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Concluding Remarks
The issues that differentiate civilisations are mutually exclusive. Integration, middle ground and the emelting potl are not possible. Civilisations will compete with each other and in a single society only one will eventually win. The war between civilisations takes place primarily in the schools. Who will have the greatest influence on the mentality of the next generation? Who will educate whose children?
One might add that the problem with immigrants boils down to answering this basic question.
Who will give a civilisation to the children? Will it be the parents or someone else? Since the French Revolution, we have observed a gradual taking over of education by the state in Europe. We continually witness the reduction of parental influence on education and at the same time its gradual laicisation. The extent of education grows and the influence of the Church and parents declines.
This is not an insignificant development. We risk the situation that some civilisationally alien politicians will decide about the education of our children and parents will hardly notice that their children are gradually drifting away from their civilisation.
We should ask ourselves the following questions: Do we have one or many civilisations fed into our educational system? Who decides about the educational programs? Who decides about the educational trends promoted in schools, on TV and on the internet? Who has the greatest influence on the education of children - the parents, the school, the Church, TV or the internet?
The educational system must be consistent. It must hold onto the principles of one civilisation. In most of Europe, this should be the Latin civilisation. The education in school should be an extension of the education served at home and the two should be complementary and compatible.
In 1925, my grandfather forbade my mother the reading of a book given as a standard text in her school (the Noble prise winning book, Ch?opi (Peasants) by W?adys?aw Reymont) because he considered that it had immodest content. The school respected this decision. The whole class read the book and my mother did not. In fact, she never read it even when she was older because her father considered it immodest. Which European school today would respect such a request made by a parent? We should demand that such habits return.
Authors of educational programs are frequently guided by some ideological option. Unfortunately increasingly frequently it is laic and deliberately demoralising. We constantly hear about the need to serve children "sex-education" in classrooms. Children are being indoctrinated in the topic of contraceptives and sexual gymnastics. The choice of readings is often with a preference for socialist and atheistic authors while Catholic ones are being eliminated. In the teaching of history, there is a lot of falsehood, downplaying of the role of Christianity and patriotism in the building of Europe, and a glorification of revolutions and internationalism. In teaching biology, the unproven theory of evolution is promoted to diminish the role of the Creator.
It is true, that there are teachers who even in the most difficult of times put aside the official textbooks and try and convey to children the truth as best they can. The majority of teachers, however, just repeat what is in the textbooks without any additional critical commentary. They do not want to risk reprimands or simply do not notice the laic nature of the served indoctrination.
An even stronger influence on children is exerted by TV, watched from early childhood, several hours a day. And what sort of role models are to be found in the TV programs? Normality is dull, so most of the time, abnormal situations are portrayed. Unfortunately, much of the TV watching takes place when the parents are not home.
A similar bad influence is exerted by popular music. This is listened to with the help of walkmans and no one knows what the child is listening to. Modern music often contains erotic or satanic content.
When children have problems, who do they go to with them? Do parents have time to listen to them and advise them in time?
There is only one solution. For home to be the main educator, the mother must be there. I know that I am risking the wrath of many women who might read this. But let us not fool ourselves. In the civilisations were a mode of family life is so organised that mothers are at home all the time, the civilisation is perpetuated. In places, where the mother is absent most of the day, the children risk being educated in a set of values alien to the parents. A home without a mother is an empty home. Children run away from such homes and seek advice elsewhere.
It is absurd that we now have an economic necessity to have two incomes in a family. This is not a choice, but a necessity. The social system must be reorganised to make it possible to live on a single income and to have a living home with a mother always ready to control children and be available to them.
Immigrant families generally are capable of surviving on a single income and the mothers are at home. As a result, the influence of the schools on the children is minimal. It is counterbalanced by the influence of the home. Banning of headscarves will not solve the problem. Children of various civilisations interact in schools and influence each other. With the influence of the home declining in the western society and with the teaching programs outside parental control, we face the risk of civilisational changes in the next generation.
Our civilisation has to be actively defended. Even at the risk of poverty, we must insist on having control over our children. We must also insist on having control over educational programs. We must demand that TV programs promote noble causes and upright role models. We must also demand that behaviour proper for our civilisation be lauded and improper scorned. We must insist that immoral music be banned. We must insist that the behaviour of the society at large be appropriate and that when it is not proper, it be penalized. We must try and influence the education of those who live amongst us but do not have sufficient support from their families. We must also try and influence those among us who are from other civilisations. We should be educationally on the offensive.
Otherwise, our civilisation will loose.
On a different level the situation is more optimistic. Quite apart from all the evils colonialism entailed, it is a fact that the European colonialists tried to graft their own civilisation on the subjected peoples. One of the main routes of achieving this was to invite brighter individuals to come and study in the European country. Elites were formed to think in a European manner. When decolonisation came, it was primarily the European educated indigenous people who took over responsibility for running the freshly emancipated countries. Much of this form of influence continues with students from former colonies enjoying the privileges of a European education. The USA is doing the same inviting many students from third world countries to study there.
Education is one route of promoting one's civilisation. There are others. The colonialists often left some legal system and a form of civil organisation, a representative political system, method of organising the police, the army, the medical service, the forest service etc. They also left a Christian ethic and some Christian Church structure, gradually becoming ethnically local. Not everything works as well as it should, but the European standard is usually something to aim for.
Currently, quite apart from the colonial legacy, in dealing with third world countries, the Europeans (including those from USA, Canada, Australia etc.) demand certain norms of behaviour as a condition for the relations. Usually what is demanded is some level of democracy, of respect for human rights, of combating corruption, of economic responsibility. By formulating these demands we are educating others to our way of thinking.
Obviously, not everything promoted in the third world by the West is worthy. Unfortunately we also tend to export our own evils, such as wars or supplies for wars, socialism and other materialistic ideologies, population control, sexual promiscuity, family instability, hedonistic life-styles. Members of other civilisations wishing to protect themselves from these evils resist also the positive influences of the West. We would be much more effective in promoting the Latin civilisation if we would take care to protect it at home.