December 15, 2019

New Zealand history – Timeline of events.

A time line for our kiwi children!

New Zealand history. An overview covering the pre-historic, colonial and modern periods. Timeline of events.
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German Youth Authorities Allow Gorber Children Home ‘Temporarily’

http://www.hslda.org/hs/international/Germany/200808190.asp

Germany

Germany


August 19, 2008

German Youth Authorities Allow Gorber Children Home ‘Temporarily’

In a surprise decision earlier this week, the Youth Welfare Authorities in Germany, the “Jugendamt,” have allowed the remaining five Gorber children to return home until the beginning of September. The five girls have been kept in youth homes for the last eight months with minimal visitation from their family.

The family’s attorneys have been arguing that there is no valid reason for the Jugendamt to retain custody of the girls. Earlier this month, a German family court judge ordered that the Jugendamt retain custody of the school-age children because the judge feared the parents would refuse to enroll the children in school and undergo court-ordered psychiatric examinations.

Mr. and Mrs. Gorber are so pleased that their children are now home with them. A person close to the family reported that the “children have held up well under the circumstances and have not been susceptible to manipulation by the Jugendamt or other children in the homes. This is a real testimony of the strength of the family and the parents.”

Despite Germany’s inhospitable education laws, the Gorbers have homeschooled there for quite some time, motivated by their sincere religious convictions. In January, authorities seized the Gorbers’ seven minor children in an aggressive raid of the family home conducted while the parents were absent. At the time of the raid, Mr. Gorber was visiting his wife, who was hospitalized due to a complicated pregnancy. The seizure was conducted without advanced notice and required authorities to carry off at least one child “kicking and screaming.”

A similar raid occurred in 2007 when the Jugendamt and police authorities seized Melissa Busekros from her home in Erlangen and kept her in foster homes for months with minimal visitation from her family. Melissa escaped from her foster home in April 2007, and is now at home. She is pressing her case against the state for breaching her and her family’s civil rights.

The Gorbers, too, have vowed to fight on until they regain permanent custody of all of their children.

Homeschoolers in Germany remain gravely concerned about recent changes in federal law that have made it easier for the Jugendamt to seize children from families who homeschool. In July, German President Horst Kohler signed a law that made it easier for the Jugendamt to take German children from families where the children were “endangered.” The term “endangered” is not defined in the law, and German Courts have already ruled that homeschooling is “an abuse of parental rights.”

Another homeschool family in Germany, the Dudeks, were sentenced to 90 days each in jail in July for homeschooling their children. The Dudeks, who receive daily letters of encouragement, told HSLDA that “they so appreciate the letters from American homeschoolers. Some days we are quite depressed about the situation in Germany, and then we go to the mailbox and we read a wonderful note of encouragement from an American homeschooling family. Our children love the letters and have already several pen-pals.”

The Dudeks’ attorneys will be filing their appeal of the conviction this week with the state appeals court in the German state of Hesse. The Dudeks are hopeful that their appeal will overturn their conviction. “Sending people to jail because they homeschool is wrong,” says Juergen Dudek. “We are educating our children well. They are well-adjusted and not deprived in anyway. We have again applied for status of a private school in Hesse. We are willing to work with the authorities to come to an understanding how we can educate our children, but we will not compromise on whether we, as their parents, will educate them. It is our duty and responsibility and our conscience will not allow us to give that up.”

Other families have fled Germany under threat of extraordinary fines, threat of jail and the possible loss of custody of their children. Some have fled to Canada, England, New Zealand, the United States and even Iran to be able to homeschool their children.

“Families should not have to choose between their homeland and homeschooling,” said HSLDA Staff Attorney Michael Donnelly, who coordinates HSLDA’s involvement in Germany, “These families are following their conscience, and Germany is simply out of step to treat parents who choose to educate their own children in this dramatically autocratic way. This kind of behavior by the Federal Republic of Germany is very disturbing. HSLDA is committed to helping persecuted homeschoolers in Germany and calls on state legislators in Germany to take action to change their laws to make homeschooling legal. Homeschooling works and is legal all over Europe—Germany should not be allowed to get away with this kind of repression of a fundamental human right.”

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Government Schools in New Zealand

 

Government Schools are Revolting!

http://www.scoop.co.nz/stories/PO0806/S00110.htm

PRESS RELEASE

FOR IMMEDIATE RELEASE
Education

Government Schools are Revolting!

Libertarianz spokesman Phil Howison is completely unsurprised that 15 Auckland principals are “deeply concerned about the future of New Zealand’s schools” due to the ill-conceived and unworkable ‘Schools Plus’ initiative.

“Which is worse, Education Minister Chris Carter’s oppressive new policy, or the principals’ incessant and insatiable demands for taxpayer funding?” Education Spokesman Phil Howison wonders.

“Detaining students for a further 2 years against their will is a violation of the rights of young New Zealanders, to say nothing of a waste of tax-payer money. It is essentially an admission of defeat for state education – if eleven years in state schools has left over 500,000 New Zealanders functionally illiterate, what difference could adding two years make?” Howison asks.

“Even Chris Carter has admitted that we are spending too much public money on education, and receiving far too little in return. The constant cry from schools for more money reveals the inability of most educators to think of innovative approaches.”

“Our transitional education policy would distribute schools to the community through shares, empowering parents to become involved with their child’s education. The separation of school and state would allow new methods, subjects and ideas to evolve in a free market system.”

“It’s enough to make you vote Libertarianz!”

ENDS

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New Zealand Curriculum

The NZ curriculum isonline at :

http://www.minedu.govt.nz/index.cfm?layout=document&documentid=3561&data=l

Here are some other helpful websites in preparing the exemption.

Te Whâriki is more relevant for a six year old?? since it is widely accepted that Early Childhood ranges from 0?? 6 years.http://www.minedu.govt.nz/web/downloadable/dl3567_v1/whariki.pdf

It could also be useful to take note of development documents like this one:

http://www.nncc.org/Child.Dev/ages.stages.6y.8y.html

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What Are Public Schools REALLY Designed to Do to Our Children?

What Are Public Schools REALLY Designed to Do to Our Children?

Posted in Tough Questions

Our public schools are staffed by well trained professionals who teach according to a modern up-to-date curriculum which is designed to bring children to their full potential that they may easily integrate into today’s society and the workforce. How can you deny them these great advantages?

This is a typical statist comment, the kind that would also go on to say that children are our nation’s greatest resource and therefore demand the best money can buy. You see, they quite quickly equate children with sides of lamb, butter and other “resources” of our nation which are sometimes sold to the highest bidder , sometimes bartered off to reduce debt and sometimes given away. I resent my children being spoken of in those terms. Thy also assume that money buys the best.

Well, what exactly is behind the National Curriculum? On April 19, 1987, the then Assistant Director , Resources Development, Department of Education, Wellington, met with a number of leaders of home schooling groups in Auckland. This gentleman stated that his own idealism had been somewhat tarnished after years in the state education system when he realized, in his own words, that education “was not only about children and learning, but also about money and politics.” The Christchurch Press of November 5, 1985, had an article about the then Under Secretary of Trade and Industry, Mr Neilson, and his six-point programme for making Labour “the natural party of Government.” Point three of this programme called for the introduction “of peace studies into the education system to achieve this end.” The idea is to train children in the schools to think a certain way so that when they become voters they will just “naturally” think along Labour political lines and just “naturally” vote for Labour. At a speech at Massey University in mid-1990, Finance Minister David Caygill was reported in the papers as saying that Governments should mould public opinion, not follow it. He said it was the politician’s responsibility to pursue policies that were in the public interest “even when the public disagrees.” What better way to mould public opinion than when the public within the state education system is not yet old enough to have its own opinion?! Apparently , both Mr Neilson and Mr Caygill understood what Abraham Lincoln said over 100 years ago: “The philosophy of the classroom is the philosophy of the government in the next generation.”

During the 1986 school trials of the draft programme Keeping Our Selves Safe, the Police Youth Aid Officer in Palmerston North chaired a public meeting to explain the programme to interested parents at Central Normal School. He was asked why the KOSS programme was targeting potential victims, school aged children, and educating them to understand and recognise perversions such as incest, sexual molestation, rape, exhibitionism, etc., rather than targeting potential offenders and educating them in self control. The constable answered with a shrug of the shoulders and the words, “I guess the children are easier to reach since they are a captive audience in the classroom each day.”

A few years ago Massey University Education professor Ivan Snook said that the furore over sex education, morals in the schools, etc., was only a smoke screen. The real issues were power and control: whose were the children and who will control their education? Karl Marx was committed to seeing communism take over the world. He worked out a 10-point plan to see this objective succeed. One of the points was the establishment of free, compulsory and secular state education systems in order to train up the next generation in the philosophy of the state.

Many Christians and other concerned parents were thrilled with the way parents were promised a lot more say in running schools as a result of the changes brought about by the Tomorrow’s Schools document. But most were totally misled. It turned out that what Tomorrow’s Schools did was to off-load much of the expensive administrative headaches onto volunteer Boards of Trustees who receive token remuneration, while the core curriculum, what was actually being taught in the classroom, remained even more tightly in the control of the Ministry of Education. A quote by Phillip Capper of the Post Primary Teachers Association which appeared in the Dominion Sunday Times of 14 October 1990 is one of the most straightforward and honest statements by a professional educationalist one would ever hope to read. He said, “What I would like to see in the political debate about education is a recognition that public education is an exercise in social engineering by definition.” And here is a snippet from the Manawatu Evening Standard of 4 December 1990. “Unresearched government-decreed practices in schools could socially, emotionally and intellectually deform children,” says Christchurch Teachers’ College principal Colin Knight. Dr Knight said the education system placed children at risk by continuing to neglect educational research. ‘It is of serious concern to me that, despite the far-reaching effects of teaching on society, few educational practices have a sound research basis.’ He said changes in what went on in schools were mainly brought about by politically initiated reviews and reports on questionnaires and Gallup polls, by parliamentary debate and political expediency.’

The New Zealand public school system is designed and operated according to political considerations. I have no qualms about keeping my children out of such a system.

From Keystone Magazine
March 1996 , Vol. II No. 2
P O Box 9064
Palmerston North
Phone: (06) 357-4399
Fax: (06) 357-4389
email: craig
@hef.org.nz

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