Editor’s Note: Also published on Townhall.com: Part 1 and Part 2
The recent cover of the French edition of Vogue magazine caused considerable controversy, and it was not because of the all too typical, female model featured in a sensual pose. Instead, it was the fact that the model this time was a 10 year-old girl.
The headline of an article appearing on JewishJournal.com announced that, “Vogue Blurs the Line between Fashion & Pedophilia with 10 Year Old Model,” and the article’s author, Ilana Angel, rightly noted that, “A 10 year old is not able to distinguish between playing dress up in mommy’s make-up and high heels, and proving a sexual aid to pedophiles.” How true!
But this is only one, extreme example of the way our kids are being sexualized. How many children watch MTV and VH1, mimicking the moves and memorizing the lyrics of the latest song by Britney Spears or Lady Gaga, having no clue that the moves they are making and the words they are mouthing are sexually charged. These kids are too young to have any understanding of sexuality, and yet it is no secret to the TV execs that these same children are a major part of the viewing audience.
And was anyone really surprised when Miley Cyrus outgrew Hannah Montana and discovered pole dancing instead? What are her youthful followers to make of her now? Perhaps they’ll follow her lead? Perhaps they’ll ask mom and dad for a pole of their own at home?
But there’s more. There is the sexualizing of our children in the public schools, and I’m not talking about sex-ed classes. I’m talking about teaching gay history to elementary school children, as now mandated by law in California with the recent passing of SB 48, thereby introducing sexual categories to little ones who haven’t the slightest clue what sexual orientation is, let alone have the ability to wrap their minds around “bisexual” or “transgender.”
To add insult to injury, parents will have no right to opt their kids out of these classes, a hard lesson parents in other states have already learned, where the courts have sided with the schools rather than the parents. Already in Massachusetts, a couple was so upset with this state-sponsored sexualizing of their first grader that they took their battle to court, where Judge Mark Wolff of the US Court of Appeals ruled that the schools have a greater responsibility to teach “diversity” than to honor the requests of the parents. In other words, “Sorry, moms and dads. We know what is best for your children, and when we decide it’s time to introduce them to ‘diversity’ – our codeword for gay activist curricula – we will do so. You, on your part, have no right to interfere, so don’t even think about it.” (For more details, see Chapter Three of my book A Queer Thing Happened to America.)
What is unique in California is not that gay-themed lessons will be taught to little children. Rather, it is that these lessons will be mandated across the entire state for all schools and all classes, which, of course, will be reflected in the textbooks that will be used. And, as is well known, what happens in California doesn’t stay in California, meaning that the textbooks printed for our most populous state will be used throughout the nation.
In the specific language of SB 48, the bill amended “the Education Code to include social sciences instruction on the contributions of lesbian, gay, bisexual and transgender (LGBT) people.” And note that previous bills relating to LGBT issues – including AB 537, AB 1785, AB 394, SB 777, SB 572 – were not enough. SB 48 had to go one step further.
What exactly will this mean? For starters, it will demand that the categories of “gay, lesbian, bisexual, and transgender” be introduced to six year-olds. I have watched videos of classes taught in different parts of the countries where elementary school children are shown pictures of artists or musicians or politicians or other famous figures and are told, “He (or she) was gay,” as if they had the slightest real concept of what “gay” actually meant. (As I recall, in the early years of elementary school, boys like boys and girls like girls. Does that make all of them “gay”?)
Of course, we are told that introducing this curriculum will reduce bullying of LGBT kids in schools, but the best way to reduce bullying is to teach that bullying is bad rather than gay is good. And does anyone really think that, say, showing kids images of a fat Buddha will stop the bullying of fat kids? More to the point, who gave the public schools the right to sexualize our children?
But this is just the beginning. It gets worse. Stay tuned for more.
There are some important things that can be lost and then recovered. Health. Finances. Friends. Even reputation. Innocence, however, is not one of them, especially the prepubescent, sexual innocence of a child.
My wife, Nancy, and I are blessed to have four amazing grandchildren, aged four to 10. They can be silly. They can be mischievous. They can be sarcastic (having been trained well by their grandfather). At times they can even be disobedient (although hardly ever to their doting grandparents). Yet they are profoundly innocent when it comes to sexuality. Why is it that some people are determined to shatter that innocence?
Every few years, there is a push to “out” the Sesame Street characters Bert and Ernie, claiming that they must be gay (I kid you not). Even now, there is a petition on the Change.org website, stating, “For over 40 years, our beloved Sesame St. characters, Bert and Ernie, have been living as ‘roommates’ and we would like PBS and Sesame St. to allow them to live as a gay couple and maybe eventually, marry. It would show children and their parents that not only is it acceptable but also teach children that homophobia is wrong, bullying is wrong and that Sesame Street should recognize that there are LGBT relationships, families, and include them in their show.”
Putting aside the obligatory references to “homophobia” and “bullying” (does anyone really believe that turning Bert and Ernie into gay characters will combat homophobia and bullying?), it appears that the folks at Change.org have failed to realize that the kids watching Sesame Street are, on average, between two and five years old, and they no more understand the concepts of gay or lesbian or bisexual than they understand the concepts of quantum physics. And Bert and Ernie are Muppets, for heaven’s sake.
Sadly, as absurd as this latest petition drive is, the queering of elementary education (to borrow the title of a well-known book) is no laughing matter. What, then, are some of the implications of the recently passed Senate Bill (SB 48) in California, which mandates “social sciences instruction on the contributions of lesbian, gay, bisexual and transgender (LGBT) people,” with no way for parents to pull their kids from the classes?
On the one hand, LGBT pioneers will be celebrated, including people like Leslie Feinberg, the “transgender warrior,” author of Stone Butch Blues, among other books, a woman who dresses like a man, is partnered to another woman, and prefers to be called “ze,” as opposed to he or she. (She is already celebrated in some gay educational curricula.) What will our little ones make of “hir” (again, the preferred pronoun, in contrast with him or her)?
Should we also assume that every figure highlighted in history classes who is not LGBT will be identified as heterosexual? “Today, children, we’re learning about Thomas Jefferson, who was straight.” Is this what we can expect? And why must our kids be told the sexual or romantic inclinations of historical figures?
But there’s more. There will be people like George Washington Carver, a man often claimed as gay by LGBT historians and already featured in gay class lessons. Would his alleged sexual orientation now become a topic of instruction? If so, consider first that there is no clear evidence that he was homosexual, simply speculation among some of his biographers. Second, even if he was same-sex attracted, and even if he acted on those attractions, that was certainly not something he wanted to be known. Will he now be posthumously outed? Third, the real story about this important historical figure is what we do know, namely, that he overcame racism, that he was a committed Christian, and that he made many important discoveries. Why in the world should we bring allegations about his sexuality into the classroom?
Yet there’s more still. On a recent radio interview, GOProud’s Jimmy LaSalvia stated that if he was learning about men like Walt Whitman and Oscar Wilde in school, he would want to know that they were gay. The problem, however, is that they were not simply gay. As noted by Jim Kepner, formerly curator of the International Gay and Lesbian Archives in Los Angeles, “If we reject the boylovers in our midst today we’d better stop waving the banner of the Ancient Greeks, of Michelangelo, Leonardo da Vinci, Oscar Wilde, Walt Whitman, Horatio Alger, and Shakespeare. We’d better stop claiming them as part of our heritage unless we are broadening our concept of what it means to be gay today.”
We won’t get into a discussion of Shakespeare’s sexuality here (or most of the others on this list), but Kepner’s point is well taken. Shall we tell the young teenage boys the whole story, namely that Oscar Wilde had a preference for boys their age?
In my opinion, it is just as outrageous to introduce the categories of adult homosexuality and bisexuality to elementary school children, and now is the time to draw the line. Otherwise, your 8 year-old daughter might come home from school to tell you that she just learned that Joan of Arc was transgender. (After all, wasn’t she a cross-dresser?) Or perhaps your little boy will tell you how exciting it was to learn about the drag queens who started a riot at the Stonewall Inn in 1969.
The fact is that our educational system is having a hard enough time teaching our kids the three R’s. Must they now learn LGBTQ’s? Now is the time to stop sexualizing our children. They should not be casualties of the culture wars. Do you agree?