HomeMothers' Watch ArticlesAbout UsContact UsSearch
Article Categories
Sex Education
Child Abuse Education / Safe Environment
Chastity / Abstinence Programs
NPF For Kids
Values Clarification / Self Esteem
Books & Literature
Bishops -- Good and Bad
Vatican & Bishop Documents
Information of Interest
GROWING IN LOVE - Part I PDF Print E-mail

Growing in Love Part I

Grades K - 3

 Growing in Love (GIL) is the most deceitful, lewd, perverse K-8 sex-as-religion, homo-promo series yet to be inflicted upon innocent children by bishops.  The following includes Mothers' Watch indepth critique of the childrens' Text, Teacher Guide, Program Resource, and Family Resource for each grade level. 


The bishops have tragically and deliberately transformed religion programs into sex programs that lure young Catholics into the sleazy world of sex. The programs entice hildren to believe that they are sexual beings. Before many children are taught to read, they are being indoctrinated to embrace a "joy of sex" mentality where sexual activity will be judged on the basis of personal desires, not according to the Commandments of God or the teaching of the Church.

In Catholic classrooms, the sins of homosexual acts are diminished. Homosexuality, bisexuality and other perverse aberrations are subtly and systematically normalized. Ordinary vocabulary words like "family," "respect," "relationships," "community," and "dignity" take on new meanings as they are linked with homosexuality. Homosexuality becomes a God-given "gender," a gift rather than a cross to bear.

As in all Catholic sex education programs, including Growing in Love (GIL), sex and religion are mixed and stirred until sex becomes religion and religion becomes sex. Catechizing has become sexualizing. This is what today's bishops across the country want for your children. They also want to draw in the parents as "partners" (silent partners, that is) with the diocese in the destruction of the faith and the sexualization of the minds of children. Parents who disagree are treated with contempt.

For years, Catholic youth have been led astray by such programs. Parents blame themselves, television, movies, music or society in general, but they seldom think to look at what their children are being taught in their Catholic classrooms. Yet, it is the schools where children spend six hours of the prime time of day when students are alert and eager to learn. Parents trust the schools; they don't want anything to be wrong with their often-beloved Catholic schools.

Parents also turn a blind eye to the millions of dollars of parishioners' money being dolled out in sexual abuse cases, and fail to see the connection with classroom sex education. Yet it is  bishop-blessed sex instructions, like Growing in Love, that so desensitize youth that they become easy prey. The terrible crimes being perpetrated particularly, but not exclusively, against young boys by the religious and bishops has become so routine that such crimes have lost their shock value with the public.

The Bishop's Role
Notwithstanding all the lawsuits, American bishops have created an "ad hoc Committee on the Catechism" to give a more authoritative approval to the contents of their vulgar sex education programs. Growing in Love, is published by Harcourt Religion Publishers (publisher of pro-abortion materials and deeply entrenched in the pro-abortion network). Harcourt has recently absorbed Brown ROA, formerly William C. Brown publishers of the gross and highly controversial New Creation Series.

The credentials of the three consultants for GIL, Fr. Richard Sparks, Toinette Eugene and James DeBoy are also cause for concern. In addition to his homo-promo leanings in his writings, Fr. Sparks' preoccupation with sex has him scandalously and disgracefully discussing Our Lord and His Blessed Mother at a teacher workshop. Sr. Eugene, who calls herself a "womanist" is absorbed in "re-imaging" the Faith to conform to the new-age church. Mr. DeBoy is a long time trainer of "new church" catechists.

Growing in Love is among the programs that the bishops, by their endorsement, must heartily recommend. Their endorsement of this series reads: "The Ad Hoc Committee to Oversee the Use of the Catechism, National Conference of Catholic Bishops has found the activities and family booklets copyright 2001, to be in conformity with the Catechism of the Catholic Church." While Mothers' Watch is hearing that some bishops are saying only the GIL student text is approved, the above statement can be found in the GIL books.

There is no doubt that the purpose of the bishops' ad hoc committee is to reinvent catechesis and confirm sex instruction as "catechesis." Thus, sex is religion!

Now the bishops have given their stamp of approval to a sex series that fosters the acceptance of sodomite lifestyles. GIL leads children into a dangerous early familiarity  with sex and acceptance of perverted acts that should not even be discussed among adults. When bishops endorse teaching a kindergarten curriculum with details of body parts, from nipples to vulvas to scrotums, and urination and defecation it is blatantly evident that these innocent children are being courted by the homosexual/pedophile cartel! When bishops teach kindergarten children that there are many types of "acceptable" families, including homosexuals, they are proselytizing perversity that will destroy the integrity of the family!

A parent cannot take a wait and see attitude to decide if Growing in Love is a bad program before removing their child from the class (if not the school itself). The damage will be done. The snare is laid in the first lessons at each grade level.

The desensitization begins with lesson one in kindergarten. The children are being psychologically undressed in the classroom and exposed to explicit pornographic materials. The bishop-blessed Growing in Love  has little children exploring the sexual body parts (penis, vagina, etc.), as well as the anus and buttocks. Instead of activities for "reading readiness," Growing in Love supplies "sodomy readiness" lessons by adding the anus and buttocks to the sexual anatomy,

This exploitation is confusing, embarrassing and a perverted assault on the innocence and purity of children. Instinctively, innocence has always been a child's best defense against abuse. Children flee from the unknown and from violations of modesty. But sex in the classroom keeps the child captive and systematically destroys that protective innocence so important to children. The classroom itself becomes a den of wickedness where gullible children are used and abused at the wiles of the bishop's sex educators.

Mothers' Watch believes that any bishop, who in any way approved the GIL program that so blatantly, openly and unashamedly rapes the innocence of children can and should be arrested for child abuse. Irresponsible state laws exempt pornography labeled "educational" leaving classroom children unprotected. However, states do have laws against "sexual harassment." GIL is classroom "sexual harassment." It is sexual child abuse and it is time for parents to investigate their legal rights and to challenge those bishops and their schools. These programs begin by molesting the minds of children, piquing curiosity and early experimentation and worse. Children are made vulnerable to the pedophile's advances opening the door to the violation of the children's bodies.

Growing in Love's sex abuse begins hitting hard in kindergarten. GIL is calculated to deceive with its superficial God talk. Religion is reduced to sexuality, feelings, trusting others and making choices. GIL's repetitive emphasis on genitalia, feel good sexual acts, and explicit detail of such acts could only have been developed by homosexual/lesbian pedophiles who care nothing about the purity of children or the sanctity of the Church.

Once children are introduced to the filth in this program those images will remain. Add to this the cumulative effect as the same filth is repeated and built upon year after year. It is psychological taunting and emotional titillating while sporting a superficial love, respect and trust of others.

Values Clarification
Too important to go unmentioned is the values clarification methodology. Although few people thoroughly understand it, the values clarification method plays a major role in undermining traditional Catholic religion in the classroom. GIL, as all sex/chastity programs, does not challenge the intellect of the student, but plays upon the child's emotions. Values clarification provides the format where the ideology of sex and sexual attitudes are expanded into an entire 13-year curriculum. It is the method and presentation of the material that is as responsible for fostering a new way of thinking and acting as much as the material itself. (See more information on Values Clarification elsewhere on this web site).

Through a myriad of widely used values clarification strategies, children are directed to an unhealthy preoccupation with their inner selves, with feelings, especially sexual feelings. Values clarification is not an intellectual approach to learning where facts are presented by the teacher for the edification of the students. It is an emotional approach where learning is based on revealing and sharing personal thoughts, feelings, and opinions. The outcome of such a method is that the students are to personally choose their own values. But they also gradually learn to be non-judgmental of others and thus easily tolerate and accept social opinions and positions no matter how contrary to God's teaching they are.

The beautiful teachings of the Faith have been crowded out by new teachings of "choices" above absolutes. No longer are children taught to love the sinner, hate the sin. Instead the nebulous teaching of "respect for others" has been broadened to accept sin, especially as it applies to homosexuals.

GIL's constant repetition about the body, oneself, sexual body parts and sexual acts keeps the subject of sex foremost in the minds of children.

As fear of the unknown regarding sex is erased, the child becomes open and tuned-in to all sexual messages in and out of the classroom. The barrage of sexual references on TV and in the movies have little meaning to children not exposed to sex education, but will be readily absorbed by the initiated, especially those in the GIL program. Add to this the fact that homework assignments repeatedly call for evaluating movies, TV programs, and popular music for sexual messages, another means of insuring that the student must not only think about sex in the classroom, but outside it, as well.

Homosexual Lure
The homosexual-pedophile perverts trying to advance their cause will be thrilled with this series. Their argument for normalizing deviant behavior is that children are sexual and think about and want sexual relationships. Growing in Love is tailor-made to exploit children into believing that they are, above all, sexual beings, and impress upon their minds a curiosity about carnal desire while fostering the notion that sexual pleasure is God-given.

GIL attempts to normalize deviancy by teaching that being homosexual or bisexual is simply a gender difference. Growing in Love teaches perverse homosexual acts of oral and anal sex as foreplay. Masturbation is also repeatedly discussed, and masturbation with a partner is mentioned beginning in grade three and often thereafter. While a token sentence or two regarding the Church's teaching is mentioned, the damage by the perversive discussions is already done, and the one sentence postscript found in the lesson will do nothing to stem the brewing curiosities within the hearts and minds of once innocent youth.

Explaining away Church teaching as old fashioned and in the process of changing is a well-practiced tactic by the bishops' sex educators is used, not only in the classroom, but among adults. Workshop leaders use this tactic on educators. The educators (usually as a panel), in turn, use it on parents when introducing sex programs. In such settings, traditional Church teaching is often joked about and laughed away.

No decent person would teach Growing in Love to children! Pedophiles will not have to approach children initially; this curriculum content provides opportunities to single out those who would be easy targets in the classroom. Repeated self-revelations and personal journal entries required by GIL offer a perfect set-up to find vulnerable victims that a homosexual pedophile can "court" and ultimately physically abuse.

The curriculum repeatedly discusses feminine qualities found in males and male qualities found in females and strongly indicates that it is also normal to fall somewhere in between the male and female. By degrees, those children who are not gushing over the opposite sex at an early age will be coerced to question themselves as to whether they may be homosexual.


The Parish-Wide Implementation Guide

Let there be no mistake about it, the decision for classroom sex cd programs comes in the form of mandates handed down from the offices of the bishops. The bishops want sex education to reach all children. GIL, having won approval by the national bishops' conference committee has become a favored program. Therefore, expect most dioceses to just begin putting in the program without parents' knowledge or consent.

However, should the diocese wish to make it appear that the GIL program is a local effort, GIL provides a Parish-Wide Implementation Resource (IR) book with instructions to give GIL an aura of having been examined by a community "implementation committee." The suggested "implementation committee" will give the uninitiated parents a false sense of security. Naive parents will believe that a local group will be examining the GIL materials before approval.

The Growing in Love Parish-Wide Implementation Resource gives important insights about the program, including sample letters to parents and a Glossary/Index relating to all grade levels. Not to be ignored is the instructions for the "implementation committee." Should there even be a committee, few parents will know about it. But again, GIL's recommendations for the committee are very telling about the program.

The Implementation Resource (p. 26) suggests bringing in the program through an "implementation committee" which may have as few as three "family" representatives. Note that it does not say "parents." The so-called "family" must meet certain criteria. Only those who feel comfortable talking about the program content should be invited--in other words only those who agree. Another requirement is that the representatives chosen "reflect the diversity of family types and ethnic/cultural backgrounds in your parish" ("diverse" families include homosexual "family" arrangements.) Other representatives "with relevant expertise or experience" are also to be invited to serve.

An implementation committee is not going to discuss whether or not to have the program. All of that is just fluff when you have so many bishops who flaunt a cavalier arrogance as they insist that the schools must teach sex because the "parents aren't doing it."

Part of most workshops on sex education is how to deal with parents, which is another way of saying "deceive" the parents, and GIL is no different.

Dealing with Resistance
The implementation manual warns that "there still exists a small but vocal movement against any form of Catholic sexuality education...should you encounter resistance through the usual channels of family meetings [only one family meeting is suggested prior to implementation, the second is at implementation], the implementation committee may need to help mediate a solution." Suggestions on handling parents include:

  • Be firm about the parish's commitment to this catechetical ministry. Do not allow individual or small-group resistance to derail the implementation of the program.
  •  Always act from a position of respect. Personal attacks, manipulation of the news media, and other divisive tactics has no place in parish ministry. Refuse to be drawn into polarizing tactics (IR p. 28). [In other words, shut-down any arguments before the word gets out.]

The Implementation Resource also suggests the parent meeting agenda. The meeting will not reveal the graphic nature of the program. The books are only to be on display for parents to look at during a 15-minute interval during the middle of the meeting. Parents will be lucky if they can even browse quickly through one book. No parent can even begin to understand how the program will play out in the classroom without taking a lot of time to go through the books.

The Program Books
The Growing in Love series contains 4 books for each grade level. For grades K-2 there is the Student Activity Book, the Teaching Guide (TG), Program Resources (PR) and the Family Resource (FR). Grades 3 to 8 have a Student Text, the Teaching Guide, Program Resource, and the Family Resource.

The four books at each grade level are made to work together. The books at each grade level are the same design so that the very graphic Family Resource and Program Resource have the same covers as the children's text and the Teaching Guide.

The Family Resource and the Program Resource
The original Family Resource book created such a furor among parents because of its disgustingly explicit content that it has been replaced by a newer edition.  However, this critigue was originally written before that new edition and thus contains references to the original Family Resource.  This is important for parents to see because it is a measure of just how corrupt the program is.  Although that original Family Resource book may not be used, the teachers' Program Resource for the classroom continues in use and contains much of the same explicit information.

Sex education promoters attempt to justify passing on the nitty-gritty details to little five-year-olds in kindergarten as they talk about the sexualized atmosphere we live in.  They tell parents that children will be hearing sexual messages or seeing expressions of sex on television, so they need to be taught correctly. The parents are told they are to be "partners" in the Growing in Love program. The Family Resource is a link to that partnership.

Many parents will be deceived into thinking they have some control. But it will be the sex educators who are in control. Letters from the teacher are suggested in the Implementation Resource to accompany specific lessons and tell parents: "As a parent it is your responsibility to make full use of the Family Resource in conjunction with this teaching model" (p. 48), and "Please discuss this material [in the indicated section of the Family Resource] with your child prior to the class presentation" (p. 49). 

Parents may be unaware of the Program Resource book that the teacher uses to supplement the Growing in Love  lessons. The Program Resource has activities that are to be reproduced for classroom or take-home use. To deceive parents, the filthy sex material in the Program Resource is written as if it is to be a companion book to the Family Resource only and to be used for parent/child sessions. NOT SO! The Program Resource is also very important companion book to the classroom Teaching Guide, proving the inter-connectedness of the series and thus bringing all the gross explicit garbage directly into the classroom.

To be less visible to the few parents who may have been allowed a quick perusal of the books, the filthy part of the Program Resource in the youngest grades is tucked in the middle of the book, between the English and Spanish version activities.

Furthermore, it is important to again alert parents that the filthy Family Resource, with all its graphic information, has the same identical covers as the children's text, the Program Book and the Teaching Guide. Adding to the deceit is the fact that child's text and the Family Resource are also the same size and difficult to distinguish. However, it was no mistake that in a parish school in Texas the Family Resource was sent home with the children before Easter vacation. Sadly, a third-grade child read the entire book and the mother went crying to the school -- but the damage had been done. (Sex ed most often makes its entry or has its introduction during holiday times or near the end of the school year to more easily slip by parents.)

The Teaching Guide and Texts
And Growing in Love is very clever in deceiving parents. Unsuspecting parents will look for graphic materials in the children's texts and the Teaching Guide and finding none will think they have nothing to worry about. Neither do these books have references to homosexuality within the lower grades. But if the parents looked very closely they would have found constant references, in every lesson, to the Program Resource listed above. The only other hint at the graphic material is the Glossary Index that also refers to the Program Resource for many of the entries.

Also recommended in the Teaching Guide are scores of other supplementary or reference materials and films. Many of these materials containfilthy sexual presentations and have a pro-homosexual bent.

There is no doubt that the purpose of Growing in Love is to get as much perverse information to as many children as possible, and the only way to do that is in the classroom. Whether or not a note is sent home for parental permission is up to the discretion of the school. Let no parent forget that the "teacher is the curriculum" when the classroom door is closed. How much more explicit a teacher may get with the class is for the child's ears only. What other materials the teacher brings into the class such as films, charts, or other media is again up to the teacher, and the chance that the parent will have any prior knowledge is very remote. The bishops mandate filthy sex ed and the Catholic schools dish it out!

Levels, Not Grades
Another aspect regarding the program is that Growing in Love does not refer to grades, only levels. It is also hard to find the grade or level on the outside of the book. The number appears on the upper left-hand side of the back cover and is the same color as the cover. GIL says: "Because the Growing in Love program materials are organized by level rather than by grade, they may be used in situations where students' grade level and their level of understanding of the Growing in Love material do not coincide."
The situations include student with disabilities, BUT it also includes "communities in which the general level of student understanding of the topic is either ahead of or behind the students' chronological age" (IR p. 28).


If a parent were to look at the child's text, the disgusting content of the lesson and its eagerness to corrupt would not be visible. That is the deceit that is part of all sex education. The first kindergarten lesson begins benignly with an opening prayer (as do all GIL lessons). But it is the Growing in Love language, the emphasis on certain words, that sets the stage for what is to come -- both the values clarification methodology and support of homosexuality. The prayer centers on "oneself and others." The values clarification approach of self-preoccupation is evident. Sex programs, as a rule, minimize loving God and zero in on the "loving of oneself and others." Note, in the following opening prayer (T p. 38) that God is thanked, not loved. "Ourselves and others" are to be loved.

Dear God our Father, thank you for making us and our world. Dear Jesus, help us to love ourselves and others. Holy Spirit teach us to show respect.

It all seems so innocent as children get little red hearts with their names. The teacher talks about creation, that God made everything and that "people are very special," and who could disagree? The students learn the words "special" and "different," that everyone is different, but all made and loved by God. It is not readily evident that giving attention to the words "special" and "different" will take on new meanings as Growing in Love progresses to include the acceptance of homosexuality. The next coloring activity, "I'm Glad I'm Me," shows again the emphasis on the self. But far worse, these little children, who are struggling to stay in the lines as they color the GIL pictures, are about to be catapulted into a shocking "anatomy" lesson.

The most disgusting elements in the program are not found in the children's texts or Teaching Guide, but in both the Growing in Love teacher's Program Resource supplement and the Family Resource. The Teaching Guide instructs the teacher to use pages 56-57 of the Program Resource as part of this first lesson. The material is like thrusting an innocent child into the seedy atmosphere of an "adult" bookstore.

The following are the unbelievable quotes for five-year-olds from the first kindergarten lesson as they appear in the bishop-approved Growing in Love Program Resource and are also repeated in the Growing in Love Family Resource. At home, five-year-old little girls play contentedly dressing their dolls, but in the GIL classroom these innocents will be filled in with all the descriptive detail of "gender" differences. Both above books contain detailed, explicit, and life-like drawings of a nude black boy and a white girl of approximately kindergarten age.

The teacher is to lead a discussion on correct body terms:

Recognize that young children are often unaware of the inappropriateness of terms they have picked up from older family members or the media,...encourage them to use correct and respectful terminology, such as the following: penis, testes, breasts, vagina, buttocks, anus, urinate, defecate, or move the bowels. [PR p. 56 / FR p. 8].

How much worse can a child's introduction to kindergarten get than to have to be exposed to such garbage?

Explicit words continually repeated in a public forum destroy modesty and desensitize the child, familiarizing him with the sexual. And this, Dear Parents, is the whole purpose of such early exposure to explicit language. The terms are not all that is in store for five-year-olds. The following is barbaric. It is mental rape in kindergarten lesson one:

A boy has a penis. Urine leaves the body through the penis. Behind the penis a boy has a sac called a scrotum. Inside the scrotum are two glands called testes (or testicles). When a boy reaches puberty, the testes produce sperm cells than can help make a new life. The sperm cells are carried out of the body through the penis.

A girl has a vulva. The vulva surrounds two openings from the girl's body. Urine leaves the girl's body through the urethra. Behind the urethra is the opening to the vagina. Inside the girl's body is a sac called a uterus. She also has two glands called ovaries. When a girl reaches puberty, the ovaries release egg cells that can help make new life .... When it is time for the baby to be born, the baby passes out of the woman's body through the vagina.

Both boys and girls have nipples on their chests. When a girl becomes a woman, her breasts will grow larger. If she has a baby, she can feed the baby with milk from her breasts. The baby sucks the milk from the nipple. Boys do not develop larger breasts. A man's body cannot produce milk to feed a baby.

Both boys and girls have navels, or belly buttons. The navel marks the place where the unborn baby was connected to its mother's body by a special tube called an umbilical cord. This tube is no longer needed once the baby is born.

Both boys and girls have an opening through which solid waste leaves the body. This opening, called the anus, is between the buttocks at the back of the body [PR p. 56 / FR p. 8].

The buttocks and the anus are not the reproductive or sexual anatomy for anyone at any age. The only people who would view such part of the anatomy as sexual are the perverted homosexuals and homosexual pedophiles.

To keep parents busy thinking the children are engaged in typical kindergarten busy work, the children are being sent home with a silly little at-home activity entitled, "Michael and His Friends," which the parents are to help with. The exercise asks the parents to write down the names of a boy and a girl who are friends and what they like to do.

Then back to the classroom the "Teaching Tip" instructs the teacher to discuss this disgusting sex material with the innocent five-year-olds as follows: Model respectful language and attitudes toward the human body and its functions. Use the correct terms in class discussions. Discourage the children from using baby talk or slang terms and from expressing any attitudes that trivialize or make fun of natural body functions such as sexual activity and waste elimination.

Parents and children normally develop their own intimate language for the very private parts and functions. It serves as a secret language that protects privacy and modesty. Such words between parent and child are not slang, but a means of avoiding embarrassment for the child. But in the classroom, the teacher is instructed to embellish the discussions about the anatomy and sexual activity. In the teacher's section titled, "Answering Children's questions" is a summary of the answers including: "Why do boys stand up and girls sit down when they urinate?" (PR p. 57, FR p. 14). (The answer again centers on the penis and vagina). Why do grownups have bigger penises and breasts than children? (PR p. 57, FR p. 14). The answer, in part, "A man has a larger penis and testes to help him be a father."

The Family Resource also includes the above questions and more, which are worded for the parent to answer. But bear in mind, if the following subject is found acceptable for parents to discuss with five-year-olds, the parents' "partner," the school, will also find this material acceptable for discussion. The questions are:

What does "having sex" mean? (FR p.15). The answer discusses kissing, hugging and "holding each other in a special way" a "special loving embrace ... called sexual intercourse or 'making love'"

Why do people need privacy sometimes? (FR p.16). The answer, in part, is to "share...loving feelings in a special way."


To redefine family is a blatant attempt to destroy the family, and GIL, as many other sex ed materials, redefines family. The five-year-olds will learn that mother, father and children no longer constitute a family, but that any household group may be referred to as "family!' The "new" families include: nuclear, extended, single-parent, blended or step, foster families, live-in relationships, interracial and homosexual. Note the following homosexual propaganda:   "Some children live with two women or two men. Same-sex parenting describes a situation in which gay male or lesbian partners share responsibility for raising the children of one or both partners from previous heterosexual relationships. Same-sex partners may also adopt children, act as foster parents, or conceive children through artificial insemination." [PR p. 58, FR p. 9]. [REMEMBER all of this is for kindergarten.]

While the Program Resource does not contain the question: What does being "gay" mean?, the Family Resource (p. 16) does, along with the following response:
You may have heard about gay people on television or in the movies. Maybe you have heard children call each other gay. People who are gay, or homosexual, are sexually attracted to people of their own gender instead of the other gender. A man who is gay loves another man. A woman who is gay, or lesbian, loves another woman.

Is GIL equating "love" with lust here? Homosexual males are known to have hundreds of sexual "loves" per year. GIL, however, wants children to sympathize with homosexuals who are "not allowed to marry:"

Some children grow up in families where the adults are homosexual partners, although people who are gay are not allowed to be legally married to one another. No one knows for sure why some people are gay. Most people are straight, or heterosexual. It is wrong to pick on someone for being gay, or to call a person gay just because he or she may appear to be different from other people. Note: The Catholic Church teaches that having a homosexual orientation (experiencing onself [sic] as being gay or lesbian) is not in itself wrong, though it is disordered, and that homosexual sexual activity is morally wrong.

Kindergartners are to be instructed to: "describe the makeup of their own families. Encourage group members to express positive responses to each family description. No one should be made to feel uncomfortable about the structure of his or her family" (PR p. 58). GIL is normalizing the abnormal.


Every multi-grade sex education program has a section on touch and the senses and Growing in Love  is no different. The classroom discussion of senses becomes the springboard for talking about touch--good touch and bad touch. But, that is not all!

After the routine say "No" to unwelcome touches, this kindergarten lesson teaches the "cut and paste set" children to focus on their parents sexual activity:

Marital touch involves deep kisses and other touches that bring pleasure, arouse the senses, and lead toward sexual intimacy. Marital touch is private touch between a man and a woman in a loving marriage. Marital touch occurs in private places. Children need to respect parent's privacy and knock on their bedroom door before entering. Marital touch shouldn't take place between children or between an adult and a child [PR p. 59 also in FR p. 10].

Self-touch is public or private touch that includes exploration of one's own body and provides self-comfort or self-pleasure. Massaging a sore muscle, tugging on an ear, or twirling the hair, playing with genitals, and thumb-sucking are all forms of self-touch. At this age, self-stimulation of the genitals is not masturbation because it is not deliberately sexual. A young child may touch or stroke his or her genitals almost automatically, for comfort or pleasurable sensation. Children should be told that this kind of touch is not appropriate in public. It should also be gently discouraged in private.

Forced Touch is either private or public touch that brings pain, discomfort, or displeasure. It may masquerade as either welcome or marital touch. A mild example might be forcing a child to kiss or hug relatives or family friends, even when the child does not want to do so [PR p. also FR p. 10].

It is one thing for a parent to caution a child to be wary of strangers and parents are capable of doing that. It is quite another to bombard a five-year-old with discussions of marital touch and arousal and playing with genitals. What are bishops who endorse this series trying to accomplish with all this sex talk for innocent kindergartners?

If strangers outside the classroom gave such information to children, they would be arrested for sexual child abuse. In the classroom it could certainly constitute sexual harassment or sexual child abuse. Any teacher who teaches this smut has to be perverted. Otherwise, who in their right mind would want to so blatantly and destructively rape the innocence and purity of children with such disgusting talk?

Parents need to be aware that classroom discussions of "good touch-bad touch" can have serious repercussions for the family. Far too often, a child who confesses that his parents spank may find that a zealous teacher will report that parental spanking as child abuse.


Lesson Four continues the "stranger danger" theme. While the lesson teaches children to run away from potentially dangerous situations and tell someone with regard to advances by strangers, most children are not abused by strangers, but by people they know and trust and/or that their families know and trust.

There are pedophiles among clergy, coaches, teachers, counselors, and anyone who has access to children. Pedophiles get to know the child, a sort of courting, and win over the child's confidence before they make their move. They are very clever and will use sex education materials to help break down a child's inhibitions. Classroom sex education helps make this process easier for pedophiles. Parents need to talk to their children about such perverted people, not teacher and certainly not a teacher who would see the Growing in Love program as acceptable.


In the Teaching Guide, the lesson is titled, "Made to be Holy”, but the content is typical values clarification. It is to be accompanied by reproducible activity sheets from the Program Resource. There are smiley faces and sad faces alongside six cartoon pictures. The students color either the happy or sad face according to whether or not the picture shows a "loving choice" (PR p. 26 /TG p. 62). This is followed by a lesson titled, 'The Right Path." The student draws a line staying on the path of "choosing love" which ends with a picture of a little girl saying night prayers by her bed (PR. p. 27 / TG p. 63).

A third activity in the same lesson has children trace letters to finish a prayer that says "God, help me choose to show love to everyone. When I make a wrong choice, God, help me say I am sorry" (PR p. 28 / TG p. 64) This certainly seems very innocuous compared to other information up to this point in the Program Resource, but notice the language is one of "choice," Sin is just a wrong "choice."

But notice too that these activities of coloring, drawing lines, and tracing letters shows that the academic level of the children is very simple and this is what the parents will see. What they will not see is, that along with coloring and tracing, these five-year-olds will also be instructed in sexology and the pleasures of sex!

A book recommended for a "Stranger Danger" segment in this lesson (and throughout the series) as an "Additional Resource" is titled, Sex Education for Toddlers to Young Adults, by James Kenny (St. Anthony Messenger Press). Kenny's book says such things as;:

This is something that we have special difficulty admitting to our children--that sex is fun--as if children do not know, or as if the pleasure is wrong and we're ashamed. Or perhaps we fear that if we tell them it is fun, they will take that as permission to engage in sexual activity [pg. 4].

Good sex is adults at play. Play is a marvelous activity, a way of celebrating existence. One theologian said that next to love, the concept of play best expresses God's life and activity. God is play, at play with the universe, creating in joy and delight. In our sexual activity we are God's partners [pg. 5].

One also wishes for some perspective on sin, for a morality that does not place sexual sins at the top of the list. There are many matters that appear far more hateful, such as cruelty and pollution and greed and war. For that matter, cheating on taxes is a sin that hurts everyone. But no one talks about that, perhaps because it is more likely to be a crime of older adults who are doing the moralizing [pg. 12].

Masturbation worries some parents greatly. They try everything they can to prevent masturbation, even infringing on the privacy of a child's bedroom, a serious parental mistake which gives too much attention to behavior best ignored [pg. 35].

The child needs to know that his or her body and genitals are God's creation. They are not dirty and the pleasures themselves are not sinful [pg. 35].

Isn't the above just the kind of information a pedophile would want a child to have? That sex is good, that it's play, that "God is play" (Lord help us!), that it's fun, that it's not as sinful as pollution and greed?


The title of this lesson is "Made to be Family." While Mom and Dad will see a textbook activity showing a basket of puppies coloring puzzle, the teacher is prompted to continue to use the following as a discussion starter for the class:

Explain that God made families for love. When a mom and dad love one another in a special way, they can welcome a new baby into their family [TG p. 69].

However, then in order to continue the sexual bombardment, and discuss intercourse in the classroom, the Program Resources prompts the teacher "to provide information about the ways children come into families" (TG p.69).

Human life begins when an egg cell from the mother and a sperm cell from the father join in the mother's body. The new life settles into the woman's uterus, or womb, a sac below the woman's stomach. There the new baby will grow and be nourished for approximately nine months.

When a woman has a new baby growing in her uterus, we say she is pregnant. The woman's body changes as the baby grows. Her muscles stretch to provide room for the growing baby.

Inside the uterus the baby floats in warm fluid. Food and oxygen for the baby are provided from a woman's bloodstream through a tube called the umbilical cord. We know that in the womb, a baby sleeps, moves, sucks its thumb, and hiccups.

The muscles in a woman's body help push the baby out when it is time for the baby to be born. The baby passes through the woman's vagina, which stretches to accommodate the baby. Sometimes it is safer for the baby and the mother to have a doctor remove the baby from the mother's uterus in an operation called a cesarean section.

A newborn baby is tiny and helpless and needs the love and care of family members. The mother can feed her baby with milk from her breasts, or the baby can drink formula from a bottle with a rubber nipple [PR p. 64].


Who would suspect that a lesson on Noah's Ark would be questionable? For this lesson, the teacher will be using an activity from the Program Resource that has a typical picture of the ark, rainbow and animals. The animals are separated, some off and some on the boat. The students are given the simple task to draw lines connecting the two giraffes, the two elephants, and so on (TG p. 74/ PR p. 36). After this very innocent appearing activity, the teacher is instructed as follows:

Use the matching activity to remind the children that Jiving beings can help make new life. Two giraffes, male and female, can have baby giraffes; two elephants, male and female, can have baby elephants, and so on [TG p. 74].

This simple activity is used to again prompt discussions that will rehash fertilization and birth--but this time about animals. What questions will the children ask? How will they be answered?


"Write the words created, male, and female on the board or on chart paper." Because most first graders cannot read the teacher is to: "Say the words aloud for the children" (TG p. 38). These words are not alarming. A parent would connect these words to Genesis and the story of the Creation. But, not so in Growing in Love, instead the children are going to be bombarded with a "gender" lesson.

Explain to the children that God is neither male nor female. Gender is part of the animal world, of which humans are the highest form. But both male and female humans reflect God's own nature, which is love [TG p. 38].

Tell the children that the Bible contains passages that describe God in male terms such as Father, Lord, and King. It also contains passages that describe God as being like a mother who cares for a child [TG p.38].

Write the word special on the board....Say the word for the children .... Explain that to God every person is special [TG p. 39].

There is no doubt that Growing in Love  is subtly leading children to see God presented as being neither male nor female, but of a different gender.

The Program Resources for the lesson says the following about gender and again with a homosexual leaning:

...that humans are gendered from the very beginning. Gender---the lived experience of being female or male -is a basic human difference [PR p.56].

In what cases would "lived experience" determine gender unless in the case of homosexuals? Gender appears a matter of experience. The lesson continues:
Remind the group that people of both genders are made in God's image. Our gender differences offer the potential for us to be close to one another, but these differences also can result in discrimination and stereotypes.

Point out ...that our attitudes toward the genders are generally shaped by attitudes learned in families. Two ways to develop respect for God's gift of our genders are to feel comfortable with who we are and to affirm others for who they are [PR p. 56].

On the same page of the Program Resource is repeated verbatim the first lesson of Kindergarten - a rehashing of the genitals and their functions, both eliminatory and reproductive in the boy and girl.

The penis, urine, scrotum, testes, testicles and sperm cells are described in the paragraph on the boy, and the one on the girl discusses the vulva, urethra, urine, uterus and ovaries. Again is the detail about nipples on both boys and girls, the naval, umbilical cord. Not to be left out, repeated is the anus, its function and the buttocks (PR p. 56). See Kindergarten Lesson One in this critique for the exact quote.

The students know nothing of the functions of the digestive system as of yet, but they are being taught about the anus and defecation. The emphasis on this area of the body plays right into the perverse and sinful homosexual acts. How could anyone be comfortable with the notion of sodomy if they were not first familiarized with those parts of the body? How despicable!

Remember it is our disgraceful bishops that are destroying our children. These Bishops have endorsed and advanced the scandalous, scatological GIL classroom materials to the rank of "catechetical" and in conformance with the Catechism. According to the bishops, GIL is catechesis! Sex is religion!

The Growing in Love assault continues as the Teaching Guide instructs the teacher to: Remind the children that God made boys and girls different from each other. (Some children may note anatomical differences; use a matter-of-fact tone to remind the children of correct terms.) When people become adults, these differences work together to help them cooperate with God in making new life.... God also made every individual person different from every other person. Explain that all people are children of God [TG p. 40].

In this same lesson, again there is a strong hint at the coming acceptance of all lifestyles. Repeated from last year's Kindergarten Lesson 2, was the following question & answer for class discussion that is an outright acceptance of sodomy. (The complete quote is under K-Lesson 2) of this article:

What does being ‘gay’ mean?

... A man who is gay loves another man. A woman who is gay, or lesbian, loves another woman. Some children grow up in families where the adults are homosexual partners, although people who are gay are not allowed to be legally married to one another. [Tacked on as an afterthought is the following] Note: The Catholic Church teaches that having a homosexual orientation (experiencing oneself as gay or lesbian) is not in itself wrong, though it is disordered, but that homosexual sexual activity is morally wrong [ PR p. 57].

The "Note" on Church teaching buried in the above quote could easily be left off. Or it could be explained, by the homo-promoters, that the Church is still "evolving," or is undecided, on the issue. Recommended under the above quote, as an "Additional Resource" is Patricia Martens Miller's book, Sex is Not a Four-Letter Word (Crossroad Publishing, 1994), a book critiqued by MW. See elsewhere on this site.)

Miller is a certified sex educator and avid defender and promoter of the homosexual "lifestyle." Miller "defines objective morality as 'the ideal, the goal' and subjective morality as ' ... the individual's attempt to follow the ideal' ... " and states in her book on page 119:

Confessors evaluate moral behavior by taking both factors into consideration. For example, a confessor might say that objectively homosexual acts are wrong. But in this case, and given this person's orientation, this is the best he can do. The confessor would then try to encourage the individual to cultivate as many virtues as possible within these admittedly limited circumstances

Growing in Love 's curriculum has these babes in the woods', these first graders, who can neither read nor write big words without help, being bombarded with the homosexual political language. The big "D" word, "diversity," is introduced. The lesson talks about cultural, racial, or religious diversity. "Even the foods we eat are diverse," says the lesson. The teacher is to: "Point out that diversity is exciting, but our differences aren't always easy to understand and accept." Nothing was said here about diversity in gender, but behind the classroom door, and owing to what has come before in the lesson, its not difficult to guess that gender "diversity" will also be discussed.

GRADE/LEVEL ONE Lessons Two and Three
Lesson 2 introduces "love" as "one feeling we have." In typical values clarification fashion, it then asks the students to "identify other feelings, such as happiness, sadness, fear, and peace" (TG p.46).

Not taught is that love is much deeper than feelings; love is charity. Jesus died on the Cross because He loved us. Growing in Love equates love with lust.

Lesson 3 begins with the teacher instructed to have a picture or statue of Mary in the prayer area of the room. The teacher says a Growing in Love composed prayer to Mary. The children form a circle and hold hands as the teacher prays. The children's text has cartoon pictures of Our Blessed Mother, the Holy Family and drawing activities.

The teaching lesson, however, for 6-year-olds uses the Blessed Mother as a springboard to talk about diverse family situations. The teacher is instructed to tell children that: "All these people can care for us and show us how to love; that's what Mary did for her son." The teacher is to "Share with the children the scriptural account of the Annunciation ... Help the children understand that God asked Mary to be the mother of Jesus. She had a choice, and she said yes." Who knows what talk this will conjure up in the classroom?

The above is the Annunciation adapted to fit with Growing in Love. Mary's beautiful humility and obedience to the Lord is something honored and cherished about Our Blessed Mother. For Our Blessed Mother to become the Mother of God was not a personal "choice," but humble obedience to our Lord, "Be it done to me according to Thy will." How beautiful that is, but how profane it can become with teachers who often know no better themselves.

How dare Growing in Love indicate that the Holy Family is a "diverse" family. The Holy Family was God's gift to us in His plan for man's redemption.


Sex education programs are so similar in their activities. For example, the gift box is used in almost every sex program. The students learn that God gives them gifts and they draw them in each box. They then talk about sharing. That sounds pretty tame, until once again the lesson turns to the bodies of the children. The lesson states that a "special gift from God is being created as male or female" (T p. 58).

First graders are instructed not to touch private parts, not to pull up girls’ skirts, to stay safe and make good choices.

The Program Resource for Lesson Four repeats what the children were taught in Kindergarten Lesson Three about "Touch." That is the "welcome touch," the "marital touch [that] involves deep kisses," "private touch" and "touch [that] occurs in private places." The students will be again taught about "self-touch" that may include the genitals and "forced touch." (This section is verbatim to Kindergarten, Lesson 3 in this critique).


Students learn about "choices," that choices are gifts from God and that we are free to make choices. The lesson talks about choosing "loving or unloving actions." It says, "We can choose what is right, or we can choose what is wrong."

The lesson has the children act out "Role-play choices:" 

 Have the children work in groups to make up skits about people making loving choices and unloving choices. As each group performs, the rest of the children can be the audience, cheering the loving choices and booing the unloving choices. [T p. 62].

Why put any child in a position where he will imitate something that is wrong to do and then have him booed by his classmates? Talk about unloving!

The children are to be taught that "Jesus always had the choice of not helping the people, but he chose the loving way" (T p. 63). The text treats Jesus as if He were a flawed human, not God.

Another typical values clarification student activity, "What Would You Do?" has the students making choices. The scene portrays Phil having forgotten his mother's birthday goes next door without permission and picks the neighbors flowers. The neighbor called to say someone had picked her flowers. Phil's mom confronts Phil and the students choose what Phil should do. The choices are between lying about picking the flowers or telling the truth and apologizing to the neighbor or throwing away the flowers. The students explain their choices. Instead of simply teaching the young students that it is a sin to steal, stealing is complicated and presented as an unloving choice among other choices.


The lesson talks about Baptism: "Baptism is the sacrament that makes us members of the Church. Just as people welcome friends to their homes, Baptism welcomes people into the Church" (T p. 68). No mention is made of washing away Original Sin or of the Grace that comes from receiving the Sacraments.

Baptism here is used to prompt discussion about bringing new life into the world and reproduction. The Program Resources offers detailed pictures of the growth of a baby in the womb while the teacher makes it very personal by telling the children that each of them was once a newborn baby. The lesson goes on to provide six-year-olds with the following anti-life presentation of how a baby grows:

After conception the single cell of the new human life begins to grow quickly by dividing. A tiny cluster of cells travels into the woman's uterus, or womb. [Note: no mention that it is a baby.] The cluster called an embryo attaches itself to the lining of the uterus. The new life will grow there for about nine months.

By about two months into the pregnancy, the cluster of cells has developed into the systems of the human body. At three months the unborn baby is known as a fetus, which means "young one." [Note GIL does not mention "baby" until three months gestation.] The baby is about three inches long and has ears, nose, mouth, fingers, and toes....

When the baby is ready to be born, the mother's body goes to work to help move the baby out of the uterus. This process is called labor. The muscles of the uterus tighten and relax to squeeze the baby out through the mother's vagina, or birth canal. The vagina widens to allow the baby to pass through. Once the baby is out of the mother's body and breathing on its own, the cord is cut. The navel is the place where the cord once connected the baby to its mother [PR p. 62].

The teacher is then to "Remind the group that Jesus was born into human life as a newborn baby, just as we were. Jesus was born of a human mother, just as we were."

It is very typical of sex programs to bring up the Blessed Mother and Our Lord when talking about reproductive body parts. Growing in Love does the same. But by mentioning the birth of Our Lord here is to humanize and sexualize the Virgin Birth. The students are then to pray "together the Hail Mary, which honors Jesus as the 'fruit of [Mary's] womb.'" This is unconscionable to present this to children and it is a deliberate affront to the modesty of our dear Blessed Mother and to the nativity of our Dear Jesus.

The following "question children may ask on this topic" in the Program Resource is as follows:

Does having a baby hurt the mom?
.... During the birth the mother feels strong muscle aches or pains as her uterus helps push the baby out, but she can use special kinds of breathing to help her feel less uncomfortable. The opening of the uterus and the vagina stretch to allow the baby to pass through, and return to their usual size in a short time. [PRp.63].

This Growing in Love lesson has the children thinking about the Blessed Mother in all the gory details of childbirth. Because of the sin of our first parents, women suffer the pains of childbirth (Gen: 3:16). But our Blessed Mother was the Immaculate Conception; she was born without Original Sin which means that she would not have suffered the pains of childbirth. Yet the children's minds will be preoccupied and troubled with explicit and tainted information that should never have been in a classroom to begin with.


The endless discussion continues when the teacher is instructed to write the words male and female on the board and tell students as before that males and females are different "so they can work together to help make a new life" (T p. 38). From the Program Resource the students are given an activity sheet that shows a clothed boy with the word "Alike" below and a girl with the word "Different." The students are to write in the space below the pictures two ways that boys and girls are different from one another. After two years of being told and shown differences in body parts, it is obvious what the already desensitized child will say.

In case there is any doubt the teacher is then instructed to:

Address curiosity about gender differences.... Children need to be told that God made the bodies of men and women to be joined in a special way in married love, to increase closeness and help make a new life.

Encourage contact with strong positive role models of both genders. Children who live in single parent families benefit from this type of contact.

Discourage stereotypes and false limitation based on gender. All human beings have elements of both genders. This is what makes us fully human. Children should not be placed in rigid gender categories. Help children appreciate the positive qualities of both genders.

Celebrate individuality. Children should be encouraged to look for and celebrate the gifts of all people [PR p. 56].

For the family's benefit, the Teaching Guide instructs the teacher to have the students bring in family pictures and artifacts that represent their country of origin as an exercise in "diversity." The students are also to get in a circle and name their favorite foods as an exercise that shows differences between people. The teacher is to explain that God wants us to respect each others' differences and respect people who are different from us (p. 39). The parents will see this as ethnic diversity, but the young children, unbeknownst to parents, will be being primed to recognize and accept diversity as homosexual lifestyles, and do so as easily as one would accept that little Johnny's favorite food is hot dogs, and little Jenny likes chicken nuggets.

Out of parent's view, once again the children will be assaulted with rectum lessons on body parts, penis, testes, scrotum, vagina, vulva, uterus and ovaries. (PR p. 56).

The teacher is to "remind the group that both genders are made in God's image.... Our bodies were designed by God for goodness, pleasure, and the passing on of life" (PR p. 56). If our bodies were meant for pleasure, why would masturbation be wrong, or sodomy if they bring pleasure? Why not anything goes?

The "Additional Resource" for this lesson is the SIECUS recommended Lutheran Concordia Publishing House's book, How to Talk Confidently with Your Child About Sex ... and Appreciate Your Own Sexuality (PR p. 56).


Lesson 2 is about "love," AIDS and getting married. Chances are most parents will not know about the AIDS segment because all they will see is the mimeographed homework sheet, which has a picture of a wedding and instructions to talk about "A sign of Love." The only hint about AIDS in the homework activity is the mention of a lady who is a foster parent who takes care of babies with HIV (PR. p. 14-5).

The students are to learn that Jesus showed love for the sick and "did not fear them." Growing in Love goes on to say "some people are feared today because of an illness they have." The teacher then writes AIDS on the board, and is further instructed to "Tell the children that although they need to take care not to catch or pass germs, they do not need to be afraid of being friends with someone who has AIDS or any other illness" (TG p. 44). Parents should certainly be concerned about their child's contact with any person who has AIDS, and especially if that person is a homosexual.

A discussion on AIDS in the Program Resource (p. 57) instructs the teacher to explain that "AIDS is a serious and life-threatening disease. Ask [student] volunteers to share what they know about these conditions. Be matter-of-fact in your response to what is shared and correct any inaccuracies. "

The background for the seven-year-olds' lesson gives a lot of information about the transmission of AIDS including:

The risk of AIDS increases with high-risk sexual behavior, such as having multiple sexual partners or having sexual relation with intravenous drug users.

Some statements from the lesson on AIDS from the Program Resource say:

  • The virus cannot survive long outside the body, and can be killed outside the body with common disinfectants.
  • HIV infection and AIDS are not common diseases among children.
  • HIV cannot be transmitted, as far as is known, through sneezing, insect bites, or sharing eating utensils, toilets, or swimming pools.
  • AIDS is not a "gay disease." The majority of people worldwide who are HIV positive are heterosexual.
  • Although new treatments promise hope and often prolong life, there is at present no cure for HIV and AIDS [PR p. 57/ FR p. 9].

Tragically AIDS is a very serious disease, yet this tragedy is being downplayed. While not appropriate information for young children, let no one forget that sodomy and other homosexual encounters are very filthy practices that violate every rule of cleanliness. Homosexuals and bisexuals have certainly helped to spread this scourge among heterosexuals in this country. The spread of AIDS could be brought to a standstill in America if people would cease their deviant sexual practices and enter into monogamous marriage. But the homosexuals want their activity blessed, not stopped.

GRADE TWO Lesson Three

The lesson begins with children invited to sit in a circle and talk about their experience with babies. They are to be reminded that Jesus grew up in a human family and that Joseph was His foster father. The teacher then goes around the circle asking the children what activities families do together and tells the children that "Jesus did, in his family, many of the same things the children do in their families."

The children then color, cut and paste an activity that has an irreverent cartoon drawing of what is supposed to represent "Jesus' Family" (TG p. 50/ Text p. 16). The faces are silly looking, not at all reverent, and the clothing shows Jesus and Joseph wearing what looks like short skirts with a button-less vest. Mary has a plain long dress and shoulder-length veil.

Art sends its message to the viewer. When our Lord and His Holy Family are depicted with reverence, it reinforces the reverence and respect due the Holy Family.

Incredibly, the next activity in the lesson is one titled, "Show Respect" (TG p. 51 / PR p. 17), Showing respect is to be described as "loving care for self, others, and God."

The lesson continues with the care of the body. It once again reinforces the information about stranger danger, as well as crossing the street, seat belts and so on.


 Personal Hygiene and nutrition make up this lesson which includes discussing the need for bathing, caring for teeth, wearing clean clothes and also includes "proper bathroom hygiene" as follows:

Wipe careful with toilet paper or moistened wipes after using the toilet. Girls should wipe from front to back to avoid transferring germs from the anus to the vagina. Flush, and then wash hands after using the toilet [PR p. 59 / FR p. 10].

No instruction was given with regard to the boys' hygiene. Girls in the classroom will be so violated by such talk, but also boys don't want to hear such graphic information about girls. Of course, there are always the smarty-pants who will take this information and tease and embarrass girls about it.


The lesson zeros in on feelings. The first activity titled, "Show How You Feel," has five two-sentence stories with accompanying blank faces that students complete according to what they feel with regard to each story (TG p. 62). The lesson says,

 God gave Jesus feelings, too. When Jesus lived with his human family, he felt and expressed his feelings. Jesus felt happiness, sadness, fear, and anger, just as we all do." ... "God wants us to express our feelings in positive ways" ( TG p. 63).

Students complete a silly coloring activity called "Making Good Choices" where they color 3 of 6 pictures that show the good choice when acting on feelings (TG p. 63).

In the context of choices, Growing in Love offers its own "Act of Contrition" for those who may be looking for some signs of religion being incorporated in the program. This is the first time that sin has been mentioned and it is nowhere explained that sin offends God. In fact, the lesson redefines sin, reducing the severity of sin to "expressing our feelings in a negative way" (TG p. 64).

Students are assigned more values clarification busy work in groups to make "feelings collages" (TG p. 64) and "feelings cards" (TG p. 65). The students put the cards in a deck. The children then choose a card, name the emotion and then tell a story about it.

The Program Resource (p. 60) continues the discussion on feelings. Students are to "Sit in a circle. Invite someone to hold the ball [a big soft ball is recommended] and share a positive feeling about himself or herself, and then pass the ball to the next person." This is catechesis folks!


Growing in Love demonstrates a hostility to the Catholic Faith in the lesson titled, "Signs of Love." Central to the Faith is the teaching of the Eucharist. However, in grade two when the children are to be making their first Holy Communion, Growing in Love instructs the teacher to write the word "Eucharist on the board to help the children recognize the term" (TG p. 68). The Teaching Guide then defines the Eucharist as "the sacrament of Jesus' loving gift of Himself to us." But that's it.

The "Teaching Tip--Dealing with sensitive topics" says: "Some children in your group may not attend Mass regularly ... Help these children feel comfortable learning more about the parish family" (TG p. 68). And not the Eucharist?!! Growing in Love  is squeamish talking about religion, but not squeamish talking about sex.

The lesson has a segment on family conflicts. Student volunteers are to role-play typical family conflicts. The class then votes on whether the resolution was good or bad.


"Have children sit in a circle and ask each child to name his or her first friend and then explain that Jesus had friends." The students are then to color the hideous and impious cartoon pictures of "Jesus and His Friends" to be reproduced from the Growing in Love Program Resource book (p. 36). There are five separate cartoon pictures depicting "Jesus and Peter," "Jesus and Mary Magdalene," "Jesus and John," and "Jesus with Mary, Martha and Lazarus," and one of "Jesus and Me" which the child completes then colors. In complete contrast to the inspirational pictures of the Holy Family from years past, Growing in Love's cartoon renditions of holy people are irreverent, ugly and makes the Holy Family appear as buffoons.

Growing in Love swings back into discussing "touches" saying that a "real friend will not ask them to do anything they know is wrong or touch them in ways that make them uncomfortable" (TG p. 76). Note again the use of the word "comfortable." If a pedophile makes a child comfortable, is that touch right? Remember in kindergarten Growing in Love taught that masturbation was a comfortable and pleasurable sensation (See Kindergarten Lesson 3, p of this critique)

The "Answering Child's Questions" segment includes the same questions that have been offered for discussion in the previous grades:

Why do boys stand up and girls sit down when they urinate?
Why do grownups have bigger penises and breasts than children?
What does "having sex" mean? Where do babies come from?
Does having a baby hurt the mom?
Why do people need privacy sometime? ("to share loving feelings in a special way").
What does "getting a divorce" mean?
What does being "gay" mean? [FR p. 14-16]


The lesson begins with Creation and discusses being created in God's image. The vocabulary says: "To be created in God's image means to be made like God, or to share some divine qualities such as being free and able to love" (TG p. 5). This is a deceptive twist on a basic element of our Faith. Are we not created like God in spirit, in our immortal souls? What does Growing in Love mean by "divine qualities?"

The teacher is to make copies of the "Stories of Creation" from the Program Resource for the children. The "stories" are calculated to confuse the teaching of our Faith.

The ancient Greeks told a story of how the world was born out of a great, empty darkness, called Chaos. Chaos gave birth to Mother Earth, or Gaea. Gaea gave birth to Uranus, Father Sky. From these two beings all life came.

The Ashanti people of Africa tell of a powerful being named Nyame, who made all living things from the mud of the earth.

The ancient people of Germany believed that life began in an empty land between the kingdom of ice and the kingdom of fire. The first two living creatures were a giant named Ymir and a cow name Audumla. Andumia found another giant, Buri, frozen in the kingdom of ice. The cow licked Buri until he thawed out. Buri gave magical birth to a family of powerful beings. When Ymir died, Buri's children made the world from his bones.

The Commanche, a Native American people, tell the story of how the Great Spirit caused dust to gather from the four directions. Out of these clouds of dust, the Great Spirit created humans.

Genesis becomes just another Creation story in the "Scripture Background" in the Teaching Guide as it instructs the teacher as follows:

Genesis highlights one of the Hebrew stories of God's creation of men and women.... Help the students understand that this story does not present literal or scientific truth about the details of creation but tells what we believe about the power and love of God our Creator.

To teach the story of Creation as likened to all the other myths not only reinforces this notion of "choices" of creation stories, but certainly cast a doubt about whether Original Sin is just another myth as well, and whether the Bible itself is a myth.

In treating Genesis as a myth, Growing in Love neither mentions our first parents, Adam and Eve, nor that they brought sin into the world, Original Sin, nor shame, nor that shame made them hide and clothe their bodies.

How could Growing in Love teach about Adam and Eve and the shame of their nakedness when Growing in Love  has been exposing and mentally undressing children in the classroom since kindergarten? Nakedness is a key part of the GIL program. Parents will note that where GIL pictures nude children, the pictures are not the black and white cartoon figures (as is the Holy Family), but are artfully and explicitly drawn and colored. Also to be noted, is that the pictures depict the approximate age of the child at the differing grade levels.

Then the teacher is instructed to use pages 35-38 in the Program Resource. The first lesson, "Using Appropriate Language," has eight-year-olds defining "cursing," "profanity and blasphemy," "obscenity," "vulgarity," "insults and slurs" (ethnic put-downs and stereotypes), and "sexual slang." "Sexual slang" is defined as using informal, crude terms for sexual acts or organs." Growing in Love says that "ignorance of or discomfort with the proper names for body parts or sexual functions" is the reason for using this type of language (PR p. 35). Children can be just as hurtful when they taunt other children using the so-called proper terms.

Growing in Love's sick rehashing continues:

Using correct terms for body parts shows respect for God's gifts [and that one should avoid using slang when referring to:] the male penis, testes (or testicles), and scrotum, or to the female vulva and vagina. Other body parts, such as the buttocks, breasts, and navel, and processes, such as urination and defecation, should also be discussed (PR p. 36).

Then "Gender and Anatomical Differences" are again discussed on the following page of the Program Resource, this time with definitions:

A boy has a penis.... a sac called a scrotum .... sperm cells. A girl has a vagina.... a sac called a uterus... ovaries.... egg cells.... fallopian tube and  ...her menstrual period [PR p. 37J. [See complete quotes from Kindergarten, Lesson One, of this critique.]

For the third time in this one chapter, the following page shows a nude male boy and girl with labeled genitalia and reproductive organs. Again the students are told about using correct terminology so "they can develop respect for and a better understanding of persons of the other gender" (PR p.38).

If that is not enough, the same questions and answers that have been popping up since kindergarten are repeated in either the Program Resource or Family Resource or both: "Why do grownups have bigger penises and breast than children? Why do boys stand up and girls sit down when they urinate."

In the first chapter, the students learned that they were created in God's image, then relearn all the sexual and urinary and anal body parts and functions. With that in mind, the lesson closes with the Lord's Prayer.


Discussed at the beginning of the chapter are feelings, touch, and "resolving disputes." To help resolve classroom or playground disputes, the teacher is instructed to use a "quiet corner in the classroom with a table, chairs and perhaps a crucifix or picture of Jesus. When students disagree or hurt one another, suggest they meet at the reconciliation corner to peacefully discuss their problem" (TG p. 11). No mention is made that anger is sinful and that going to confession is good for the soul. Instead the kids go to the reconciliation corner. While our Faith does teach that we should become reconciled with those we have in any way harmed. The child also needs to know about sin. By grade three, the students should understand, and go to Confession.

The suggestion in the lesson for praying is not using the prayers of the Church. but that of "talk[ing] to God from your heart," and "tell[ing] God how you feel" (TG p. 13). The teacher is further instructed to distribute copies of the activity "Expressing Feelings." to reinforce the students' understanding of how they can pray. However, the activity is not about prayer. The students are to: "Think of a time when you felt good about something and another when your felt bad." and complete the opened-ended sentence: "I feel __ when you __ . Because __  I would like " (PR p. 9). If that is prayer, to whom are the children praying? Maybe they are praying to the "God Within Us." after all, that is the name of the chapter.

GRADE THREE Chapter Three

At the opening of the lesson, the students gather for prayer, They are "invite[d] to engage in a simple exercise to become aware of their bodies, ... [they] rub their hands together until their palms become very warm" and then they pray:

Dear God our Father, thank you for our selves. Dear Jesus. our Savior, teach us how to show love as you did. Holy Spirit, help us show respect for our bodies [TG p.18].

Each year is a repeat of the year before except now modesty is added to the lesson on "stranger danger" and "showing love." The students are given a definition of "modesty" that says it "protects privacy ... helps us avoid extremes of emotion, action, dress, and language. Being modest means honoring and protecting what is intimate and personal about our bodies and the bodies of others."

While it could have been said, in saner times, that the above sentence could be made to insure family privacy, today that statement along with the ones below could also help insure pedophile privacy.

See how the word "private" becomes "private lives." The lesson seems to imply that eight-year-olds can have private lives even from their parents.

Explain to the students that we keep some parts of our lives private, not in order to exclude others or to keep secrets. but to honor what is most personal. Some pans of our bodies are private, not to be shared with others [TG 18].

The teacher guidelines also says:

Modesty keeps us from exaggerating or drawing negative attention to parts of our lives that are meant to be private.

One of the most important ways we use our bodies is to show love. Physical signs of love, such as hugging and kissing, can be very good. Modesty helps us decide when and how to show love [TG p. 18].

Some physical signs are right at some times but wrong at other times [TX /TG p. 18].

The lesson continues to discuss "stranger danger." To the question, "To whom should you say no?" is the following response: "Any stranger or person unknown to you who tries to engage you in conversation or asks you to go with him or her."

While it is true that some child molesters will accost children on the street or playground, the pedophile courts a child, and either is known to the child or befriends a child, winning his trust, and even the family trust, before engaging the child in abusive activities.

The Program Resource (pp. 41 - 44) referred to in Teaching Guide (p. 19) again reinforces this lesson picturing children this time in swimsuits to designate the private areas of the body not to be touched by "strangers." However, it also again talks about privacy, repeating that "sometimes your dad and mom need to be alone together so that they can share their loving feelings in a special way. Everyone needs privacy, or some time alone" (p. 42). This statement, coupled with what the children have already learned, has the children focusing on the notion that their parents are engaging in sexual activity. Time alone also seems to subtly indicate a time for sexual activity. Notwithstanding what one might see on TV, or read in Growing in Love  no parent in their right mind would indicate such things to their children.

This warped thinking is further reinforced in a disgusting little book recommended as an "Additional Resource" entitled, Sex Education for Toddlers to Young Adults, by James Kenny (St. Anthony Messenger, 1989). The book goes so far as to state:

"fathers might pass on lovemaking techniques they have learned to their sons and likewise, mothers to their daughters. If sex is a good thing--and it is a very good thing--then it is surely worth doing well. Insofar as lovemaking is a skill, the lovers-to-be should learn all they can about the ways and means" (p. 59).

Although eventually the Growing in Love Program Resource did get around to saying that: "eighty per cent of child sexual abusers are known to their victims--as family members, neighbors, teachers, coaches, clergy or other trusted adults" (p. 43). note the family is listed as the first possible abuser. However, parents do need to tell their children to be careful around priests, bishops, nuns, counselors, or anyone who has ongoing contact with children.

There is an inordinate amount of discussion in Growing in Love, not only regarding the sexology for kids, but on sexual child abuse. GIL goes beyond the beneficial warning against strangers to be abusive in and of itself. The vocabulary in the Program Resource (p. 43) lists sexual abuse, incest and molestation and defines them as follows:

Sexual abuse is any harmful misuse of God's gift of sexuality. When people talk about the sexual abuse of children, they are usually referring to adults touching children inappropriately, having sexual intercourse with children, or asking children to touch the adults inappropriately. Some adults are unable to relate sexually to other adults. [Is this sympathy for the poor pedophiles??!] They can receive sexual pleasure only from sexual activity with children or with other people who are weaker or more easily controlled. The sexual abuse of a child by an adult may be due to emotional or mental illness. However, the act is always gravely wrong and criminal. Children who have been abused should receive help from health-care counselors.

Incest is sexual intercourse between people who are related by blood or would otherwise be prohibited from marrying one another. It is a grave sin for consenting adults. If one of the parties is a child, or an adult who does not consent, that person is an innocent victim.

The term molestation refers to sexual abuse that involves illicit sexual approaches by an adult toward a child that do not include intercourse, such as fondling (stimulation of the breasts or genitals) or oral sex.

Why would Growing in Love include this information in a Grade Three Program Resource book if it were not to be discussed with third grade children? Even if a teacher would claim that it is for the parent-child session, this is too explicit, even with a parent as a buffer.

Program Resource book (p. 43) refers to the Family Resource book (p. 11) with its set of "Warning Signs of Sexual Abuse." The first item is "Sexually charged behavior:"

Children who have been sexually abused by adults act out sexually with other children or adults; provocative behavior, explicit language, or fascination with sexual topics that goes beyond age appropriate curiosity may indicate abuse  [PR. 44 / FR p.11].

With all the explicit sex talk that children are exposed to in Growing in Love beginning in kindergarten, it is hard to say how many will develop the above signs. The children will certainly be confused by the amount and type of information they have been fed. Because of their confusion or to traumatize other children, especially girls, they may use "provocative behavior" and "explicit language." Will the teacher then report them as being sexually abused? If she does, who gets the blame? The school? Not likely! It will be the child labeled as an abused child, the parents will be the first "suspects." The schools will go on with business as usual.

In view of the content of Growing in Love to this point, who else but homosexual pedophiles or those who want a morally corrupt society could be involved in compiling such a series as GIL? Who else, but a pedophile would think that the contents of GIL would be pure and wholesome for any child?

Also in this chapter are two contrived situations for the students, one of a boy being offered beer at a friends house "for fun." When the boy refuses, the come back is "I bet your mom and dad drink beer" (PR p. 11). The chance that an eight-year-old will be offered beer is very slim, so first of all, why put the idea in their minds. The thought may not have occurred to a mischievous child to offer beer to a friend, but this classroom activity may serve as just the right prompt. To demean parents, the comment about the beer drinking parents is often found in curriculum materials, especially films.


Chapter Four is about "community." Although it says that people live together in communities, the lesson stresses that in a community are "people who have a special reason for being together" and uses for example, "organizations such as Boy Scouts and Girl Scouts, sports teams and children's theater" (TG p. 22). Will the teacher add "homosexual community?"


The lesson is on "Loving Choices." The text begins with a prayer first thanking God for the "ability to make choices" and asking God for the ability to "make loving choices," and to "show love when we make choices." For the first time in grade three sin is mentioned. The Growing in Love  children's text (p. 30) defines sin as "When we make a choice on purpose that hurts ourselves or other people, we sin against God." The text goes on to say, "What can you do ... to try to make things right again." It gives brief mention to the Sacrament of Reconciliation being "the most important way to make things right again after we have sinned." That's it! That is the token mention of sin in the text. Now GIL representatives can say the series talks about sin and reconciliation.

The Teaching Guide does not define sin, but refers to the following as an "assist with defining the term sin."

To sin is to deliberately disobey God by doing something we know is wrong. We can sin in thought, word, and action. The seriousness of the sin depends on the action itself. The knowledge of its being wrong, and the freedom to act. If someone is being forced by an adult to commit a sinful act, he or she is not acting freely. In that instance the action may not be a sin.

The Teaching Guide suggests that the teacher ask the question: "How is a sin different from a mistake or accident?" The text asks, "Why it is important to make things right after we sin?"(TG p. 30). Growing in Love  teaches how things are made "right" with people, not God.  The following example is presented in the text.

The photo shows a boy (about eight-years-old) in a grocery store shoving a bag of chips under his over-sized T-shirt. Why show a photo picture of a child, the age of the students in the class, how to steal? If one remembers the adage, "A picture is worth a thousand words," this picture is what stands out in this lesson. The few words in the text of the lesson are little deterrent to the "thousand words" picture.

The lesson talks about the taking of the chips as being a "choice" that is "wrong." Nowhere does it say that stealing is a sin against God or His Commandments. The text does give one sentence to the Sacrament of Reconciliation, but the "reconciliation" is with people, not God. Pictured on page 31 is a photo of a note torn out of a spiral notebook written in a child's hand that says:

Dear Mrs. Von,
I am sorry I stole from your store. I will pay you back when I get my allowance. Jacob

What we see here is that "reconciliation" is reconciling with the storekeeper. Now, while it is good to admit our wrong and make up for that wrong, the fact that stealing was sinful and should be confessed as such, is ignored.

The students could have been reinforced on the teaching of mortal and venial sin, but sin is no more than a wrong "choice" in today's religion. The Catechism never mentions "choice" with regard to sin. A mortal sin is called "a grievous offense against the law of God" and a venial sin is one that is "less grievous."

The students have never learned about Original Sin in Growing in Love and now the lesson on sin (specifically stealing) is not being taught clearly. The Catechism of the Catholic Church teaches the futility of understanding about sin apart from Original Sin. (n. 386) It says that:

Only the light of divine Revelation clarifies the reality of sin and particularly of the sin committed at mankind's origins. Without the knowledge Revelation gives of God we cannot recognize sin clearly and are tempted to explain it as merely a developmental flaw, a psychological weakness, a mistake, or the necessary consequence of an inadequate social structure ... In. 387].

It is no wonder that Growing in Love's definition of sin left out sin by omission, because much of what the Church teaches is blatantly omitted. However, it goes without saying that Growing in Love omits nothing about the sexual sphere.

Growing in Love tries to give the appearances of being Catholic. The picture in this lesson (p. 31) shows an old painting of Moses holding the tablets with the Ten Commandments. The only reference to the picture is in the Teaching Guide that contains only two questions for the students: "Who is pictured here?" [Answer] "Moses." "Why?" [Answer] "God gave Moses the Ten Commandments." If the teacher wants any other information, the Bible is referenced for the Commandments, Beatitudes, and the Great Commandment. That's the only mention of the Commandments at this grade level.

Instead of teaching about the Commandments, the students are given a list of steps for "Making Loving Choices:"

Think about whether your choice will show that you love God and others.
Think about whether your choice fits with how Jesus wants you to act.
Think about whether your choice will help make you the kind of person you and your family can be proud of.
Ask for advice from people you trust.
Pray to the Holy Spirit for help.

What child or adult, would go through this psychological laundry list, this nonsensical baggage, regarding what choice to make? How would anyone remember this? Would they carry the list around in their pocket and pull it out every time there was a "choice" to be made? It has absolutely no depth or substance.

The boy, at the beginning of the chapter, who stole the bag of chips, may have known not to steal if he were simply taught, 'Thou shalt not steal," and that stealing offends God, and is a grievous sin. That is very clear and to the point.
Anyone can understand God's Commandments, but Growing in Love's superficial "Loving Choices?"

To further add to the superficiality, the students are also instructed to make a bookmark with an acronym similar to the WWJD that stands for "What Would Jesus Do?" The example given is "Make the Loving Choice" (PR p. 14).



The teacher is instructed to bring a photo of herself as a child; the students are to do the same and comment on the changes since the pictures were taken. The reason for the picture is as a discussion starter for more intercourse talk. Then the lesson begins talking about marriage and children.

 Children come into families in several different ways. When a husband and wife share in an act of married Jove, the woman can become pregnant. This means a baby starts to grow inside her (TG p. 34). [Pictured is a photo of a pregnant lady with her son's head on her tummy "listening to the baby inside his mother."]

For grade three eight-year-olds, the subject of intercourse is detailed twice in the same lesson - the first is a biological, anti-life presentation, the second a sex is pleasurable one:

Husbands and wives have special times to be loving with one another as married people. As part of this lovemaking, the husband places his penis in the vagina of his wife. Sperm cells from the man are released into the body of the woman. If an egg cell has been released in the woman's body, it may join with one of the sperm cells. When this happens, the egg cell has been fertilized. The egg cell and the sperm cell now join to form a special new cell that is the beginning of a new human life. The joining of the cells is called conception, which is a word that means "beginning." This cell has everything it needs to grow, cell by cell, into a person. Half of what each human life needs comes from the woman's egg cell. The other half comes from the man's sperm cell.[PR p. 45 I FR p. 12].

The pleasurable aspect is provided as an answer to a discussion question:
What is sexual intercourse?

God gave men and women the gift of a very special way in marriage to express their love for one another, increase their closeness, and help make new life. This gift is called sexual intercourse. When a husband and wife want to express their love in this way, they usually take off their clothes and hold each other closely. They touch, hug, and kiss. Their closeness feels very good. These pleasurable feelings cause the man's penis to become erect. The same feelings cause the woman's vagina to become warm and moist. In sexual intercourse the husband places his erect penis into the wife's vagina. This special closeness may cause intense sexual excitement, called orgasm (climax, coming). Semen, a fluid containing sperm cells, is ejaculated (forced out) from the man's penis into the woman's vagina. Some sperm cells make their way into the woman's uterus and fallopian tubes. If there is an egg cell present, a sperm cell may join with it to conceive a new life. If the fertilized egg implants itself in the uterus, the woman becomes pregnant. [MW note; Life begins at conception, not implantation!]

Sexual intercourse is usually very pleasurable for the man and the woman, especially if they love each other .. . and are committed to each other in marriage. This special, loving physical expression is very private and personal, and deserves respect. That is why we avoid using slang terms for sexual intercourse that make it seem funny or dirty. [FR p. 14]

Under the guise of a genetic-type lesson the children will be given information that will prompt them to picture their parents in the act of intercourse:

....When you were conceived by your mother and your father, you inherited, or received, half of what makes you special from your mother's egg cell and half from your father's sperm cell. Each sperm cell is different and each egg cell is different...[PR p. 46].

Back to religion, the lesson continues with a very brief mention of the Sacraments saying:

The Church is a family too. The sacraments are activities of the Church family. They help the members celebrate their relationship with God and with one another.

Baptism is described as "the sacrament of new life in the Church." That's it! Here again no mention of Original Sin. The Eucharist is compared to the family meal and togetherness. "In the Church we share the Eucharist, the meal of God's family. Food makes our bodies strong. The Eucharist makes us stronger in virtue and unites us as God's family. (T p. 37). The picture shows a chalice full of wine, large yellowish hosts and a little girl receiving Communion in the hand.

The text goes on to say that "family members say or do things that hurt other family members. Those members need to make up. Sin hurts our relationships with God and others. The grace of the Sacrament of Reconciliation helps us repair those relationships."


The lesson theme is trust. The students are to be divided into pairs with one blindfolded and the other leading the blindfolded student around. The partners then switch roles. After the activity, they discuss "How it felt to trust and be trusted." Then a student leads a brief opening prayer to thank God for "trusting your people and showing us how to trust," thus teaching students to trust people, not God.

The students are supposed to talk about who they can trust and discuss why people get divorced (TG p. 42-3).

The Teaching Guide then instructs the teacher on how to present the "nature of evil" as follows:

The Judeo-Christian understanding of the nature of evil is that it results from a state of disorder in creation introduced by human choice (in Christian understanding, the consequence of original sin.) We believe that God is all-good and that he neither creates nor condones evil and suffering ... [TG p. 42].

Nowhere from kindergarten to this last lesson in grade three has Original Sin been explained, the above attempt is unconscionable!

There is a curious photo picture in the text that shows the smiling faces of four boys apparently lying one on top of the other in the grass. The Teaching Guide refers to the picture and instructs the teacher to:

Call attention to the large photograph of the children .. How does this picture show trust? (Possible answer: These boys are expressing themselves freely and joyfully.) [TG p. 43 TX 42-3].

While boys do wrestle and play around, they don't lay on top of one another and pose for a picture! Considering the nature of the explicit material, material that appears to have been written by homosexual/pedophile perverts only adds to the questionable pose.

The lesson ends with a "Reflection" on Mary. There is a large picture of a watercolor-type painting of Mary holding up the Baby Jesus. It looks like something that was done for this text. And while it is not as bad as the cartoons, it lacks reverence that renditions of the Madonna and Child normally have. There is a list of Marian feasts in the Teaching Guide and the students are asked to draw a picture illustrating one of the feasts.

The chapter also refers to Mary showing trust in God "by agreeing to follow God's plan" (TG p. 42). Of course that will lead to the fact that Mary trusted God and conceived and bore Our Lord Jesus. The prayer at the end of the lesson reads: "The Virgin Mary had great faith and a love that knew no sin. May our actions show her love and our hearts keep her faith." The students are also to say the Hail Mary.

James DeBoy, consultant for the program and a teacher of catechists who trashes the Ten Commandments, says at the beginning of each of the Teaching Guides, "To understand the meaning of the Immaculate Conception of Mary, one needs to have a basic understanding of the meaning of conception" (TG p. 17). One of the feasts mentioned in the lesson is the Immaculate Conception. DeBoy also says: "To understand that Jesus was born of a virgin requires an understanding of the meaning of virginity."

Although not specifically referred to in the Teaching Guide for this chapter, the corresponding lesson in the Program Resource discusses "Pregnancy and Birth." The lesson goes into specific detail about the growth of the baby in the womb, including realistically drawn pictures of the baby's development in the womb. Just in case the students may have forgotten how a baby is conceived, the Teaching Guide suggests "a quick review" of the previous lesson where sexual intercourse was described in detail.

The Family Resource also again gives "A Simple Explanation of Conception" identical to pg. 19 of this issue. The discussion is that "Husbands and wives have special times [when] the husband places his penis in the vagina of his wife.... "

The Pregnancy and Birth lesson in both the Program Resource and the Family Resource is the same anti-life "c1nster of cells" presentation given in Grade/Level One, Lesson 6. (See pg. 11 of this issue.)

The following page shows four pictures of the uterus. The first shows a dot on the uterine wall with the caption, "the new life is nourished in the mother's uterus." The second drawing reads, "The fetus at three months." The third, "The fetus at five months showing umbilical cord." The sixth, "After about nine months in the mother's uterus, the baby is ready to be born" (PR p. 48 / FR p. 13 with the same "growth" information, as above, added to each illustration.). Here again, while the pictures look like a baby, the word "baby" does not appear until the baby is about to be born.

Children understand the word "baby," but the lesson avoids using the word. To abort a "fetus" never has the impact of aborting a "baby." Many teachers in Catholic schools receive in-service from or are workshop-trained by Planned Parenthood sex educators. Even if the parents are told that the diocese trains their teachers, Planned Parenthood sex educators may well have taught those diocesan trainers.

The Family Resource lesson ends with the answers to:

What is an erection?
An erection is the enlargement and hardening of the penis caused by increased blood flow. The penis becomes thicker, longer, and firmer, and extends upward and outward away from the scrotum. Erections are usually associated with sexual excitement, which can be physical (stimulated by touching) or emotional and mental (stimulated by sexual thoughts or fantasies). But erections are also common during sleep or in other situations that aren't consciously associated with sexual excitement. Boys can find these spontaneous erections embarrassing, but an erection will subside in a short time as the blood flow decreases.

Other body parts besides the penis (the clitoris and vaginal lips in girls and women, the nipples and lips of both men and women) can become erect or fuller through conscious or unconscious stimulation, though they are less noticeable than the erection of the penis.

Only parents who are duped by the educators would think that the above information or what continues in succeeding paragraphs is suitable for eight-year-old children. GIL is more than, and worse than, any adult sexology course. This garbage is being heaped onto unsuspecting innocent children.

Note the constant repetition of sex-steeped materials being ever built upon to become ever more explicit with each representation. The questions continue. The following "What is sexual intercourse? discussion has been repeated several times already. The complete quote about "tak[ing] off their clothes .... [and the] "pleasurable feelings cause the man's penis to become erect [and] woman's vagina to become warm and moist. .. " is on p. 19 of this issue.

New for grade three are the following questions also appearing in the Family Resource:
What is a "wet dream?"
A "wet dream" is the popular term for a nocturnal emission, a spontaneous relax of semen during sleep. Boys going through puberty often experience wet dreams. Don't be alarmed if you wake up and find your sheets are wet or sticky. You may find that nocturnal emissions are associated with sexual thoughts or dreams, and your penis may be erect. That's normal. During puberty, your body begins manufacturing sperm cells and semen, the fluid that carries them. At certain times, your body needs to release excess sperm cells and semen, so you spontaneously ejaculate during sleep. These spontaneous ejaculations will become less frequent as you get older and your body begins to regulate the production of sperm cells. Nocturnal emissions are automatic; you don't choose to make them happen, and a wet dream is not the same as masturbation.

What eight-year-old boys will be having "sexual thoughts" unless someone has put these ideas into their minds as GIL does? How traumatic this trash will be for an eight-year-old who may not have conquered bed-wetting to be introduced to the notion of wet dreams. He'll think he'll never get out of Pull-Ups. Only a pervert would think that an eight-year-old would have sexual erections; at eight the problem is full bladder. To add to the perverse suggestion is the following:

What is masturbation?
Masturbation is deliberately touching the genitals to cause sexual excitement, often leading to orgasm. Masturbation can be individual (often accompanied or caused by reading or watching sexually graphic materials) or mutual as when partners manually stimulate one another's genitals as an alternative to sexual intercourse. Both boys and girls may be tempted to masturbate, especially during the time of puberty when hormones cause an increase of sexual attraction and sexual fantasies. Although masturbation does not cause physical harm, it is a misuse of God's gift of sexuality because it separates sexual pleasure from its true place and meaning, within marriage. Deliberate masturbation is sinful to a greater or lesser degree depending on the person's age, emotional maturity, and other circumstances. The Sacrament of Reconciliation may be a great help in dealing with a habit of masturbation.

If you find that you are struggling with sexual feeling and the urge to masturbate, don't be embarrassed. Talk to me about ways you can channel your feelings into more positive activities. If anyone asks you to engage in masturbatory activities, be sure to tell me or another family member or trusted adult immediately; it's wrong for someone your age to suggest engaging in masturbation, and is sexual abuse for an adult to do so.

It is obvious that the only reason to give eight-year-old children so very much detail about masturbation is to put the idea into the child's head. To tell a child how to experience sexual feelings and even suggest a partner sounds like a deliberate attempt at homosexual baiting or seducing a child to act out sexually. A 14 year old Catholic school student in Slidel, Louisiana reportedly raped a four-year-old girl. How much explicit sex education did that boy have? (GIL is recommended in that diocese.)

To cover themselves, Growing in Love gives lip service to the Sacrament of Reconciliation. However, as has been said, the following discussion of child abuse gives the parents a false sense of security, while behind the classroom door anything can be presented to the children and often is. The "What is sexual abuse?" discussion about adults "having sexual intercourse with children" and the sexual pleasure adults receive that was given in Chapter Three is repeated.

This is just the end of third grade, how much worse can Growing in Love get?

< Prev   Next >