Five hundred years ago, Aztec priests would cut victims’ still-beating hearts from their chests, then toss their lifeless bodies down the steps of a temple that was flanked by towers made entirely of human skulls. Now educators in California, further cutting the heart from our culture, think that worship chants from those priests’ religion should be taught in government schools.
It’s the latest example of how our thought police, who take pains to cancel Dr. Seuss and amorous cartoon skunks, apparently have some odd priorities. As the New York Post reports:
The California Department of Education has proposed an ethnic studies “model curriculum” that includes, among other things, chanting the names of Aztec gods in an attempt to build unity among schoolchildren.
Included in the draft curriculum is a list of “lesson resources” with a chant based on “In Lak Ech,” which it describes as “love, unity, mutual respect,” and “Panche Be,” which it describes as “seeking the roots of truth.”
The chant starts with a declaration that “you are my other me” and “if I do harm to you, I do harm to myself.” Before chanting the name of the Aztec god Tezkatlipoka, the text reads: “Seeking the roots of the truth, seeking the truth of the roots, elders and us youth, (youth), critical thinking through.”
It adds: “Tezkatlipoka, Tezkatlipoka, x2 smoking mirror, self-reflection Tezkatlipoka.”
Tezkatlipoka is the name of an Aztec god that was honored with human sacrifice.
In Aztec mythology, Tezkatlipoka is the brother of Quetzalcoatl, Huizilopochtli and Xipe Totec — all of whom appear to be invoked in the proposed chant.
Quetzalcoatl, do note, was a feathered serpent “god” in whose name much blood was shed.
So I guess California leftists really do believe in the separation of church and state — literally. But separation of pagan temple (or mosque) and state is a different matter.
This is nothing new, either. Just consider that decades ago in Pound Ridge, New York, elementary school students were being taught occultism. They “took an overnight field trip to a local graveyard,” reported CBN news in 1997. “They also learn about magic and witchcraft in the classroom.”
Providing examples, CNB wrote that, first, “school officials invited a New Age crystal healer and a psychic to speak at the elementary school. Secondly, third graders learned how to tell fortunes and read tarot cards. And the most bizarre example — for a lesson about evolution, fourth graders took a field trip to a graveyard.”
Once there, the students were brought to a children’s cemetery and were told to walk onto the tombs and “lie down on the gravesite to see if you could fit in the little child’s coffin,” CBN quoted a student as relating.
“In addition to those activities, another fourth grade class had to write a poem entitled, ‘How God Messed Up,’” the site continued. “The fifth grade performed various Aztec rituals, including one that conjures up dead spirits. And sixth graders spent three months learning about pagan gods who are central to New Age occultism.”
Then there’s Islamic indoctrination, which occurs throughout the West. For instance, there have been Islamic immersion courses in California and Oregon public schools, and numerous stories of a similar nature come out of Europe. Notably, a video (below) of native Dutch children being instructed to pray at a Netherlands mosque outraged parents in 2016.
Of course, the California officials advocating the Aztec chants aren’t likely pushing human sacrifice; they’re just trying to be “multicultural.” Yet this much reminds me of an old Star Trek episode, “Patterns of Force.”
In it, a historian named John Gill is stationed on a planet named Ekos as a cultural observer. Distressed that it’s in a state of anarchy, he introduces a form of National Socialism. Well meaning, he supposes that the planet could benefit from what he perceived to be Nazism’s strengths (e.g., discipline, which, note, is really just a German thing) and that the ideology’s racial components and brutality could be omitted (video below).
It didn’t end well, of course, and part of the lesson is that some monsters from the past can’t be reformed; certain cans of worms need to remain closed — forever.
The Aztec chant story is also timely given that The Satanic Temple is currently suing Texas for the “right” to engage in prenatal child sacrifice; it’s asking for a “religious exemption” from regulations governing our mass-scale legalized child sacrifice, abortion.
Even if hearts remain in chests for now, the notion that introducing Aztec chants will encourage unity is childish. Unity can’t be achieved via superficial affirmations of belief such as “We are all one” or “We’re all Americans.” Why, we may as well suppose that spouses in an arranged marriage who have nothing in common and don’t love each other could feel truly united just by chanting “We are one flesh.” True unity means achieving a meeting of minds, hearts, and souls.
Yet think about what California educators are saying: “We want unity — so we’re going to introduce yet another religion into the mix.” Huh?
The problem is posed on a larger scale by “ethnic studies,” as they’re now constituted, in general. Encouraging kids to retain “their” cultures — and to even resurrect some conception of their distant ancestors’ cultures — sure does increase diversity. And diversity and unity are, from a practical standpoint, opposites.
Ethnic, racial and, to a far lesser extent, religious conflict have cost millions of lives throughout history. And the more we accentuate ethnic, racial, and religious differences, the greater the chance of such conflict. It’s called balkanization.
Even sociological studies have found that the more diverse an area becomes, the more people hunker down with their own group. Are you usually friends, after all, with people you have nothing in common with?
