and Insanity-. Halcyon House, Portland, Oregon,
1983. Order for $9.00 from Christian Family Renewal, Box 73, Clovis,
California 93613. Reviewed by Murray Norris, Ph.D., J.D., on page 27 of
the November 1983 issue of -ALL About Issues-. A Freudian psychiatrist
presents logical arguments against pornography, comprehensive sex
education, moral relativism, and other peculiarities of our sex-crazed
society.

Claire Chambers. -The SIECUS Circle: A Humanist Revolution-. Belmont,
Massachusetts: Western Islands Press. 1977, 506 pages. The philosophy
and comprehensive goals of the Humanist revolution. Includes detailed
information on 35 Humanist organizations.

Irving R. Dickman. -Winning the Battle for Sex Education-. The Sex
Information and Education Council of the United States (SIECUS), 80 Fifth
Avenue, Suite 801, New York, New York 10011. 1982, 60 pages, $6.00. This
short "how-to" book, written by one of the shills for the pro-abortion,
pro-SBC, pro-sodomite, and pro-anything that trashes the family SIECUS,
shows school boards and operatives how to blunt, ignore, or confuse
parental opposition to permissive sex education programs. This book would
be extremely valuable to those parents who want to effectively work against
permissive sex education programs in the schools, because it gives them an
idea of how the school sex-ed pushers will react. Includes a lengthy
section entitled "20 Questions Parents Ask About Sex Education."

Thomas E. Elkins, M.D. "On the Need for More Careful Consideration by
Gynecologists of Sex Education Programs in Public Schools." 1989: 22 page
booklet available for $2 from American Life League, Post Office Box 1350,
Stafford, Virginia 22554, telephone: (703) 659-4171.

-Family Foundations-. This bimonthly newsletter is published by the Couple
to Couple League (CCL). Main topics are the technical and 'how-to' aspects
of natural family planning (NFP) and information on teen sex clinics,
chastity, and Planned Barrenhood. Subscriptions are available for a $15
donation. Write to Couple to Couple League, PO Box 111184, Cincinnati,
Ohio, 45211.

P.H. Gebhard and A.B. Johnson. -The Kinsey Data: Marginal Tabulation of
the 1938-1963 Interviews Conducted By the Institute for Sex Research-. New
York: Saunders Publishing, 1979.

Sol Gordon. -Raising a Child Conservatively in a Sexually Permissive
World-. Read this subtle book (with the misleading title) by Planned
Parenthood's "masturbation guru" for insight as to how sly the sex pushers
can really be. This is what your children are being exposed to in their
schools right now.

Stephen M. Krason and Robert J. D'Agostino. -Parental Rights: The
Contemporary Assault on Traditional Liberties-. Christendom College Press,
Front Royal, Virginia 22630. 1988: 208 pages, $9.95. This book covers
the legal and moral dimensions of parental rights from the philosophical,
legal, and psychological points of view. Subjects covered in this
collection of focused articles include parental rights in all aspects of
public and home schooling, including sex education and the life issues.
Noted authors include Kenneth Whitehead, James Likoudis, Charles E. Rice,
and Thomas J. Marzen.

Katherine B. Oettinger. -Not My Daughter!: Facing Up to Adolescent
Pregnancy-. Prentice-Hall, Englewood Cliffs, New Jersey. 1979, 185 pages.
Much useful and interesting information can be extracted from this book on
the troubles and options a pregnant teen faces. The author presents
abortion as just another option, however, and the fact that the book is
recommended by Planned Parenthood and other population-control groups
should tell the pro-life reader what perspective to take when reading this
book.

Judith A. Reisman and Edward W. Eichel. -Kinsey, Sex and Fraud: The
Indoctrination of a People-. Lafayette, Louisiana: Huntington House
Publishers, 1990. 237 pages. An excellent and detailed examination of
the background of the Alfred Kinsey sexual studies that "showed" that
children are sexual from birth and that ten percent of the population is
exclusively homosexual. This book examines in detail the flaws in Kinsey's
studies, and looks at the machinations of modern-day 'sexologists' who
build their work on his studies. Reisman also details the impacts that
Kinsey-style sex education has had on our country.

Linda Roggow and Carolyn Owens. -Handbook for Pregnant Teenagers-.
Zonder-Van Press, 1984. 142 pages, $5.95. Reviewed by Debra Braun in the
October 24, 1985 -ALL News-. Finally, a pro-life book for pregnant teenage
girls! This book should be in every CPC and every library. It explains
the three -real- options in such a case ÄÄ adoption, marriage, and single
parenthood. It goes into some detail on how to approach family members and
how to deal with and analyze their reactions. The last chapter encourages
the pregnant girl to trust in God and have courage. The book also includes
a resource list and guide to national crisis pregnancy centers. Good for
calming down teens and parents and guiding them in thinking about their
situation in a rational manner.

Robert H. Ruff. -Aborting Planned Parenthood-. New Vision Press, 710 West
32nd Street, Houston, Texas 77018. $7.95, 189 pages. Order from Human
Life International, 7845-E Airpark Road, Gaithersburg, Maryland 20879,
telephone: (301) 670-7884. Reviewed by Judie Brown on page 53 of the
November-December 1988 issue of -ALL About Issues-. This book is a summary
of more than 50,000 medical and other records salvaged from a dumpster
behind a Planned Parenthood clinic in Texas. The author covers, by the
numbers, the numerous sex education myths that Planned Parenthood foists
off on teenagers, and documents why they are false.

Father H. Vernon Sattler. -Sex Education in the Catholic Family-.
Paperback, $1.25. Order from: Life Issues Bookshelf, Sun Life, Thaxton,
Virginia 24174, telephone: (703) 586-4898. This short book shows that it
is impossible to teach about sexuality unless we first properly define it.
It is not exclusively recreation, procreation, or romance. Helps define
"love" and introduces parents to the basic principles of Catholic sex
education.

Books for Christian Sex Educators.

There is a vast body of Christian literature dealing with sex
education from a Godly standpoint. With all of this excellent material
available, there is really no excuse for allowing the secular sex educators
to destroy your child's values.

Just a few of the better-known books on Christian sexuality are listed
below.

Larry Christenson. -The Wonderful Way That Babies Are Made-. Hardback,
$8.95. Order from: Life Issues Bookshelf, Sun Life, Thaxton, Virginia
24174. Telephone: (703) 586-4898. A good book for parent-guided sex
education that treats the subject in the context of God's plan for us. The
book includes beautiful illustrations and a short section on adoption.
There are varying sizes of print and simplicity of language, so that small
children and older ones may be taught out of the same book.

Raymond Dennehy (editor). -Christian Married Love-. Five excellent and
incisive essays on the meaning of -Humanae Vitae- for Christian families,
by Malcolm Muggeridge, Cardinal Hans Urs von Balthasar, Louis Bouyer, Jean
Guitton, and Father Joseph Lestapis.

Father Robert J. Fox. -Charity, Morality, Sex and Young People-. Our
Sunday Visitor, Inc., Huntington, Indiana 46750. 1975, $2.95. A textbook
on the religious aspects of teen life with questions and answers at the end
of each chapter. This book would be excellent for teens and parents to
work on as a project together for the purpose of mutual understanding.

Father Robert J. Fox. -Teenagers and Purity; Teenagers and Going Steady;
Teenagers Looking Toward Marriage-. St. Paul Editions, 64 pages. The
author shows how parents can work with their teenagers to foster respect
for the opposite gender, how to develop a feeling of value towards
chastity, and how to prepare for a marriage that will stand the test of
time.

George A. Kelly (editor). -Human Sexuality in Our Time: What the Church
Teaches-. 1978: Paperback, $4.95. Order from: Life Issues Bookshelf,
Sun Life, Thaxton, Virginia 24174, telephone: (703) 586-4898. Proceedings
of the Spring 1978 conference by St. John's University's Institute for
Advanced Studies in Catholic Doctrine. Topics include Catholics and the
Pill; the Bible and human sexuality; the morality and sanctity of sex; and
what the Church teaches on sex.

Susan Schaeffer Macauley. -Something Beautiful from God-. Paperback,
$7.95. Order from: Life Issues Bookshelf, Sun Life, Thaxton, Virginia
24174, telephone: (703) 586-4898. A parent's read-aloud book that
explains the miracle of life before birth. Includes beautiful photographs
of babies in the womb, and treats the subjects of sex and babies in a
reverent manner.

Connie Marshner. -Decent Exposure-. 225 pages, hardcover, $14.95. Order
from Ignatius Press, 15 Oakland Avenue, Harrison, New York 10528. This
book emphasizes chastity, self-esteem and family values in an examination
of how parents and teenagers can safely guide themselves through the
difficult period of adolescence.

Coleen Kelly Mast. -Love and Life: A Christian Sexual Morality Guide for
Teens-. Student text and workbook, $8.95; parent's guide, $6.95; teacher's
guide, $11.95; four pro-chastity posters, $8.00; and Love and Life video,
$49.95. May be ordered separately from Ignatius Press, 15 Oakland Avenue,
Harrison, New York 10528. A proven and practical sex-education program for
teenagers, based upon the Bible, Vatican II, the writings and lives of the
Saints and contemporary Christians, and creative commentary, drawings, and
illustrations. Works on a step-by-step progression that involves all
participants equally.

Sean O'Reilly, M.D. -In the Image of God: A Guide to Sex Education for
Parents-. Hardback, $2.95. Order from: Life Issues Bookshelf, Sun Life,
Thaxton, Virginia 24174, telephone: (703) 586-4898. A Catholic sex-
education program for parents who want to teach their children about the
human physical, psychological, and intellectual development. The material
is presented in a series of nine lectures or seminars, with three lessons
each on the pre-latency, latency, and post-latency periods. For individual
use or for parent's use.

Stephen Parker. -Life Before Birth: The Story of the First Nine Months-.
Cambridge University Press, 1979; 48 pages, $4.95. Order from: Life
Issues Bookshelf, Sun Life, Thaxton, Virginia 24174, telephone: (703) 586-
4898. Reviewed by John Hamlon on pages 170 and 171 of the Summer 1979
issue of the -International Review of Natural Family Planning-. Displays
from the British Museum of Natural History are drawn to illustrate life
before birth and prove beyond doubt that life begins at fertilization.
This is an excellent book for parent-guided sex education, in that it
includes line drawings of the human reproductive systems. An effective
tool for educating people as to the humanity and beauty of the preborn.
Children especially will love this book.

Pope John Paul II. A series of four books designed to explain the total
Catholic Church position towards the sanctity of sex, marriage, and
procreation. Order from Keep the Faith, 810 Belmont Avenue, Post Office
Box 8261, North Haledon, New Jersey 07508, telephone: (201) 423-5395.

(a) -Original Unity of Man and Woman-. A catechesis on the Book of
Genesis. The foundations of the indissolubility of marriage. Paperback,
$4.00.

(b) -Blessed Are the Pure of Heart-. A catechesis on the Sermon on the
Mount and the Writings of St. Paul. A discussion on the sins relating to
adultery. Paperback, $6.00.

(c) -The Theology of Marriage & Celibacy-. A catechesis on marriage and
celibacy in light of the resurrection of the body. Based on Matthew 22:24-
33, which describes the 'renunciation' of marriage in favor of the Kingdom
of Heaven. paperback, $9.00.

(d) -Reflections on Humanae Vitae-. The basis of the encyclical in light
of the redemption of the body and the sacredness of marriage in the
Catholic tradition. Paperback, $3.75.

Roman Catholic Church, Bishops of Ireland. -Love is for Life-. 122 pages,
sewn softcover, $3.95. Order from Ignatius Press, 15 Oakland Avenue,
Harrison, New York 10528. A very readable and interesting summary of the
Church's teachings on love and sexuality. Very useful as a reference work
or backup for Catholic sex education programs.

Father Paul M. Quay. -The Christian Meaning of Human Sexuality-. 122
pages, $7.95. Order from: Ignatius Press, 15 Oakland Avenue, Harrison,
New York 10528, telephone: 1-800-528-0559. This book shows us how divine
revelation has given us guidance in human sexuality. It is for Christian
adults who would like to know what kinds of sexual behavior are right and
wrong and for those who seek to follow God's word.

Father H. Vernon Sattler. -Sex Education in the Catholic Family-.
Paperback, $1.25. Order from: Life Issues Bookshelf, Sun Life, Thaxton,
Virginia 24174, telephone: (703) 586-4898. This short book shows that it
is impossible to teach about sexuality unless we first properly define it.
It is not exclusively recreation, procreation, or romance. Helps define
"love" and introduces parents to the basic principles of Catholic sex
education.

Margaret Sheffield. -Where Do Babies Come From?- and -Before You Were
Born-. Alfred A. Knopf, 1982 and 1984. Each book is 32 pages and $10.95.
Two more very good books for children as young as six years old.

Sex Education: Anthologies.

Greenhaven Press. -Sexual Values: Opposing Viewpoints-. Greenhaven Press
Opposing Viewpoints Series, Post Office Box 289009, San Diego, California
92128-9009. 1983, 155 pages. Each section includes several essays by
leading authorities on both sides of each issue. The questions asked are:
"Is Nonmarital Sex Acceptable?;" "Does Sex Education Belong in Schools?;"
"Is Homosexuality Acceptable?;" "Is Pornography Harmful?;" and "Should
Prostitution Be a Crime?" Authors include Jeremiah A. Denton, Jr., Susan
Brownmiller, Gail Sheehy, and Phyllis Schlafly. A catalog is available
from the above address and can be obtained by calling 1-(800) 231-5163.

Greenhaven Press. -Teenage Sexuality: Opposing Viewpoints-. Greenhaven
Press Opposing Viewpoints Series, Post Office Box 289009, San Diego,
California 92128-9009. 1988, 215 pages. Each section includes several
essays by leading authorities on both sides of each issue. The questions
asked are: "What Affects Teenagers' Attitudes Towards Sex?;" "What Kind of
Sex Education Is Appropriate for Teenagers?;" "Are School-Based Health
Clinics Beneficial?;" "How Can the Teenage Pregnancy Problem Be Solved?;"
and "Should Teenagers Make Their Own Sexual Decisions?" Authors include
Charles Krauthammer, Allan C. Carlson, and Sol Gordon. A catalog is
available from the above address and can be obtained by calling 1-(800)
231-5163.


==================================================================

(c) American Life League BBS - 1-703-659-7111

Provided courtesy of AMERICAN LIFE LEAGUE, hosts of the
Pro-Life Forum on the Catholic Resource Network.


The Catholic Resource Network is a Catholic online information and
service system. To browse CRNET or join, set your modem to 8 data
bits, 1 stop bit and no parity, and call 1-703-791-4336.
-------------------------------------------------------------------