Public schools teaching occult religion? Lawsuit challenges tax funding of New Age curriculum -------------------------------------------------------------------------------- By Stephan Archer © 1999 WorldNetDaily.com SACRAMENTO, Calif. -- The implementation of the Waldorf curriculum -- an educational philosophy related to the New Age religion "Anthroposophy" -- in some California public schools, has stirred up controversy as opponents say its use violates the U.S. Constitution. People for Legal and Nonsectarian Schools, an unlikely coalition of liberals and evangelical Christians, has filed suit against both the Sacramento City Unified School District and Twin Ridges Elementary School District for allowing public funds to be used to set up schools which teach the Waldorf curriculum. In the lawsuit, PLANS contends that public Waldorf schools are "intrinsically and inseparably" based upon Anthroposophy, a religion that PLANS further contends is occultic in nature. What is Anthroposophy? "The Waldorf Teacher's Survival Guide" is designated by the Sacramento City Unified School District as one of its resource materials for "training or instruction in Waldorf teaching methods or Waldorf curriculum." WorldNetDaily obtained a copy of the 67-page pamphlet, published in 1992 and written by Eugene Schwartz, head of the Waldorf teacher training program at Sunbridge College in Spring Valley, N.Y. The "Guide" says, on page 54: "Most of that which contributes to our work as teachers, preparation work, artistic work, even meditative work, is under the guardianship of Lucifer. We can become great teachers under his supervision, for he is responsible for much that has blossomed in the unfolding of civilization and culture in the past." Lucifer? In Anthroposophical doctrine, Lucifer is the god of light. His antagonist is Ahriman, the god of darkness. To balance these two opposing forces, Christ comes to earth as a sun god. Ilna Jue is principal of the John Morse Waldorf Methods Magnet School, one of the schools named in the suit. She defended her school, saying, "Our curriculum is the curriculum of the State of California. With that, we bring the methodologies of Waldorf education." Jue described Waldorf methodologies as including arts such as painting, drama and music. Illustrating the importance of color in the use of painting in Waldorf education, the book, "Sleep: An unobserved element in education," by Audrey E. McAllen, notes: "The colour sequence works as a cleansing re-orientation of soul, helping the individuality to accept the present incarnation in a physical body. This is clearly shown in the pictures which pupils make." Is the Waldorf curriculum intended to indoctrinate children in an occult religion? "I think that it's a curriculum that attempts to be palatable for public consumption," says Danny Aguirre, access line director at the Spiritual Counterfeits Project in Berkeley, Calif., "but there's a strategy to subtly influence the children toward Anthroposophy." The Spiritual Counterfeits Project is a Christian think tank that monitors current trends affecting society, particularly spiritual movements. Ironically, Debra Snell, who is now the president of PLANS, was once involved in Mariposa Waldorf School, a private school in Cedar Ridge just outside Grass Valley, Calif. When the school closed down, she and other Waldorf parents investigated the possibility of founding a charter school that would use Waldorf methods. In August, 1994, Twin Ridges Elementary School District agreed to sponsor the school. The Twin Ridges Alternative Charter School, which opened in September 1994, became the Yuba River Charter School. Snell told WorldNetDaily that when she first got involved in Waldorf schools and pushed for the Yuba River charter, she had no idea that Waldorf was connected to a religious philosophy. "I suppose that you can say that I feel a tremendous responsibility," Snell said. "I was one of the founders of the school. I was very naive. I believed it was nonsectarian. When I heard of Waldorf education, I had never even heard of Anthroposophy." Although Snell and other parents like her wanted the new charter school to utilize credentialed public school teachers who would loosely use the methodologies of the private Waldorf schools, Snell said Anthroposophical teachers quickly took over the school. Curious as to what Anthroposophy was, Snell obtained a copy of the course study book list from the Rudolf Steiner College, an institution in Fair Oaks, Calif., that trains Anthroposophical teachers. "When I read what the course study was for Waldorf teachers, I realized right away that it was a religious seminary. There's no core academic classes in the entire teacher training program," Snell said. "The required text for the first year includes occult science, and the spiritual hierarchies, spiritual guidance of man," added Snell. I mean, where's the phonics?" PLANS had also learned that public school teachers at the Waldorf methods schools were taught by the Anthroposophists at Rudolf Steiner College to categorize school children by their Zodiac signs. The children would be divided into one of "four temperaments." WorldNetDaily contacted Scott M. Kendall, the attorney for PLANS in the case and an affiliate attorney of the Pacific Justice Institute. "This case is about whether or not Waldorf Schools can be publicly funded," said Kendall, "because Waldorf schools historically have been private religious schools, and just recently, over the last ten years, they've been able to manage to get school boards to publicly fund them either as magnet schools or as charter schools." "What we're trying to prove is that the Sacramento City Unified School District (and Twin Ridges), by having a Waldorf-type school and identifying it as such, and by having the teacher training being provided by Anthroposophists, are endorsing the religion called Anthroposophy, which is a New Age occultic religion," Kendall further explained. Jue, trying to draw a contrast with the Waldorf curriculum in private schools, said that the Waldorf program at her school is not at all religious. "We have been most careful," Jue said. "Our training has been very secular, if you want to consider Anthroposophy as a religion. Our training has not even involved Anthroposophy at all." Jue added that all of her teachers are credentialed by the state of California, and that it was only after having received state credentials that they obtained further certification in Waldorf education at Rudolf Steiner College. "It made sense, since Rudolf Steiner College is in town, that the training be through them," said Jue. "But again, it was geared for the public school teacher. It was not geared for the private school teacher." Nevertheless, both Snell and Kendall believe the school districts' implementation of the Waldorf curriculum violates the First Amendment's Establishment Clause. According to the Supreme Court, "the Establishment Clause (has come) to mean that government may not promote or affiliate itself with any religious doctrine or organization, may not discriminate among persons on the basis of their religious beliefs and practices, may not delegate a governmental power to a religious institution, and may not involve itself too deeply in such an institution's affairs." "The basic premise of this case is if a Christian school or Catholic school tried to receive charter school status or get public funding, it would be crushed immediately. That would never happen," said Kendall. "So basically, the premise of the lawsuit is that New Age religion should be treated the same way." "PLANS does not believe that the school districts are intentionally promoting religion," Snell said of both the Sacramento City and Twin Ridges school districts. "What we believe is that unsuspecting board members have been fraudulently sold religious pedagogy by the Anthroposophical Rudolf Steiner College." Indeed, "The Waldorf Teacher's Survival Guide" suggests that Anthroposophists are trying to sell their religion through the Waldorf curriculum: "The time has come for us to stop pussyfooting around and fearing that we'll sound too strange if we tell the parents what we are really doing," the guide says. "Well, we are really doing many things, on many levels, and giving parents a clear picture of human development is by no means giving away the most esoteric of our work. Whatever may have been true in the past, the fact is that the parents who come to us are well aware of spiritual matters -- and I don't only mean the New Age parents. Many Americans today ascribe to reincarnation; most Waldorf families know that there are transcendent elements in the human being. ... If Waldorf education is truly going to be a 'movement for cultural renewal,' it is our responsibility to share with the parents those elements of Anthroposophy which will help them understand their children and fathom the mysterious ways in which we work." District Court Judge Frank C. Damrell, Jr., in reviewing the arguments of both the school districts and PLANS, has so far come to the conclusion there is substantial evidence that public funding of Waldorf schools may violate the Constitution. The trial date is currently set for Feb. 28 of next year. Pacific Justice Institute, the non-profit organization funding the case for Snell, is confident the judge will rule in favor of their client. Speaking for his organization, Brad Dacus said, "In general, the Court has concluded that this is not a bogus lawsuit, and it has merit. We're convinced that when the facts are fully addressed before the court, that we will prevail."
The Occult Influence in our Public Education System By Arthur Watson When Becky arrived home from her Kindergarten class, her mother could not have been more astonished. " We did the magic circle again," said the child to her curious mother. "I can go anyplace I want with Muffy." "Who's Muffy?" asked the bewildered parent. "Teacher says we can all have our own special guide who will teach us what we need to know. Muffy is mine." Becky's journey with her imaginary playmate is more than an innocent childhood fantasy. It is, in fact, a New Age exercise known as "The Magic Circle" in which grade school children are coached in how to make contact with spirit guides who help them to find answers and to cope with the pressures of growing up. "Imagine light coming into your body", says the teacher as the children enter into a trance- like state. " Picture yourself floating in the air or talking with an imaginary animal or person."1 The following excerpt is from the curriculum introduced to Becky's class called Spiritual Parenting in the New Age: Whenever you are about to go on a magical journey, or just when you need a feeling of safety and confidence, you can create a magical circle around yourself that will help protect you. To make a protective circle, imagine a glowing ring surrounding you, an energy field that can keep out any harmful energy other people might be directing at you…If you feel you need a companion on your magical journey, you can ask for a spirit guide to appear.2 Unfortunately, the aforementioned is not an isolated occurrence. Throughout our public schools, children are being indoctrinated with a myriad of New Age beliefs and practices, oftentimes without the knowledge or consent of their unsuspecting parents. A Connecticut teacher, for example, wrote an award-winning curriculum based on an Indian shaman's "Medicine Wheel Astrology." In this frightful practice, students are instructed in how to find their birth moons, animal keepers and spirit keepers all in ways which derive from the occult practices of Native Americans. Another example can be found in Oregon where youngsters celebrate the Winter Solstice as part of the school's "anti-bias alternative to Christmas." During the ceremony, children are seated in the order of their astrological signs. Then, in a jubilation of chants and drumbeats, the Sun goddess and the Moon goddess enter the auditorium and dance around the solstice tree. How sad it is that today's public school student is quarantined from God, prayer and the Bible while the demonic influences of pagan cultures go mostly unchallenged. At one time public education in this country was dedicated to promoting a biblical worldview. Over the past several decades, however, a paradigm shift has occurred. In an article entitled, "A Religion For a New Age," the revised agenda for the American classroom is clearly spelled out: I am convinced that the battle of the humankind's future must be waged and won in the public school classrooms by teachers who correctly perceive their role as the proselytizers of a new faith: a religion of humanity that recognizes and respects the spark of what theologians call divinity in every human being. These teachers must embody the same selfless dedication as the most rabid fundamentalist preachers. The classroom must and will become an arena of conflict between the old and the new, the rotting corpse of Christianity, together with all its adjacent evils and misery, and the new faith… resplendent in its promise.
C. F. Potter, a signer of the Humanist Manifesto (1933), self consciously saw public education as the means of educating Christian children into a new religion: Education is thus a most powerful ally of humanism and every American public school is a school of humanism. What can the theistic Sunday-schools, meeting for an hour once a week, and teaching only a fraction of the children, do to stem the tide of a five-day program of humanistic teaching? -Humanism, A New Religion (1930) John Dunphy writes in The Humanist (Jan/Feb 1983): I am convinced that the battle for humankind's future must be waged and won in the public school classroom by teachers who correctly perceive their roles as the proselytizers of a new faith: a religion of humanity that recognizes and respects the spark of what theologians call divinity in every human being. These teachers must embody the same selfless dedication as the most rabid fundamentalist preachers, for they will be ministers of another sort, utilizing a classroom instead of a pulpit to convey humanist values in whatever they teach, regardless of the educational level - preschool, day care, or large state university. The classroom must and will become an arena of conflict between the old and the new - the rotting corpse of Christianity, together with all its adjacent evils and misery, and the new faith of Humanism, resplendent in its promise of a world in which the never-realized Christian ideal of love thy neighbor will finally be achieved. Paul Blanchard notes what most Christians fail to see as one of the primary causes of adolescents turning away from the Christian faith in The Humanist (Mar/Apr 1976): I think the most important factor moving us toward a secular society has been the educational factor. Our schools may not teach Johnny to read properly, but the fact that Johnny is in school until he is 16 tends to lead toward the elimination of religious superstition. The average high school child acquires a high school education, and this militates against Adam and Eve and all other myths of alleged history. When I was one of the editors of The Nation in the twenties, I wrote an editorial explaining that golf and intelligence were the two primary reasons that men did not attend church. Perhaps today I would say golf and a high school diploma.
In October of 2001, Debra Loveless opted her daughter out of attending a school-sponsored assembly at Metro High School in St. Louis, Missouri. The assembly was put on by the Gay, Lesbian, Straight Education Network. The assembly was held to educate student in tolerance for the homosexual lifestyle. Loveless chose to attend the assembly herself, to see what sort of activity her tax dollars were supporting. She was met at the door by an armed security guard, and told that school officials did not want her to attend. Loveless has since filed a lawsuit against the school district… Christianity is shunned in public schools, while tolerance is advocated for other religions. A California middle school required students studying Islam to dress in Islamic garb, say Muslim prayers, and wage their own personal “Jihad”. In a New York school district, as holidays approached, the school district deemed that nativity scenes and crosses would not be allowed on school property. However, the Star of David, the menorah, the Star and Crescent and the Christmas tree would be allowed. The Christmas tree was allowed, as it was mostly a “secular symbol”. The school district did not say why Jewish and Islamic religious symbols were permitted. This same school district, while not allowing students to pray out loud, set aside a special room for Islamic students to go pray. Elementary school students are being taught self-hypnosis and meditation as relaxation techniques. At the same time, many of these schools have discontinued the practice of reciting the pledge of allegiance, or re-writing it to exclude the words, “under God”. If you still think I’m suffering from paranoia, let me share with you some quotes from your adversary. In the Jan/Feb 1983 issue of The Humanist magazine, New Age leader John Dunphy said the following: “I am convinced that the battle for humankind’s future must be waged and won in the public school classrooms by teachers who correctly perceive their role as proselytizers of a new faith: a religion of humanity that recognizes and respects the spark of what theologians call the Divinity in every human being. These teachers must embody the same selfless dedication as the most rabid fundamentalist preachers. The classroom must and will become and arena of conflict between the old and the new – the rotting corpse of Christianity, together with all its adjacent evils and misery, and the new faith…” The International Humanist and Ethical Union, a non-governmental organization that advises the United Nations, recognizes the battleground. The IHEU’s executive director Babu Gogineni addressed the U.N.’s International Consultative Conference on School Education in Relation with Freedom of Religion or Belief, Tolerance and Non-Discrimination in Madrid, Spain, in November of 2001. The following is taken from his address: “The propagation of myth as knowledge continues to this day and the danger is as serious in today’s contemporary world. American fundamentalist Christians would want all American school children to learn the Bible story of Genesis as a scientific account of creation! Creationism is rooted in religious doctrine, and therefore immune to change when confronted with opposing evidence. It is not only a Humanist position that it is the obligation of the state to present, in adequate pedagogical form, the most solidly based, i.e. scientific, knowledge to the pupils. Of course, as part of their training in the scientific methods, pupils should also be made aware of the fallibility, revisability and un-dogmatic character of scientific knowledge which is its strength, not weakness.” “Education is transmission of civilisation and preparation of children for complex responsibilities in a multicultural and pluralist world…. The minimal value system that all states today are bound by are those underpinning the international human rights regime. Let us teach children these values.” The Aquarian Age Community is another non-governmental organization that advises the United Nations. The AAC is a blatantly New Age group that is preparing the world for the reappearance of the “great teacher”. They rely heavily on meditation and spirit guides. From their 2001 Roundtable Report, I take the following comment: “Education is key. We should influence the government to teach goodwill in schools…We should utilize these means of helping to educate public opinion.” Believe me when I tell you that “goodwill” in this context is a New Age concept, not traditional Judeo-Christian good will. In their 2000 Roundtable Report, the AAC says this: “The Piscean Age was known for authoritarianism. For example, children were taught to listen and not question their parents or authority. In school, students were taught to obey and follow the rules. Creativity was not sought. Today, that is no longer the case. In the Aquarian Age everyone must become the Knower-him or herself. People will know not because they have conferred with the experts, but because of their own experience. Straight-knowledge will be sought and appreciated.” From their April 1999 Plenary Session on “The Spiritual Work of the United Nations and the Spiritual Welfare of the Planet” the AAC states: “Another purpose of the UN concerns education; through changes in education such as introducing school children to the principles and values of the UN (which are inherently spiritual although not religious, per se) children can be assisted in their spiritual development.” Ben Rast- “Battle for a Child’s Mind”
S. I. Hayakawa, U. S. Senator from California, was an educator for most of his life. On the floor of the U. S. Senate, he stated: In recent years in colleges of education and schools of sociology and psychology, an educational heresy has flourished . . . The heresy of which I speak regards the fundamental task of education as therapy.(11) The National Education Association report, "Education for the 70's," states clearly that "schools will become clinics whose purpose is to provide individualized psycho-social treatment for the student, and teachers must become psycho-social therapists."(12) The February 1968 issue of the National Education Journal states: The most controversial issue of the 21st Century will pertain to the ends and means of human behavior and who will determine them. The first education question will not be `What knowledge is of the most worth?' but `What kind of human behavior do we wish to produce?'(13) Who will determine human behavior, and what kind of behavior do we want? Who will engineer society, and what kind of society shall we design? These are the tasks the educational leaders have set for themselves. They are not thinking small. Catherine Barrett, a former president of the NEA, said: We will need to recognize that the so-called basic skills, which represent nearly the total effort in elementary schools, will be taught in 1/4 of the present school day. The remaining time will be devoted to what is truly fundamental and basic.(14) Senator Hayakawa mentions psychodrama, role playing, touch therapy and encounter groups. Others are: values clarification, situation ethics, sensitivity training, survival training and other behavior-oriented programs. Meditation, visualization, guided imagery, along with self-esteem teaching, represent intuitive learning that has become known as "affective education." Dr. William Coulson of the Western Sciences Institute indicated that affective learning, self-actualization, is at the root of our nation's illiteracy.(15) These programs are designed to modify children's attitudes, values and beliefs…these new programs are designed to "free" the children from the Judeo-Christian value system taught by parents and church. These programs cover such topics as sex education, death ed, drug and alcohol education, family life, human development and personality adjustment. The teaching today by humanists is void of absolutes; there is not a basis of discerning right and wrong. The only wrong is having or holding an absolute. Relativism is the Key The only basis for developing morals is what the child himself wants or thinks, and /or what the peer group decides is right. Strong convictions of right and wrong are looked upon as evidence of poor social adjustment and of need for the teachers' therapy. The bottom line is this the major consensus determines what is right or wrong at any point in our culture, there are no absolutes. Sheila Schwartz is a member of the American Humanist Association, and her article "Adolescent Literature: Humanism Is Alive and Thriving in the Secondary School" appeared in the January/February 1976 edition of The Humanist. In regard to the impact of secular humanist thought in education, she makes the following statements: Something wonderful, free, unheralded, and of significance to all humanists is happening in the secondary schools. It is the adolescent-literature movement. They may burn Slaughterhouse Five in North Dakota and ban a number of innocuous books in Kanawha County, but thank God [sic] the crazies don't do all that much reading. If they did they'd find that they have already been defeated. . . Nothing that is part of contemporary life is taboo in this genre and any valid piece of writing that helps make the world more knowable to young people serves an important humanistic function.(16) Lastly, what are the basic attitudes of the educational leadership in America? Sidney Simon is one of the educational elite in the U.S. He is a humanist, teaches at the Center for Humanistic Education in Amherst, Massachusetts, and is one of the main architects of values clarification theory, which is widely used in public schools. Mr. Simon is a professor. He teaches those who will later teach your children and mine in the public school. While Mr. Simon was teaching at Temple University in Philadelphia, he commented on his experience teaching high school students: I always bootlegged the values stuff. I was assigned to teach social studies in elementary school and I taught values clarification. I was assigned current trends in American education and I taught my trend.(17) Simon goes on to say, "Keep it subtle, keep it quiet, or the parents will really get upset."(18) Rhoda Lorand, a member of the American Board of Professional Psychology, made some observations about the attitudes of educators before the U.S. House Sub-Committee on Education. Her testimony related to House Resolution 5163 having to do with education. Her words are as follows: The contempt for parents is so shockingly apparent in many of the courses funded under Title III, in which the teacher is required to become an instant psychiatrist who probes the psyche of her pupils, while encouraging them to criticize their parents' beliefs, values and teachings. This process continues from kindergarten through the twelfth grade.(19) The New Age Seduction However, the humanist perspective on education is not the only threat we face today. The humanists became entrenched in the late 1960s and during the 1970s. During the decade of the eighties and now in the nineties we have a new threat. Those who have bought into the New Age movement have a goal to influence the young as well. The January/February 1983 issue of The Humanist carried this article titled "A Religion for a New Age." Instructor magazine, a publication for teachers, carried an article entitled "Your Kids are Psychic! But they may never know it without your help." The article says that "teachers in particular are in a position to play an exciting role in the psychic development of children."(21) The article goes on to identify psychic ability as the practice of telepathy, clairvoyance, precognition and retrocognition. As teachers continue their path toward enlightenment of their students, they may step into the world of "confluent education." Dr. Beverly Galyean describes confluent education as a "wholistic" approach to learning. The basic premises of "confluent education" should cause great concern within the Christian community. Among Dr. Galyean's premises are: In essence we are not individuals but part of the universal consciousness [which is God]. Realizing this essential unity, and experiencing oneself as part of it, is a major goal for a child's education. Because each person is part of the universal consciousness which is love, each contains all the wisdom and love of the universe. This wisdom and love is the `higher self.' The child can tap into this universal mind and receive advice, information and help from it. This is usually done through meditation and contact with spirit guides. Each person creates his or her own reality by choosing what to perceive and how to perceive it. As we teach children to focus on positive thoughts and feelings of love, their reality will become that.(22) Dr. Galyean sums up her beliefs by saying that Once we begin to see that we are all God . . . the whole purpose of life is to reown the Godlikeness within us; the perfect love, the perfect wisdom, the perfect understanding, the perfect intelligence, and when we do that we create back to that old, that essential oneness which is consciousness. So my whole view is very much based on that idea.(23) Education and New Age Humanism, Russ Wise
There is no harm in sharing your beliefs with me. That being said, "sharing your beliefs" has limitations: for example, laws legislating morality and religion infiltrating public schools is not acceptable. You may feel it harmless, I think it invasive.
All. Or conversly, I guess I'd be ok with an elective course that examined all religions (kind of like a history/philosophy course).
therein lies the problem because Christians may beleive by NOT letting then do these things you are Subverting their ideals while imposing your ideas on them And for the record. . . We must legislate some morality i.e. Murder, Theft, Rape, etc Rocket River
Maybe - but that's the way it should be. Freedom of religion implies a secularist government, and the right to tell religious groups (when appropriate) to mind their own business. You can't have it both ways! Obviously. I was referring to those "morals" which are simply extensions of dogma.
Rhester; I don't have time to go through all of what you posted but wanted to respond to this. Meditation isn't a religious practice to a specific religion. There are Christian groups, particularly monastic groups that practice meditation very similar to what Buddhists practice. Not knowing more about this I don't see it as imposing religion by having people practice sitting meditation with deep breathing as long as they aren't also doing things like specific religious chants.
Yes I agree, but I would add that it is a 'religous practice' whether by monastic groups or Buddhists and when you add guided visualization, spirit guides etc. you are practicing a more defined religious discipline. It is one thing to give students a nap time in public school, another to practice meditation. In the public school science, math and language arts are appropriate and the meditation instructions can be left to the monks, ministers, and temple priests outside of federally funded schools. Do you see the problem?
Rhester is so ignorant that it is amazing. Christan's getting upset that American Indian practice is being taught in school? The same Christains the committed genocide in the name of thier god? Excuse me while I laugh, puke and cry. I will be thrilled when his type of mindset is destroyed forever. It is evil and makes me sick.
Meditation isn't a religion at all. It isn't prayer. It isn't against anything in the bible, can be done by atheists, Christians, Jews, Muslims, Hindus, Krishnas, anyone, or nobody. Because some people in some religions regularly meditate in a certain way does not mean that generic meditation is religious.
You are mistaking a moment of silence with teacher directed moments of meditation. Read the articles I posted, they go past meditation. They have religious purpose, visualization, spirit guides etc. They are taken from religious practices. A moment of silence has no religious purpose. It can be the same as a nap. But meditation has ALWAYS had religious origin and practice by association. Meditation is a Christian practice, Muslim practice, Buddist, Hindu, Krishna etc etc- that sounds religious. And as far as atheists promoting meditation in schools. I went to atheists.org and found them against it. Read all the posts on religion in schools I have posted for MartianMan and then see if a moment of silence (without teacher influence= meditation)
Not all Christians are like this as well as not all Muslims are like 9/11 terrorists. Non religious groups have committed genocide as well. The reason for all of this-the presence of evil and sin. Christians are not the only ones who have killed. It's like saying that all non-religious groups are evil because some have killed-like the atheism in Russia in past 100 years. Not all Christians are upset about this-the reason why they're upset is because there seems to be a backlash at Christians. Peace.
meowgi -- are you saying rhester committed genocide in the name of God??? i had lunch with him once, and he just didn't seem like that kind of guy.
The ethnocentric mindset that believes that "my religion is the only one of value and truth" is what leads to evil. It is based out of ignorance and fear. That is what I am witnessing here.
"Rhester is so ignorant that it is amazing. Christan's getting upset that American Indian practice is being taught in school? The same Christains the committed genocide in the name of thier god? Excuse me while I laugh, puke and cry. I will be thrilled when his type of mindset is destroyed forever. It is evil and makes me sick." MR. MEOWGI- The last thing I would want is you to be sick. In your eyes I am an evil person. I wish I could meet you. You should know my heart, my character, who I am. I don't think I am upset or angry, but I don't like the way that other religions can be promoted in public schools and Christianity is banned. That is a simple opinion I hold, I don't crusade about such things (or most else I post here) I love American Indians and I believe they were abused and murdered for profit, land and the "White Man's America". I feel your anger towards me. I have looked over your belief system and I understand how you must feel about me. If I told you I love you (want the best for you- goodwill), you would laugh me to scorn and proclaim me a hypocrite. If we could ever meet I would be grateful. If it is possible let me know. So I thank you for your opinion. And you are spot on, on many subjects I am very ignorant. I share only my opinions (strongly most times), articles, quotes and occassional Bible verses. I hope the dialogue continues.
I don't think he likes me, but I want to assure him the feeling is not mutual. And we just have to get some tacos and talk Rockets, I am getting hopelessly on the bandwagon to the finals. Also we need to get the Stro's turned around (can't we just score 2 runs when Clemens pitches!) Later
