Adding grave insult to irony, while New York State public secondary school students are being indoctrinated to “appreciate” the moral and cultural superiority of Islamic civilization, Muslim students within the New York City area are being taught the opposite regarding Jews and Christians at Islamic educational centers. Raw Islamic Jew-hatred and anti-Christian statements are featured in these Islamic school curricula openly and unapologetically.
A three-month long Daily News investigation of textbooks widely used in New York city area Islamic schools by Larry Cohler-Esses, published March 30, 2003, demonstrated that foundational Islamic Anti-Semitic archetypes — based on central motifs in the Koran, hadith (traditions of the Muslim prophet Muhammad), and sira (earliest pious Muslim biographies of Muhammad) — are being taught to American Muslim students. The report provided these examples of the blatant Anti-Semitism and Christianophobia being taught:
In Long Island City, Queens, for example, fifth- and sixth-graders at the Ideal Islamic School on 12th St. learn that Allah has revealed [pace Koran 2:61/3:112] that “the Jews killed their own prophets and disobeyed Allah.” … Yet a third book, in use at the Ideal school, describes the hostile relations between Jews and the [Muslim prophet] Muhammad in Medina in the 7th century. “The reasons for Jewish hostility lies in their general characteristics,” the book says. Numerous Koranic citations follow with negative references to Jews — for example, “You will ever find them deceitful, except for a few of them.” [3:71; 4:46]
On Jewish hostility to Islam: “The reasons for Jewish hostility toward the Muslims of 7th century Medina lies in their general characteristics described in the Koran.” Example: “You will find the most implacable of men in their enmity to the faithful are the Jews and the pagans.” [Koran 5:82; from a textbook The Messenger of Allah, p. 34; targeting Grades 6-9]
The book What Islam Is All About states that: “The Christians also worship statues. Many Jews and Christians,” the book says, “lead such decadent and immoral lives that lying, alcohol, nudity, pornography, racism, foul language, premarital sex, homosexuality and everything else are accepted in their society, churches and synagogues.”
When questioned for Cohler-Esses’ Daily News story on New York-area Islamic school textbooks, Yahiya Emerick, head of a Queens-based nonprofit curriculum development project for the Islamic Foundation of North America, defended the language in these books — denying they were inflammatory. Emerick opined:
Islam, like any belief system, believes its program is better than others. I don’t feel embarrassed to say that … [The books] are directed to kids in a Muslim educational environment. They must learn and appreciate there are differences between what they have and what other religions teach. It’s telling kids that we have our own tradition.
As a 1973 Regents Scholarship award winner in high school — an award which set me on a career trajectory through the New York State school system that included physical therapy and ultimately medical degrees, both at SUNY-Downstate Medical Center in Brooklyn — I am outraged at the destructive hijacking of a great public system of education for the purpose of dangerous cultural relativist indoctrination.
The New York State Regents exams themselves now reflect the corrosive “success” of a sustained campaign of Islamophilic historical negationism. Cultural jihadism has achieved an ominous, and let us hope temporary victory, to the great detriment of New York City’s secondary school children, their parents, and society at large.