This is part two of a three-part series on Traditional-Americans, people who are suffering a sense of loss for their once-exceptional nation. (Part I of this series)
Traditional-Americans understand we are suffering under the oppression of a prevailing tide of culture that we do not support. This tide is perpetuated by educators, main-stream media, union leaders, most in the entertainment industry, and government officials.
We recognize that culture begins within our families, and in our childrens’ classrooms. Yet as parents we have grown frustrated to witness our own values become subverted by a compulsory monopoly that offers us no alternative choices. This school system has gone terribly wrong, and has let our last two generations down. Against our will, we are coerced into educating our children into a corrupt system, administered by government employees, who thereby promote unabashedly pro-big government interests.
Worst of all, this education system has failed to prepare our children to compete in the global market place. Our skills have been outpaced by China, India Japan, and other countries across Asia. Our school system defines deviancy down, teaches promiscuity over abstinence, and fails to teach our students decency and civility. This morally bankrupt government education system has surrendered to it’s failure of discipline by installing weapons detectors at the doors of our schools. Further, it has surrendered to sexual promiscuity by installing day care centers for our childrens’ illegitimate (a now pejorative term) children.
On a broader level, our school system no longer teaches the values of our founding fathers, and instead our children are taught “new” values of Marx and multiculturalists, which has been thoroughly documented by Thomas Sowell, and more recently, by Michelle Malkin, and Becky Yeh. Government educators no longer place a premium on individual rights, but instead insist on granting preference to “group” rights over the rights of the individual.
Despite what we are told by the “all knowing” media and educators, Traditional-Americans still reject the notion of moral equivalency. Many cultures outside of our great nation abuse women and children, wage generational war, engage in human trafficking, or force human slavery upon others. Since we understand that all cultures are not morally equivalent, then it follows that some cultures must be morally inferior from others. For example, Traditional-Americans understand that prior to, and during World War II that the moral cultures of nations like Germany, Japan, post-Vietnam War Cambodia, and during the Cold War, the former Soviet Union, were all moral abominations.
Yes, America has it’s own history of atrocities, but there is no question that ours pale by comparison. Yes, we acknowledge that America has waged unjust wars; we acknowledge that our elected government has never been perfect. But we also believe in American exceptionalism. We know that our military has helped make people's lives better around the world, in places like post-World War II Europe, Japan, Philippines, South Korea, Grenada, Bosnia, Iraq, Panama, and Afghanistan.
Traditional-Americans are not afraid to utter the “unspeakable” against the prevailing culture. We declare that our Judeo-Christian culture is morally superior to the Islamic culture which subjugates women and devalues human life. Witness the most extreme elements of Islam which target innocent civilians as enemy combatants, and will strap suicide bombs to children and mentally handicapped, all in the glorious name of "Jihad.” While acknowledging that these practices are waged by the most extreme factions of Islam, we also know that nearly a third of Muslims worldwide sympathize with acts of terror against the United States.
We believe English fluency is a self-evident requirement for citizenship. Yet why must we offer multi-lingual ballots to citizens who vote? Why does California offer GEDs in Spanish? Back in the Eighties, wasn’t the argument for bilingual education put forth in order to increase the rate of English fluency?
Multiculturalism is contributing to the erosion of our great nation. Something is amiss when, without the public’s consent, we are required to invite foreign exchange students on to our university campuses for post-graduate studies--in of all subject matters--nuclear physics. And one student of whom I knew personally came from from Iran. We don't have to be told that these policies are insane.
But these examples of insanity only scratch the long list of items that contribute to the erosion of America's greatness. Traditional-Americans feel frustration in their gradual loss of our national identity. Identity and immigration is the topic of the third installment of this series, in tomorrow’s edition of Rhodes News.
