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Cover of "The Head of the Medusa," by Perseus Jones

The Head of the Medusa (2000), by Perseus, is a short book about the transformation of the status of men to the status of women.
   The book is important for the cause of the family and all of humanity, but it is politically incorrect. No publisher could be found for it.
   The illustrated version of the book can be read at this website.

 

U.S. Senate Bill S.1 & the War Against Families


Socialism, which is the ideology driving all that is and those who are behind US Senate Bill S.1 and other efforts in the war against the family, is nothing other than a euphemism for communism.

It cannot be said often enough that the war against the family stems from the wish expressed in the ideological core of the Communist Manifesto.  That is, to destroy the traditional nuclear family and thereby the foundation of the patriarchy. Thereby, it is claimed in essence, a socialist state — better and greater than any social order that ever existed — can be created from what can be salvaged from the rubble remaining after the destruction of civilization.

The special interest groups that usurped the democratic process and who practically control the bureaucracy and our legislators are being led by radical (Marxist or socialist) feminists. Marxism *IS* communism.

Specifically in regard to the tactics that are intended to be launched through US Senate Bill S.1, the most frightening aspect is that generous funding is to be devoted to training educators in how to interrogate children, in brainwashing children on what they must look out for in their parent's behaviour, and to actually create a State-funded and -controlled system within the education bureaucracy whereby children spy and report on their parents. Bill S.1 states, amongst many other, related things:

From US Senate Bill S.1:

(D) to develop and implement school system policies regarding appropriate, safe responses identification and referral procedures for students who are experiencing or witnessing domestic violence.

Didn't the systematic creation of systems involving children to spy on their parents go out with the Nazis? It went out a long time ago even in the USSR, when Stalin died. In a modified and somewhat more moderate form, those tactics for the destruction of families still survived in the communist countries after Stalin met his demise. Those more "benign" forms of control of parents' behaviour and of family life are now being implemented in the other developed nations that were formerly free and are becoming rapidly more socialistic, in the very nations that devoted enormous expenditures in lives and resources to fight the spread of fascism and communism alike.

However, the implementation of the Communist Manifesto and its goal of the abolition of the family is far from over.  It has taken on a new life, with a vengeance.

_______________
Note: The abolition of the family is one of four major aspects of socialism.  That is because "abolition" implies in the minds of many people a gradual, somewhat benign cessation of family formation or of the existence of families (e.g.: "non-fault" divorce).  In reality, "abolition" is not quite the correct term and the term "destruction of the family" more accurately describes the circumstances.

No-fault divorce is hardly ever seen as being what its name identifies.  Almost invariably (but wrongly in about half of the cases) the man is seen as the guilty party at fault and as deserving to be sentenced to life-long punishment for having dared to be married.  Moreover, it can hardly be seen as a benign process if people are so afraid of the liabilities incurred on account of being punished for wanting to form a family that they forego that pleasure to the extent that their deliberate resolve not to have a family and not even children causes their nations to die out.  That is the case with all developed nations. (See Demographic Winter)

At this website, the term "abolition of the family" is used infrequently and the term "destruction of the family" is used far more frequently.  You can perform a site-specific search at the website of Fathers to find instances of web pages that refer to or discuss the destruction of the family.

Once more: socialism is a euphemism for communism, and radical (or Marxist) feminists are nothing other than communists. Morton and Knopff said in their book The Charter Revolution & The Court Party,

Contemporary (or second wave) feminism has aptly been described as "Marxism without economics," since feminists replace class with gender as the key social construct. Of course, what society constructs can be deconstructed. This is the feminist project: to abolish gender difference by transforming its institutional source — the patriarchal family. Certain streams of the Gay Rights movement have taken this analysis one step farther. The problem is not just sexism but heterosexism, and the solution is to dismantle not just the patriarchal family but the heterosexual family as such.

— F.L. Morton & Rainer Knopff in
The Charter Revolution & The Court Party (p. 75)

The following is a short, translated excerpt from Karin Jaeckel's book Germany devours its children — Families today: Exploited and burned out.

Judge for yourself.

From http://fathersforlife.org/kj/children3.htm

When the State exercizes the education monopoly:
An example


The protectors of women time and again praise to 'Wessi' (Westie) women the wonderfully complete world of the 'Ossi' (Eastie) women, ever since the end of the GDR, whose all-encompassing children-crèche system secured full-time earning potential and thereby the personal freedom of mothers.

What a full-day program for the children of fully-employed looks like has been thoroughly experienced by the mothers of the former GDR. Marlene, herself a crèche-child and subsequently an educator for child-educatoresses from Potsdam, told it to me.

. . .we as parents were never that self-confident with respect to the educatoresses. What those said, that had a totally different impact. Too, one had to consider that one could have his children taken away, when one as parent didn't function as prescribed by the rules. Naturally, we were being spied on, too. After all, the educatoresses questioned the children about us parents and inquired even with neighbours and friends. And in between they came to the house, to see what the domestic setting is like and whether it measures up to what the State demands for the healthy development of its young citizens. They kept a file in which all of that information was collected, and they discussed it in the group, so that the best-possible educational strategies could be developed for each child. And when everything was not in order, then it could be that one had to pronounce a recommendation that the child be put into a home, where it would be able to have better people to relate to than its own parents and could be educated more correctly. With such a fist at one's neck, one was naturally not so bold and rather kept oneself covered and followed the directions that one received for the evening or the weekend. Once I received the instruction for my child that I wasn't to read it a good-night story, because it had once more not piddled into the potty when they were all to do that. Yes, that evening we both cried our hearts out in bed, but I didn't read anything. After all, I knew that it would be discovered on Monday if I would have read something. Better not to annoy anyone.

(The full account by that mother (about three pages) is accessible at http://fathersforlife.org/kj/children3.htm; it's a "must read" for anyone who still has illusions on what daycare is really all about.)

Source: Germany devours its children — Families today: Exploited and burned out, by Karin Jäckel, pp. 177-181 (German Title: Deutschland frisst seine Kinder — Familien heute: Ausgebeuted – ausgebrannt, Karin Jäckel, September 2000, Rowohlt Taschenbuch Verlag GmbH, Reinbek bei Hamburg, ISBN 3-499-60929-0)

Translations of various excerpts at http://fathersforlife.org/kj/germany_devours_its_children.htm

Aside from the deplorable aspect of using children to spy on parents, the account by the mother quoted in Karin Jaeckel's book is an outstanding condemnation of State-funded, -controlled and -operated daycare for children. It should become perfectly clear to anyone who reads the account why daycare is but a tool for the destruction of families, but not even so much that, rather, a tool to have the State gain control of the process of child-raising — the sooner after birth the better — for the production of pliable and complying citizens in thrall to Father State.

Walter


Instructions on how to find a transcript of US Senate Bill S.1:

Art wrote:
-----Original Message-----
Sent: June 21, 2001 02:00
Subject: U.S. Legislation S.1 & the War Against Families


Thanks to one who alerted us days ago.

The following Senators are the few who voted "nay" against heavily amended S.1. All others, except Inouye (D-HI who was a no-vote), voted "yea," in favor of the following on June 14.

Bennett (R-UT)
Feingold (D-WI)
Helms (R-NC)
Hollings (D-SC)
Inhofe (R-OK)
Kyl (R-AZ)
Nickles (R-OK)
Voinovich (R-OH)

We, in the U.S., need to contact our Congressmen with regards to the following (instructions and text below) if we want to keep the DV witches and weirdos (who call us the "abusers' lobby") out of the schools and farther from our children.

To contact your Congressmen(women), go to http://www.visi.com/juan/congress/
follow "ZIP To It!," and enter your zip code.

_Art
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Go to
http://thomas.loc.gov

Enter "GRANTS TO COMBAT THE IMPACT" (without the quotes) in the "By Word/Phrase" text box, click the search button, then "Continue Submission" in the pop-up dialog to go to the next page.

Click "S.1.PCS" to go to the next page.

Click "Full Display" near the top, right hand side of the page to go to the next page.

Click on "Edit" in your browser.

Click on "Find in Page..."

Enter "4125" (without the quotes) in the dialog box.

Click the "Find" button twice.


Calendar No. 23

107th CONGRESS

1st Session

S. 1

[Report No. 107-7]

To extend programs and activities under the Elementary and Secondary Education Act of 1965.

IN THE SENATE OF THE UNITED STATES

March 28, 2001

[...]

`SEC. 4125. GRANTS TO COMBAT THE IMPACT OF EXPERIENCING OR WITNESSING DOMESTIC VIOLENCE ON ELEMENTARY AND SECONDARY SCHOOL CHILDREN.

`(a) GRANTS AUTHORIZED-

`(1) AUTHORITY- The Secretary is authorized to award grants and contracts to elementary schools and secondary schools that work with experts to enable the elementary schools and secondary schools--

`(A) to provide training to school administrators, faculty, and staff, with respect to issues concerning children experiencing domestic violence in dating relationships and witnessing domestic violence, and the impact of the violence described in this subparagraph on children;

`(B) to provide educational programming to students regarding domestic violence and the impact of experiencing or witnessing domestic violence on children;

`(C) to provide support services for students and school personnel for the purpose of developing and strengthening effective prevention and intervention strategies with respect to issues concerning children experiencing domestic violence in dating relationships and witnessing domestic violence, and the impact of the violence described in this subparagraph on children; and

`(D) to develop and implement school system policies regarding appropriate, safe responses identification and referral procedures for students who are experiencing or witnessing domestic violence.

`(2) AWARD BASIS- The Secretary shall award grants and contracts under this section--

`(A) on a competitive basis; and

`(B) in a manner that ensures that such grants and contracts are equitably distributed throughout a State among elementary schools and secondary schools located in rural, urban, and suburban areas in the State.

`(3) POLICY DISSEMINATION- The Secretary shall disseminate to elementary schools and secondary schools any Department of Education policy guidance regarding the prevention of domestic violence and the impact of experiencing or witnessing domestic violence on children.

`(b) USES OF FUNDS- Funds provided under this section may be used for the following purposes:

`(1) To provide training for elementary school and secondary school administrators, faculty, and staff that addresses issues concerning elementary school and secondary school students who experience domestic violence in dating relationships or witness or experience family violence, and the impact of such violence on the students.

`(2) To provide education programs for elementary school and secondary school students that are developmentally appropriate for the students' grade levels and are designed to meet any unique cultural and language needs of the particular student populations.

`(3) To develop and implement elementary school and secondary school system policies regarding appropriate, safe responses, identification and referral procedures for students who are experiencing or witnessing domestic violence and to develop and implement policies on reporting and referral procedures for these students.

`(4) To provide the necessary human resources to respond to the needs of elementary school and secondary school students and personnel who are faced with the issue of domestic violence, such as a resource person who is either on-site or on-call, and who is an expert.

`(5) To provide media center materials and educational materials to elementary schools and secondary schools that address issues concerning children who experience domestic violence in dating relationships and witness domestic violence, and the impact of the violence described in this paragraph on the children.

`(6) To conduct evaluations to assess the impact of programs and policies assisted under this section in order to enhance the development of the programs.

`(c) CONFIDENTIALITY- Policies, programs, training materials, and evaluations developed and implemented under subsection (b) shall address issues of safety and confidentiality for the victim and the victim's family in a manner consistent with applicable Federal and State laws.

`(d) APPLICATION-

`(1) IN GENERAL- To be eligible to be awarded a grant or contract under this section for any fiscal year, an elementary school or secondary school, in consultation with an expert, shall submit an application to the Secretary at such time and in such manner as the Secretary shall prescribe.

`(2) CONTENTS- Each application submitted under paragraph (1) shall--

`(A) describe the need for funds provided under the grant or contract and the plan for implementation of any of the activities described in subsection (b);

`(B) describe how the experts shall work in consultation and collaboration with the elementary school or secondary school;

`(C) provide measurable goals for and expected results from the use of the funds provided under the grant or contract; and

`(D) incorporate appropriate remuneration for collaborating partners.

`(e) APPLICABILITY- The provisions of this part (other than this section) shall not apply to this section.

`(f) DEFINITIONS- In this section:

`(1) DOMESTIC VIOLENCE- The term `domestic violence' has the meaning given that term in section 2003 of title I of the Omnibus Crime Control and Safe Streets Act of 1968 (42 U.S.C. 3796gg-2)).

`(2) EXPERTS- The term `experts' means--

`(A) experts on domestic violence, sexual assault, and child abuse from the educational, legal, youth, mental health, substance abuse, and victim advocacy fields; and

`(B) State and local domestic violence coalitions and community-based youth organizations.

`(3) WITNESS DOMESTIC VIOLENCE-

`(A) IN GENERAL- The term `witness domestic violence' means to witness--

`(i) an act of domestic violence that constitutes actual or attempted physical assault; or

`(ii) a threat or other action that places the victim in fear of domestic violence.

`(B) WITNESS- In subparagraph (A), the term `witness' means to--

`(i) directly observe an act, threat, or action described in subparagraph (A), or the aftermath of that act, threat, or action; or

`(ii) be within earshot of an act, threat, or action described in subparagraph (A), or the aftermath of that act, threat, or action.

=====
*************
We shall serve God, family and country, in that order,
because without the one before it, each would perish.
*************

See also:

__________________
Posted 2001 06 21
Updates:
2006 03 04 (added link to Feminism for Male College Students)