The Opposite Reaction To The Killing Of Schoolchildren

There is perhaps nothing as shocking and horrible as the murder of young children at school.

The United States has seen and mourned the tragedy too often, most recently at Uvalde, TX where an 18-year old killed 19 students and two teachers. Ten people were killed and 13 wounded in 2018 when a 17-year old shot people in a high school in Santa Fe, TX. In February of that year, a 19-year old killed 17 and injured the same number at a high school in Parkland, FL, and a month earlier, a 15-year old killed two students and injured 18 others in Marshall County, KY.

Not all of the shooters in the school attacks are teenagers. Almost all are male and every attack was committed by “lone wolves” acting out of hatred or mental distress.

Society has uniformly mourned the innocent victims, even while debating how to deal with the terrible violence. The loss of young lives is a shocking amputation for the families, a scar on society.

Flowers at Robb Elementary School, Uvalde, TX on May 28, 2022 (photo: AP/ Jae C. Hong)

Civil society is appalled at the senseless violence. It ponders how to treat mental sickness and retard the hatred of killers and would-be murderers, methods to keep armaments out of those hands, and ways to better protect vulnerable schools. The media and public officials even consider not mentioning killers’ names or publishing any ‘manifestos’, in the hopes that it will dissuade other killers.

At least in the United States. That’s not the tactic the world applies to slaughtered children in Israel.

Palestinian Arab terrorists have long targeted Jewish children for murder. Palestinian society celebrates the slaughter and the world excuses those murderers.

Consider the May 1974 attack in Ma’alot, in northern Israel. Several Palestinian men coordinated an attack (not a lone person with mental illness) which took 115 people, including 105 children, hostage at the Netiv Meir Elementary School. The two-day rampage left 31 Israelis dead (including 22 children) and 70 injured.

The three armed Palestinian terrorists were members of the Democratic Front for the Liberation of Palestine (DFLP). The leader of the DFLP, Nayef Hawatmeh, was awarded the “Star of Honor” for his contribution to Palestinian society by Mahmoud Abbas, the acting president of the Palestinian Authority (PA).

The PA’s official news channel described the award to Hawatmeh as follows:

By the authority vested in us, and for the public good, we have decreed the following: ‘Brother Nayef Hawatmeh is decorated with the highest order of the Star of Honor in recognition of his important national role in service of the Palestinian cause and the Palestinian people, and in recognition of his efforts to raise the flag of Palestine since the launch of the Palestinian revolution, through the stages of the ongoing struggle. [Signed by] Mahmoud Abbas, President of the State of Palestine.

PA President Abbas awarding terrorist Hawatmeh the ‘Star of Honor’ on May 28, 2013

Another Palestinian terrorist group, the Popular Front for the Liberation of Palestine (PFLP) also attacked a school in northern Israel in April 1974. The Kiryat Shmona massacre killed 18 Israelis, including 8 children. The three Palestinian Arab murderers were killed at that time.

Marking the 42nd anniversary of the massacre, the official PA newspaper celebrated the attack and called out the terrorists heroes: “The heroes [of the operation] were the Martyrs Munir Mughrabi ‘Abu Shaker’, a Palestinian born in 1954, Ahmad Mahmoud ‘Abu Shaker’, a Syrian born in Halab in 1954, and Yassin Al-Hourani ‘Abu Hadi’, who was born in southern Iraq in 1954.

Palestinian Arabs have also targeted school buses carrying Jewish children. In May 1970, Arabs fired rocket-propelled grenades at a bus which killed twelve people, including nine schoolchildren. In April 2011, the political-terrorist group Hamas fired a laser-guided anti-tank missile at a school bus, killing a young child.

Hamas has killed hundreds of Israeli civilians, including bombing the Hebrew University cafeteria in 2002, killing nine people, including 5 Americans. The attack was celebrated with hundreds of Palestinians pouring into the streets of Gaza City, vowing more attacks. The Palestinians love and support Hamas, with over half supporting the terrorist group and likely to elect the Hamas leader president of the PA, should elections ever be held.

Cafeteria of Hebrew University bombed by Hamas July 2002 (AP Photo/David Guttenfelder)

In 2015, a United States court found the PA liable for supporting the terrorist attacks and ordered to pay $218 million to the victims, which was tripled due to its being related to terrorism. The courts ultimately threw out the ruling because Americans weren’t specifically targeted and the attacks did not happen on US soil.

While the fines were deemed inappropriate to enforce, the judgment which concluded that the PA was behind attacks on schools and civilians remains valid. Yet President Biden plans on meeting with PA President Abbas next month in any event. A representative of the European Union said yesterday that Israelis are to blame for Palestinian terrorism, as young Palestinians see homes being demolished, as he ignored the glorification of murderers at Palestinian schools.

How can the world mourn the killing of young American children at school by lone gunmen, while simultaneously excusing the slaughter of Jewish children by organized Palestinian political and terrorist groups?

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Collective Guilt / Collective Punishment

Eyal Gilad Naftali Klinghoffer. The new Blood Libel.

‘Critical Race Theory’ in Palestinian Schools Calls For The Murder of Israeli Jews

The foundation of every state is the education of its youth.

Diogenes (412 – 323BCE)

Americans are engaged in an emotional debate about the nature of American society and how it should be taught in schools. Some left-wing activists have put forward the notion that America’s basic foundation was not about equality as stated in the Declaration of Independence but about slavery and inequality which existed at the time, and continue to permeate society. These progressive activists have been effective at changing school curricula based on ‘Critical Race Theory’ (CRT), banning certain books as being insensitive and promoting others which challenge the premise that America is a welcoming multi-cultural society with a narrative that it is actually systematically racist and biased towards White people.

For example, in New York City, a school is having 7th and 8th graders engage in a two-day exercise to “undo the legacy of racism and oppression in this country that impacts our school community.” California approved a program for high school students based on CRT. The list of schools continues to grow.

It has not been without controversy.

Many Americans strongly object to teaching White children that they are inherently racist or should be embarrassed about what White people did hundreds of years ago. Former Secretary of State Condoleeza Rice (a Black woman) saidPeople are being taught the true history, but I just have to say one more thing: It goes back to how we teach the history. We teach the good and we teach the bad of history. But what we don’t do is make 7- and 10-year-olds feel that they are somehow bad people because of the color of their skin. We’ve been through that, and we don’t need to do that again for anyone.

Over 100,000 people voiced their displeasure with the California school action. In Virginia, the Democratic hopeful for governor incorrectly repeatedly said (aka lied) that CRT was not being taught in lower schools, and lost his election bid due to the anger of the electorate. Many American parents vociferously object to a new form of racism to be taught in the classroom and are demanding a voice.

The dynamic inside of Palestinian schools is even more problematic, with deadly consequences.

Palestinian Schools Educate Youth to Murder Israeli Jews

The culture of murder starts for Palestinian youth as they approach their schools which are often named after terrorists, like Dalal al-Mughrabi, who killed 38 Israelis including 13 children. The Dalal Mughrabi Elementary School in Hebron lets students know that terrorism is a way to gain fame and glory. According to Palestinian Media Watch, there are at least 28 Palestinian schools named after terrorists and over 40 more schools with names that glorify martyrdom.

Inside of the schools, classrooms are filled with calls for violence and “martyrdom.”

In Hebron, the Wasyah Al-Rasoul elementary school for boys has classes in which teachers glorify Dalal’s attack. In Jerusalem, textbooks describe the firebombing of Israeli buses as “barbeque parties.” Social studies textbooks call for the use of “armed force” against the “Zionist Occupation.” Math textbooks use examples of the number of “martyrs” killed by “Israeli occupation against the holy sites of Islam.

In May 2021, IMPACT-SE, a group that monitors Arab textbooks, published a report about what is being taught in Palestinian grades 1 through 12. It is an important read (to donate to IMPACT-SE click here) and can be summarized by the following excerpt:

The latest IMPACT-se analysis of the new Palestinian curriculum found it has moved further from meeting UNESCO standards and the newly published textbooks were found to be more radical than those previously published.
There is a systematic insertion of violence, martyrdom and jihad across all grades and subjects. Extreme nationalism and Islamist ideologies are widespread throughout the curriculum, including science and math textbooks.
The possibility of peace with Israel is rejected. Any historical Jewish presence in the modern-day territories of Israel and the Palestinian Authority is entirely omitted from the textbooks.

The vile lesson plans were not confined to Palestinian Authority schools but were found widespread in the United Nations’ UNRWA schools as well.

The consequences of teaching violence and hatred are not surprising as seen recently by attacks by Palestinian teachers and youth.

Pictures showing the 14-year-old Palestinian terrorist with her knapsack of schoolbooks and the knife she plunged into her Jewish neighbor’s back (photos from IMPACT-SE)

Teaching violence produces violence.

US Politicians on Palestinians’ ‘Critical Jew Theory’

Some western governments have tried to stop the incitement to terror in Palestinian schools but have often found that their efforts failed due to Palestinians flatly refusing to change their stance on armed confrontation with Israeli Jews.

Belgium strongly objected to having its donations fund a school named after a terrorist and freezed funds on October 9, 2017. In response, on August 23, 2018, the Palestinian Authority changed ‘The Martyr Dalal Mughrabi Elementary School’ to ‘The Belgian School’, seemingly ending the matter. Not so. Within three days, the PA named TWO schools not funded with Belgian donations after the terrorist, a spit in the face of all Belgians.

In the United States, Rep. Brad Sherman (D-CA) re-introduced the ‘Peace and Tolerance in Palestinian Education Act’ on April 5, 2021. Jointly co-sponsored by a bipartisan group including Rep. Lee Zeldin (R-NY), Rep. Josh Gottheimer (D-NJ), Rep. Brian Mast (R-FL), and Rep. David Trone (D-MD), the act sought to “ensure U.S. taxpayer dollars promote dignity and tolerance, and that the educational materials such schools employ do not incite hatred” in Palestinian textbooks. It seemed not remotely controversial.

But not for progressives.

In response to the proposal for peace, far-left anti-Israel politicians brought forth their own bill to “protect” Palestinian youth. On April 15, 2021, Rep. Betty McCollum (D-MN) urged that “Congress must stop ignoring the unjust and blatantly cruel mistreatment of Palestinian children and families living under Israeli military occupation.” She was joined by a list of alt-left politicians in co-sponsoring the legislation including Bobby L. Rush (IL-01), Danny K. Davis (IL-07), Andre Carson (IN-07), Marie Newman (IL-03), Ilhan Omar (MN-05), Mark Pocan (WI-02), Raúl Grijalva (AZ-03), Rashida Tlaib (MI-13), Ayanna Pressley (MA-07), Cori Bush (MO-01), Jamaal Bowman (NY-16), Alexandria Ocasio-Cortez (NY-14), Jesús “Chuy” García (IL-04).

These progressives seek protection for the 16- and 14-year-old Palestinians who attacked Israelis and are seemingly fine with the hateful venom taught in Palestinian schools.

For US politicians the educational battle is not confined to US schools but Palestinian ones as well, pitting the alt-left ideology against everyone, including moderate Democrats.

On November 16, just a few days before a member of the Palestinian political-terrorist group HAMAS who taught in Palestinian schools shot and killed an unarmed Israeli civilian, the Sherman proposal for teaching peace advanced in the senate. Sen. John Kennedy (R-LA) advanced the act, stating “The Middle East will never experience peace until Palestinians stop teaching their kids to hate Israel, and American dollars should not fund this anti-Jewish propaganda. The Peace and Tolerance in Palestinian Education Act would give us a closer look at what Palestinian schools are teaching and whether or not American money is supporting antisemitism.

Unfortunately, Palestinian children are not only taught violence and hatred in schools funded by the misguided charitable urges of western governments, but are becoming a protected class for alt-left politicians who excuse every attempt to murder Jews.

While ‘Critical Race Theory’ is being advanced by radical progressives to besmirch all White Americans, ‘Critical Jew Theory’ continues to be instilled in Palestinian schools to attack Zionists, with the ongoing support of those same alt-left extremists.

Links to contact politicians referenced above to share your thoughts:

Rep. Brad Sherman (D-CA)
Rep. Lee Zeldin (R-NY)
Rep. Josh Gottheimer (D-NJ)
Rep. Brian Mast (R-FL)
Rep. David Trone (D-MD)
Sen. John Kennedy (R-LA)

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The Proud Fathers of Palestinian Terrorists

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Palestinian Arabs Do Not Want Negotiations or a Two State Solution

NY Times, NY Times, What Do You See? It Sees Rich White Males

I loved the Eric Carle / Bill Martin Jr book, “Brown Bear, Brown Bear, What Do You See?” I loved it both as a child and as a parent reading it to children. The text was clear and the pictures were beautiful. It taught us how to see and identify basic things like colors and animals in a straightforward and enjoyable manner.

But the world is seemingly not so simple in a world pounding out millennial “my truths.” Simple pictures of animals are now Rorschach tests subject to varied interpretation. Colors are now blinded through a reverse prism of everything exiting as a blinding white – as in white male privilege.

Consider an important study performed at Stanford University of 260 million standardized test scores taken by third to eighth graders in the United States. The graphic pointed to remarkable and scary outcomes regarding the performance differences between boys and girls in school.

Hundreds of red circles marked the top of the chart showing girl test scores ranging anywhere from half to more than a full test grade level over boys in every part of the country, whether in the poorest or richest segments. The graphic clearly illustrated how girls scored dramatically higher on English tests all around the United States.

Further down on the page, clustered near the parity line between boys and girls, were the blue dots representing the math scores. Here the graph was more balanced, with girls out-performing boys by just a little in some markets, with boys outperforming girls by just a bit in more markets. The blue cloud appeared to have a slope indicating that boys in richer neighborhoods performed slightly better than those in poorer neighborhoods. In no sample did the maximum out-performance of boys in math even reach the smallest out-performance by girls in English. In English, girls outperformed boys by about 3/4 of a full grade, and in math the boys outperformed girls by roughly 1/3rd of a grade.

The graph was alarming in how poorly boys performed relative to girls in English. It begged the question of how to redo the entire English curriculum to address the failure of schools to educate boys. Are more male teachers needed? Are the choice of texts not appropriate for boys? Should there be a change in the classroom setting? In the creative writing syllabus?

But these questions that immediately sprang to anyone’s mind from the picture were missing in the New York Times coverage of study on June 17, 2018.

In an article titled “Math’s Variable: Boys Outperform Girls in Rich, White Suburbs,” the Times inverted the story into a different narrative. The Times wrote “In school districts that are mostly rich, white and suburban, boys are much more likely to outperform girls in math, according to a new study from Stanford researchers, one of the most comprehensive looks at the gender gap in test scores at the school district level.” For 24 paragraphs, the Times would explore the advantages of rich White and Asian households that “invest in more stereotypical activities,” like “daughters in ballet and their sons in engineering.” Because rich people are sooo stereotypical and non-progressive.

Only in the 21st paragraph of the article did the Times devote attention to the obvious and important conclusion of girls DRAMATICALLY outperforming boys in English. It wrote: “Girls continue to outperform boys in reading in school districts across the United States, regardless of income, and in most other rich countries. Parents have been found to talk more to girls from the time they are infants. Teachers say girls concentrate more on reading. Perhaps boys’ reading skills mature later. There could also be a role model effect: Women say they read more than men, while boys are steered more towards sports and video games.

This article is a travesty of #AlternativeFacts and it undermines helping children that are truly falling behind. Our progressive society that looks to spend as much public money as possible to produce equal outcomes for poor-and-rich; White-and-Blacks and Latinos; boys-and-girls, focuses only on the narrow out-performance of rich white boys. The article noted how a wealthy white township where “the students are about 60% white and 30% Asian-American,” had “Boys and girls both perform well, but boys score almost half a grade level ahead of girls in math…. Boys are much more likely to sign up for math clubs and competitions, he said, to the point that the district started a girls-only math competition this year.” But there was NO mention of what is being done to help millions of boys perform better in English. Just “perhaps boys’ reading skills mature later.” Sorry. Nothing we can do to help boys in English. Move on.

Consider that the Times published this article at the same time as discussing the ultra-liberal New York City Mayor Bill DeBlasio’s plans to upend the city’s strongest math and science high schools to reduce the number of Whites and Asians and increase the number of Blacks and Latinos. Are there any efforts to get more boys or Whites into the best arts high schools, like Fiorella LaGuardia High School for the Performing Arts which is 74% female and 56% minority? Nope.

Our schools are grossly failing our boys in English and there is zero effort on their behalf, either by progressive politicians or left-wing newspapers. Boys are just younger versions of the ‘patriarchy’ that are future enemies for the racial and gender justice warriors. Stay on message: it’s all about rich white male privilege.

Perhaps that observation is part of the grade gap between boys and girls in English and language arts: boys and girls see the world differently, just as conservatives and liberals do. While math and science have strict rules about what is correct, the language arts are more fluid and subject to interpretation. And if women and liberals continue to dominate the teaching profession and direct the narrative of interpretation, the nation’s boys will likely continue to suffer.

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