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In a grand announcement the other Day, The US President who used to believe that terrorism anywhere is a bad thing announced that he was giving millions of dollars of humanitarian aid to the new Palestinian government set up by the terrorist group Fatah. I assumed that “Humanitarian Aid” was food and medicine and maybe even some help with things like the giant cesspool that burst a few months ago or maybe something that would link Ramallah to the other Palestinian capital Amman Jordan. But the US grant goes beyond all that. Our President also is providing money for education which would not be a big deal until one realizes that Abbas never kept the promise made three years ago about cleaning up the Palestinian education system (or any of the other promises he made).

Children’s Education in PA is more like an indoctrination into the world of evil. Promoting Jihad and Martyrdom and teaching that Jews are naturally dubious. For those of you thinking that these are old textbooks–Wrong. These are the new books that Abbas promised as part of his clean up the education system. But his clean up the education system is more like “no terrorist left behind”

Folks read this report from today’s Front Page Magazine and remember, these are YOUR tax dollars at work.

The PA’s “Humanitarian Needs”
By David Bedein
On Tuesday, President Bush, meeting with Israeli Prime Minister Ehud Olmert, announced that the US government will renew funding for the “humanitarian needs” of the Palestinian Authority on the assumption, as Bush emphasized, that this aid will bolster the “moderate” elements of the Palestinian Authority.

One of those “humanitarian” needs involves funding the schools of the Palestinian Authority.
The question remains, however, whether the US government should consider schools of the Palestinian Authority as one of the “moderate” elements that should once again be funded by the US government.

Indeed, Congressman Brad Sherman (D-California) told this reporter that following the death of PLO leader and founder Yassir Arafat in November 2004, one of the clear promises made by Palestinian Authority leader Machmud Abbas was that he would introduce textbooks that would promote peace and tolerance. When Rep. Sherman and 34 other Congressmen confronted Abbas during his trip to Washington in May 2005 with the crass anti-Semitic incitement in the schools that was then being taught in the Palestinian schools, Abbas’s defense was that these school books were published before he was elected leader of the Palestinian Authority in January 2005, and he promised to make improvements.

Now, two years later, new PA textbooks for eleventh and twelfth grades have been published, and the first books published during Abbas’ reign hardly do any educating for peace with Israel. Instead, they promote the ideal scenario of a violent struggle against Israel.

Dr. Arnon Groiss, who holds a Ph.D in Islamic Studies from Princeton University, and who serves as a senior researcher for the Center for Monitoring the Impact of Peace, translated these new schoolbooks and was recently invited to make a presentation for the European Parliament in Brussels, because of EU member funding for the Palestinian Authority school system.

Dr. Groiss reported that the new PA schoolbooks teach the following values:
1. Jews are foreigners and have no rights whatsoever in Palestine.
2. The Jews have a dubious and even murderous character.
3. Israel is an illegitimate usurper who occupied Palestine in 1948 and 1967.
4. Israel is the source of all kinds of evil done to the Palestinians.
5. Peace with Israel based on reconciliation is never sought.
6. A violent struggle for liberation is encouraged instead.
7. The exact area to be liberated is never restricted to the West Bank and Gaza alone.
8. Jihad and martyrdom are glorified and terrorist activities against Israel are implicitly encouraged.
9. The West is Imperialist, aspires to world hegemony, and directs a cultural attack against Islam and supports Israel.

Groiss notes that the PA schoolbooks teach students that Palestine and Jerusalem have been Arab since antiquity, on account of the ancient Canaanites and Jebusites who are presented as Arabs. All others, including the Jews, were foreign invaders with no legitimate rights in the country.

In these new Palestinian school books, which were produced by the Fatah-dominated Palestinian Authority, not by the Hamas, Jewish holy places in the country are not recognized.
Instead, they are presented as Muslim holy places usurped by the Jews. Groiss points out that the Jewish holy place of Rachel’s Tomb in Bethlehem is renamed “Bilal bin Rabbah Mosque” in 2001, while in 1996 it was still called “Rachel’s Dome” in another textbook. We are witnessing here a new myth in the making.

In his presentation, Groiss brought up numerous examples of how the new Palestinian textbooks teach that Israel is solely responsible for the conflict and the Palestinians are Israel’s victims. The Arab armed opposition to the UN Partition Resolution of 1947 is not mentioned, nor is the invasion of seven Arab armies on the day that Israel declared independence in 1948.
Groiss assembled a list of 25 accusations against Israel that appears in the Palestinian school books, which include the following:

  • Israel contributes to Palestinian social ills and family violence;
  • Israel causes the increase of drug abuse cases in Palestinian society
  • Israel pollutes the Palestinian environment;
  • Israel usurps Muslim and Christian holy places;
  • Israel strives to obliterate the Palestinian national identity and heritage.

The books also glorify those who kill Jews and achieve martyrdom: One book reads: “…The flow of blood gladdens my soul, as well as a body thrown upon the ground, skirmished over by the desert predators.” In other cases, martyrdom is described as a wedding party.

These new Palestinian schoolbooks, thus obliterate Israel as a sovereign state, and present it as an enemy that one should fight to the end.

In other words, as Grioss says, “they teach war rather than peace.”

The question the Bush Administration must now cope with is whether or not to fund the Palestinian war curriculum in the framework of supporting “humanitarian” gestures for “moderate” elements in Palestinian culture or seeing what that culture really is.

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