The State is taking over our lives, bit by bit. Yet somehow there is no pushback. In fact, it appears that people are very willing to let this happen. The “sleeper” bills that follow provide examples of cultural, social, and moral engineering occurring in South Carolina—and all over the United States—with barely a whisper of concern from parents or those will wish they tried to stop what is happening to our society.
H4166 Levonorgestral/Plan B distribution in public schools
This short bill has one purpose—to ensure all girls in public middle and high schools in this state have access to Levonorgestrel/Plan B, the “morning after drug,” upon request from the school nurse or other designated administrator—without parental knowledge.
Please consider a few thoughts related to how this bill manipulates our society and culture. Clearly H4166 not only disregards any old-fashioned morality or restrictions on sexual activity among our youth, it shows contempt for the rights and responsibilities of parents to either train up their children with some personal and spiritual moral sense or at least try to be aware of what is happening. In this case parental awareness, or lack thereof, could mean literally a life or death scenario for an unborn child—the grandchild of this student’s parents. This begs the question, “Where are parents nowadays who care to know what their own children are choosing to do?” Have we reached the final stage of “out of sight, out of mind?” H4166 further eliminates the rights of parents to determine what kind of medical or other interventions might be implemented regarding the consequences “…after unprotected [deliberate] sex or contraceptive failure.” [SECTION 1. Section 59-63-92(B)(2)]
It is foolish to think this “remedy” will do anything to help our society regain a sense of right and wrong or healthy morality with safe limits on unbridled sexual activity. Interventions like this enable the very behavior “sex education” was supposed to curb, due to a growing awareness, decades ago, of increasing sexual activity among younger and younger children. Indeed, sex education instructs children about sex, titillating their curiosity, stimulating sexual thoughts, feelings, and/or urges, often prematurely introducing supposedly non-judgmental information with minimal attempts to discourage immature sexual experimentation or implementation of what is taught. Prohibition of or any implications of shame or guilt are carefully avoided. The obsession in this country with sex, pornography, human trafficking, and other horrific human behaviors has not been curtailed by the decades schools have worked to undermine better standards of behavior.
It seems clear that almost no one pays attention to these “little” changes designed by the State. Most legislators accept State demands, mindlessly passing them along without any attempt at exploring the widespread impact that even little actions, particularly thousands of little actions, will have on the activity of people, even in the most private times of their lives. This overreach of the State, coupled with the increased irrelevancy of parents who have relinquished their responsibilities, apparently finds no opposition.
S41 Reproductive Health Education
“To amend…Section 59-32-10…to provide for age-appropriate, comprehensive, and medically accurate instruction, and to provide that abstinence may not be taught as the only or primary method of pregnancy prevention and the prevention of sexually transmitted diseases…to include domestic violence and pregnancy prevention education…for grades six through eight.” [Proposition of Enactment]
First, common sense tells us that schools blatantly ignore consideration of individual developmental characteristics, utilizing “age-appropriate” to justify exposing younger and younger children to the most inappropriate group instruction. All students are not ready at the same age or point in a school year or even at their “grade level”—for anything. Second, now that health education is “comprehensive,” what boundaries, if any, will the State respect regarding parental guidance or responsibility and critical aspects of child-rearing and nurturing? Third, there is increasing evidence that much of the modern “medical establishment” appears to have little or no interest in medical accuracy. Fourth, abstinence is the safest and surest way to prevent pregnancy and most sexually transmitted diseases. This important information should be properly presented instead of relegated to subordinate or no mention in addressing the serious dangers of rampant sexual activity among our youth.
It is past time to look critically at the concept of “comprehensive health education.” Over the past several years “comprehensive” has become a preferred adjective for “health education.” What does this mean? Comprehensive implies the schools will cover everything related to children’s health in a superior manner to what parents can provide. It further implies (if not directs) that parents may abandon any responsibility for helping their children live healthy lives or make good choices for their well-being. In addition, many parents may be led to believe they could not possibly have the real knowledge and sources of “scientific” and acceptable rules (not guidelines anymore if they come from the government) that public schools have. Some parents might have common sense and a sense of morality and right and wrong. However, those concepts don’t fit in today’s world.
“Health” was once considered a minor curricular area, as well as one that was left to parents as part of their responsibility to care for their children. It needs to be recognized for what it has become. “Comprehensive health education” is a gateway for some of the most pernicious, life-altering propaganda and instruction on unhealthy living alternatives ever seen.
As we watch children at increasingly younger ages be groomed (to make sure they know about something before it happens to them so they can be ready?), it is apparent that children are not being prepared to make good choices in their behavior. Rather they are groomed to accept whatever the future brings—from opportunities for promiscuity to their pre-determined placement in the workforce. The State is close to full control of all aspects of life.
H3478 Mental Health in Schools Act
This bill proposes “…offering mental health screenings to students in grades six through twelve to reduce risks…, to create the mental health screening program in the State Department of Education…, to provide other services and requirements….” [Proposition of Enactment]
H3478 requires massive data collection and reporting, not to mention further State control and increased costs to taxpayers. Conclusions from and use of the data will be based on the beliefs and interpretations of those who review the results. Universal mental health screening is dangerous and disturbing.
The Department of Education will expand its scope of interference, as this bill requires that it grow its bureaucracy and operating costs. The potential scope of its overreach will be determined by the vague order “…to provide other services and requirements….” This bill provides an unlimited opportunity for expanding “social-emotional learning,” one of modern education’s most frightening initiatives.
H3478 specifically mentions that the uncovering of child abuse and neglect may be a result of these screenings. Such massive reporting requirements, data collection, and biases in interpretation of child-rearing practices will result in unreasonable intrusion into private homes with disastrous results. While such “errors” may seem infrequent, the power of the government over families, their privacy, and the sanctity of their homes should raise red flags about how easily and pervasively we have allowed our lives to be overseen by government entities and change agents.
Let us not ignore federal funding, including a section for Medicaid [(SECTION 2 Sections 59-1-373(D)(1) and (2)] as well as “(4) If before implementing this section, the Department of Health and Human Services determines a waiver or authorization from a federal agency is necessary for implementation of this section, the agency shall request the waiver or authorization.” South Carolina is ever subservient to its federal master.
Public schools have played a major role in creating, exacerbating, and perpetuating many problems in our society. Now school officials pretend to want to “solve” these very problems. How can this be a good idea? Change agents in schools, along with so many carefully implemented cultural changes, have already done a good job limiting the thinking and interest of today’s parents. There is little feeling of concern or alarm—which is alarming.
H3265 Individualized Education rograms
This very short bill focusses on making sure that IEPs (Individualized Educational Plans required for students who qualify for special education) include “…age-appropriate and developmentally appropriate instruction” [(SECTION 1. Section 59-32-25(A)] in accordance with “…guidelines established by the department [State Department of Education] pursuant to subsection (A).” [SECTION 1. Section 59-32-25(B)] The guidelines will cover “…subjects taught under the comprehensive health education program….” [SECTION 1. Section 59-32-25(A)]
One of the most dangerous marketing phrases in education is that the curriculum content will be, “…age-appropriate and [for students with IEPs] developmentally appropriate….” [(SECTION 1. Section 59-32-3-25(A)] Over fifty years ago this former special education teacher first encountered, with disbelief, the absurdity of exposing a class of young special education students to what was considered “appropriate” (and required) “health” instruction in the classroom. Such instruction provided many humorous anecdotes. Sadly, the inappropriateness of the material for such young children was obvious, especially given the limited comprehension of most of the students in these kinds of classes. Apparently such exposure is now essential, according to the educational change agents. As a result, we will continue to see more immoral, dangerous, and self-centered behavior and attitudes in younger and younger children, even those who cannot grasp the implications of their behavior.
Special education studentsI need and deserve careful attention, reasonable expectations, and protection, as they are often the most innocent and vulnerable. However, special education is the area that has become most distorted over the past six decades. Instead of recognizing the unique needs of a growing number of children who are different from most of their peers, the educational establishment has chosen to expose these children to much of life without honest recognition of their individuality or even their ability to rationally understand the implications of what they are being taught. These children have become political pawns.
WRAP-UP
It seems clear that almost no one pays attention to “little” changes designed by the State. Most legislators take what is given to them, directly from the State or lobbyists, and mindlessly pass it along without any attempt at exploring the widespread impact even little actions, particularly thousands of little actions, will have on the activity of people even in their private lives. Proposed bills such as the ones addressed in this article are presented as benevolent and necessary. Are they really? The overreach of the State, coupled with the increased irrelevancy of parents who are relinquishing their responsibilities at an alarming rate, apparently finds no opposition.
Disclaimer: The views expressed in this article are those of the author and do not constitute legal or professional advice. ConservaTruth assumes no liability for any actions taken based on this content. Read more.
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