When looking at programs such as Growing in Love, parents become distracted by the explicit sexual content, and it is hard not to be. However in Growing in Love, as in all sex/chastity materials, the problems with the program are much deeper. It is important that parents begin to understand the methodology. Sex as an educational subject, teamed with the use of values clarification methods, fosters a new way of believing, thinking and acting that bears little resemblance to the Catholic Faith. values clarification, self esteem activities, and meditation, are all part of the same methodology. All activities require students to dwell on the personal self. They invade the privacy of the student and the family. Too often they separate the child from the family as they promote an autonomous-thinking child. The child is manipulated to focus inward on thoughts, feelings, and choices that are to be his "own," but which are not really his own -- but those which the curriculum has systematically introduced, built upon, and repetitiously reinforced. Recommended for Growing in Love teachers is the most recent values clarification manual titled, 100 Ways to Enhance Values and Morality in Schools and Youth Settings (Allyn and Bacon, 1995).

Our All-Knowing God has placed the care of His children with parents alone--not parents in partnership with the schools or the Bishops. Parents are given the grace of state. It is the parents' duty to be in charge of their child's education-- "they are educators because they are parents." For too long the parents have blindly trusted their children to the Catholic schools never knowing that the Faith and morals of these innocents are being systematically destroyed.

Sex has taken over the religious curriculum in Catholic classrooms. No longer is the Faith woven securely into the fabric of Catholic education. No other program has so blatantly thrown sex into the face of children beginning in Kindergarten as Growing in Love. Yet, on page 5 of every Growing in Love Family Resource book (kindergarten through grade 8) parents are reminded that GIL "has been developed with fidelity to the guidelines for sexuality education presented by Vatican, U.S., and local diocesan offices." Growing in Love tells parents that "The topics covered ... are those most appropriate to your child's developmental age." The fact that the Bishops' have blessed such a program is far worse than irresponsible or negligent, it is scandalous and criminal!

Part One of Growing in Love critique covered grades Kindergarten through grade three. It is in kindergarten where students are introduced to such vocabulary as penis, testes, breasts, vagina, buttocks, anus, urinate and defecate. It is where "gender" differences are to be introduced and grown-up discussions on "having sex," "being gay," the pleasures of "self-touch" (masturbation) and AIDS are all part of the Growing in Love program experience for five-year-olds. They are taught that "Our bodies were designed by God for goodness, pleasure, and the passing of life" (PR p. 56). Grade one repeats the same material, as well as more on homosexual orientation. "Homosexual partners" will be accepted as a "diverse" family. The children are to discuss that the Holy Family too is "diverse." Six-year-olds are also to learn that the baby is no more than a cluster of cells until two months. Grades two and three are a repeat of the previous grades with increasing explicit detail.

Making the Catholic Faith a "feel good" religion far removed from sin or obligations is obvious. Sin is simply "expressing our feelings in a negative way" (TG p. 64) and the Eucharist is just a "loving gift." Creation is taught as a myth along with several differing ancient creation myths from Africa, Germany. and the American Indian. To subtly teach a child doubt about creation (Adam and Eve) is to also create doubt about Original Sin and the fallen nature of man.

The presentation of the material in each chapter is purposely disjointed so that it becomes difficult to follow the Growing in Love materials. In GIL, as in other sex education programs, the lesson takes the child from a very detailed lesson on explicit sexual materials, then at the lesson's end , directs the students to cut and paste activities or to relaxation activities and music. It is obvious that because the information is so sexually stimulating that it might be necessary to bring the child out of their heightened state of sexual curiosity. Thus these activities act as the 'cold shower' to distract and calm their sexually curious state.

In an attempt to allay parents' concerns regarding the Growing in Love program books,  the original Family Resource books have been updated.  However, Mothers' Watch moms have carefully read all the books at each grade level and we can say with sureness that the Growing in Love books are written to be interdependent upon one another at each grade level. The Program Resource is the classroom companion to the Teaching Guide and to the Family Resource, contains handouts to be duplicated, letters to parents, and much of the same graphic materials as in the original Family Resource. The Growing in Love books must be used together to make the program usable. If parents are told that only certain books from the series are approved by a school or a diocese, that would not be believable and would certainly bring into question why this would be so.

GRADE FOUR Chapter One

Growing in Love for fourth grade appears innocent with the chapter titled "The Gift of Life." The picture on the first page of the text shows a girl about eight or nine holding what appears to be a baby brother or sister. The text discusses God's gifts of life, of family and friends (TG p. 4).

The lesson proceeds to introduce the seemingly innocuous words "dignity" and "disability." The teacher is instructed to talk about "dignity' because "God made us in his [sic] image and wants us to be respected" (TG p. 5). It's no secret that "dignity" is strongly associated with homosexuality. The fact that there are those who quietly bear the cross of homosexuality is not at issue. What is the problem is that very young children are being introduced en masse to such subject matter and that such is being done so that homosexual behavior becomes familiar, acceptable, and something that can be openly discussed. What better way for homosexuals to easily recruit and increase their numbers than by gradually and systematically desensitizing children to think that the homosexual "lifestyle" is normal, acceptable and created by God? Combine this with the natural curiosity of a child and the child is dangerously vulnerable.

The Lesson Extension" on the same page five directs the teacher to the Program Resource manual, pages 35-6 which discuss "Reproductive Anatomy." The first paragraph talks about God's design of several body systems. There are two sentences given to the respiratory and circulatory systems that are certainly incredible marvels of God's creation. But, of course, the only "system" Growing in Love is really interested in and talking about repetitively for nine years is the sexual body parts and the reproductive system.

Again students are to discuss differences between men and women. The Program Resource offers the following description:

"The male reproductive system has both external and internal organs. The testes, two glands located outside the body in the pouch called the scrotum, produce sperm cells. Sperm cells are stored inside the body in the epididymis until they mature. When the penis, the external reproductive organ located in front of the scrotum is stimulated, it becomes firm and erect. This stimulation causes sperm cells to move through the seminal vesicle to the vas deferens, where they are mixed with a fluid called semen.

"The female reproductive system is entirely internal. The ovaries, located in the abdomen, store and release mature egg cells. An egg cell travels into a fallopian tube, where it may be fertilized by a male sperm cell. The fertilized egg then implants itself in the uterus, or womb. Sperm cells enter the female body when semen is ejaculated into the vagina, the opening to the woman's body, by the penis during intercourse. The clitoris, which is sensitive to stimulation, does not contribute directly to reproduction but may increase the muscle contractions that accompany orgasm in the woman, helping bring the sperm and egg into contact "[p 35].

Pictured is a lifelike drawing of the pubic area of the male and female to correspond with the above. Location of all the above body parts including the female clitoris are pinpointed (p. 36).

The "Answering Student's Questions" on the same page rehashes the same disgusting detail as grade three:

What is an erection?

"An erection is the hardening of the penis caused by increased blood flow. The     penis becomes thicker, longer, and firmer. It extends upward and outward away from the scrotum. Erections are usually associated with sexual excitement. But erections are also common during sleep or in other situations that aren't consciously associated with sexual stimulation. Boys can find these spontaneous erections embarrassing, but an erection will subside in a short time as the blood flow decreases."

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, to increase their closeness, and to help make new life. This gift is called sexual intercourse. When a man and a woman 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 brings pleasurable feelings that cause the man's penis to become erect. The woman's vagina becomes warm and moist. In sexual intercourse the husband places his penis into the wife's vagina. This special closeness may cause intense sexual excitement, called orgasm. The semen is ejaculated out of the man's penis into the woman's vagina. Sexual intercourse is usually very pleasurable for the man and the woman, especially if they love each other very much and are committed to each other in marriage. Sexual intercourse 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" [PR p. 36].

The Teaching Guide continues with a discussion of "gender" differences. The Teaching Guide says "People have different combinations of abilities and disabilities and are different genders." The teachers are "to ask the students to brainstorm their observations of differences. List differences on the board. Remind the students that these are general differences and that particular people might not fit into these general descriptions."

The lead-in for the teacher to "brainstorm" differences prompts the students to bring up the topic, and if they don't, certainly a teacher could embellish this lesson about gender (TG p. 6).

Intermingled with the talk about gender is the discussion in the Program Resource titled "Disabilities." Unmentioned in the lesson are the words "homosexual" and "AIDS." However, one finds similar text development in the AIDS curriculum also required in most schools. Remember the teacher is the curriculum. Note how easy it would be to include homosexual in the following:

"... The subject of disabilities can provide a number of teachable moments about respect for others. Children may distance themselves from others who are different because of fear or misunderstandings. Other times the fear may be rooted in ignorance, such as the mistaken belief that a terminal disease such as cancer (and the effects of its treatment) might be communicable. Sadly, fear of persons with disabilities can be communicated through classmates' and family members' misunderstanding or prejudice."  [Note the subtle dig at the family.]

After a review of this body parts chapter, the lesson closes with a prayer circle, the sign of the cross, and the Carey Landry song, "Abba! Father!" connecting thoughts of God the Father with reproductive body parts and functions!

GRADE FOUR Chapter Two

The chapter title is "Called to Love;" the main subject is "puberty." The text says: "Puberty is also a time to prepare for new kinds of loving relationships. You will grow in spirit, and you will learn to deal with the emotions that accompany love and faithfulness. After young people have gone through puberty, they are fertile. Their bodies are usually able to help make new life" (Tx p. 11).

The text talks about the greater differences in boys' bodies from girls as they get older. Class discussions for nine-year-olds include the growth of facial, underarm, and pubic hair and feelings of sexual attraction (PR p. 38). Little boys are also told to change their pajamas and sheets so they will not feel uncomfortable after a nocturnal emission of semen (PR p. 39 and repeated from grade three). Nine-year-old girls are instructed about menstruation, carrying a pad or tampon, wearing bras and cotton panties.  No word about separating boys from girls. Such details become an open invitation for harassing activities.  Boys and even some girls armed with this knowledge will have a field day taunting the very shy and easily embarrassed children.

The authors of Growing in Love know discussions of puberty can be a very sensitive topic, but their attempt to encourage "respect" is a blatant how-to list, offering suggestions for taunts. Note:

"Caution the students against making negative remarks about puberty or passing on negative stereotypes they may have picked up. Remind the students of the importance of respectful conduct and modesty, which preclude such forms of teasing as bra-snapping or lifting girls' skirts, making sexually suggestive remarks about students' physical development (or seeming lack of it), or making fun of students whose family customs regarding puberty (such as not allowing girls to remove leg or underarm hair) are different from the prevailing culture" [PR p. 40].

While the Program Resource says that girls as young as eight may start going through puberty, that is rare. In a case where a child is going through puberty at a young age, she needs her mother and her privacy, not Growing in Love's public embarrassment.

Graphic drawings in both the Family Resource (in color) and the Program Resource (black and white) show the uterus, explain the release of the egg cell by the ovary at mid cycle, and the shedding of the uterine lining (menstruation) complete with the drop of blood. It is disturbing in color. (FR p. 11, PR p. 40).

The text discusses "sperm cells" and "egg cells:"

"A boy's body begins to produce sperm cells. These are the cells that when joined with a female egg cell forms a new life .... [p. 12]

''... About once a month, an egg cell is released in a girl's body. This means that her body is capable of having a baby" [p.l3].

The Program Resource includes "Answering Students' Questions" which ask the same questions from grade three:

"How will I know when my period will start?
What's a wet dream? "

Once again, repeated in the Growing in Love program since kindergarten is the discussion of masturbation. The constant repetition appears to be egging the child on, saying, "Try it! Try it!"

What is masturbation?

"Masturbation is deliberately touching the genitals to cause sexual excitement, often leading to orgasm Masturbation can be individual (sometimes accompanied or caused by reading or watching pornographic materials) or mutual, as when partners manually stimulate each other's genitals in preparation for or as an alternative to sexual intercourse."

[Mothers' Watch wonders just whom might the partners for nine year-old boys or girls be? Another curious classmate? A friendly pedophile teacher? What kind of teacher would teach a nine-year-old child such how-to filth? The "answer" continues: ]

"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." [PR p. 41]

The masturbation discussion continues with a token mention of "misuse," a few words on the "Sacrament of Reconciliation" and the curious comment that masturbation is sexual abuse if an adult asks a child to engage in the activity.

Growing in Love is not teaching children to "grow in love" but to grow in sexual awareness and grow in curiosity about masturbation. Once innocence and purity of the child are destroyed, sex talk is common place, and the act will be an easy next step.

Suggested in the Teaching Guide (p. 13) for this chapter is that the students initiate "Keeping a Journal" and the Program Resource (p. 9) gives particulars for this on-going activity. Students are to get a loose-leaf or bound notebook "where you can keep your thoughts together." Students are to find a "quiet place and time for writing" and "add journal time to your [daily] routine." Suggested topics are:

What is happiness? ...
My friends ...  

When I grow up ...
What I wonder about...
What is sadness? ...
Love ...

Sharing joy with others...

Things that bother me...
What I'm afraid of...
The best way to pray ...
How can I help others?...

What do I know about God? ... [PR p. 9]

Keeping personal journals or diaries is another values clarification strategy whereby the students dwell on themselves and make personal revelations. Our Faith teaches us a wholesome forgetfulness of self; it does not require psychological self-analysis. But in both Catholic and secular classrooms the teachers are playing with psychological techniques with neither parental permission nor the license to do so.

Furthermore, these journal revelations which will be ongoing throughout the program are available for the teacher to read and assess the child. Pedophiles will be particularly interested in personal revelations as it helps them in their search for vulnerable "candidates."

Other activities required by this chapter include the following. Even though the Teaching Guide tells the teacher to be aware that some children may be sensitive about their weight or height, the teacher is instructed to have the students make a height and weight graph starting with their weight at birth. The teacher is also instructed to supply glass jars that the students are to paint "symbols of God's love" and use for votive candles (p. 15).

At chapter's end the students are again instructed to close their eyes while the teacher plays soft music and "walk[s] around the room ... call[ing] each student by name" asking them "to think of something that God called them to learn that day" (p. 15).

GRADE FOUR Chapter Three

The beginning of chapter three is a prime example of why young people do not know their Faith. The name of the text's chapter, "The Love of Jesus" is very deceiving. When parents glance at the title, they believe that their children's knowledge of Our Divine Lord Jesus will be nourished and reinforced. But the titles are only eyewash. In the two short paragraphs discussing Jesus, the students read about Jesus and His "friends" to whom He told "stories to help them understand God" (p. 17). Throughout Growing in Love  Jesus is distanced from God, and made to appear more human than Divine. God is often called "Father," but Jesus is rarely referred to as the Son of God, but repeatedly as "our brother" or "friend" who taught about God (as above), or as a role model (TG p. 34) and as one "who served God and community" (p. 35).

The second paragraph starts by saying, "From Jesus we learn to share ourselves with our friends." Growing in Love  then leaps into the sexual theme:

"Sexuality is the word used to describe these different but complementary ways of thinking and acting." Good grief! To comment on such far-fetched statements is necessary because it shows how everything about our Faith, including references to our Lord is being dipped into the nauseating "sex pool." First let us mention the above word "sexuality." The Catechism of the Catholic Church mentions the word "sexuality," only with regard to the creation of man and woman, marriage, and for God's purpose of continuing His creation.

In contrast, the definition for "sexuality" in the Growing in Love, Teaching Guide reads:

"Sexuality is the experience of being human, embodied, and gendered. Sexuality is part of our personhood and relationships[!!?]. It is also the way we live physically[?!!], mentally, emotionally, and spiritually, as gendered persons" (TG p. 17].

People have gotten so desensitized to sex language that it's easy to ignore such definitions, (which is the same ambiguous definition that Planned Parenthood introduced with their early classroom sex programs). Growing in Love  floods everything children learn with sex. Look at the above paragraph. GIL puts together sex with "relationships." They are not talking about marriage here, just "relationships." A nine-year-old, with the GIL background will read a lot into the notion of sex in regard to the way one lives "physically" and "spiritually." These will be nine-year-olds trying to discern the meanings here. Notice also that the words, male and female do not appear, leaving ample room for that "other gender."

Students answer questions including:

"How does it feel being a friend of Jesus?" "Imagine yourself here in the classroom, but still a friend of Jesus. How does it feel?" "Discuss how our sexuality is always part of our actions and personalities." "Talk with the students about how the genders are equal" (TG p. 17).

There is absolutely no religious substance to Growing in Love, just brief references to Jesus as above. The discussion of virtues ranks only three short paragraphs in the text (p. 18-19) while the teacher is instructed to "Write honesty, justice, faith, and love on the board. Ask the students to tell how each of these virtues helps friends grow closer" (TG p. 18). Students do the teaching. The teacher asks "Why is chastity essential to friendship?" and the text answers, "Chastity is a virtue that helps us express our sexuality appropriately. Our sexuality, like our gender is a gift from God" (p. 19). Merriam Webster's dictionary gives a far better and far more Catl10lic definition defining chaste, in part, as "pure in thought and act" and further states that "pure" implies "innocence, the absence of temptation rather than the control of one's impulses and actions." GIL does just the opposite. GIL drills the child in sex talk and then says, "Don't use those words in hurtful ways." GIL impregnates the minds and titillates the emotions of children with premature thoughts of sexual pleasure and then soothes it over with suggestions for self-control. Instead of teaching children to avoid the impurities that have always been around, GIL repeatedly puts temptation in their paths.

The Teaching Guide suggests the use of the Program Resource Lessons 4 and 5 and the Family Resource page 12 regarding 'Modesty in Language." This becomes another opportunity to mention sexual body parts and acts and always the "correct" terms. Both books contain the following "correct" terms for nine-year-olds: "penis, testes, vagina, breasts, sexual intercourse, and oral sex." Nine-year-olds do not need to know gynecological and urological terms. No child needs to know about oral sex! It is absolutely incredulous that it is even mentioned, let alone suggested as a "correct" term.

"Sexual Messages in the Media" encourage youth to zero in on sex in the media. The teacher is to ask 4th grade volunteers to "suggest media themes of a sexual nature that do not reflect Christian values, such as casual, irresponsible, or immature sexual messages" (PR p. 43). Here again the "messages" become an assignment for the students to tune into and concentrate on what the sexual messages are rather than turning off the TV. The illicit "sex messages" will then be carried back to the classroom for open discussion.

GRADE FOUR Chapter Four

Chapter Four has a section called "Learning from Saints." The mention of saints from time to time in Growing in Love is just for appearance sake. There are no more than a few sentences given regarding any saint and nothing is said of their holiness. GIL gives a brief paragraph to St. Martin de Porres and one class question: "How did Saint Martin de Porres help his community?" The answer in GIL is that he used herbs to make healing medicine. St. Margaret of Scotland is also given one short paragraph and two class questions: "How was Saint Margaret a witness for God?" and "What is St. Margaret doing?" (in the picture in the text). The answer given is "giving to the poor."

Along with the two saints above, the GIL text also gives a paragraph to Jean Donovan, one of four women missionaries murdered in EI Salvador during the political uprisings there. Although Donovan's political action was controversial, GIL heralds her as a brave "witness" and as "contemporary, someone we can relate to" (TG and Tx pp. 24-25). At the end of the chapter Jean Donovan is again mentioned and compared to St. Joan of Arc with the comment ... "Saint Joan and all the saints as well as other witnesses, like Donovan, inspire us to join 'the race' toward God's kingdom" (TG p. 27). GIL raises Donovan to a saint and lowers the saints to socio-political activists.

The Program Resource (p. 13) handout activity shows the redefining of religion to a political 'feel good' activism. A list of "acts" is provided for "witnessing." The students are to comment on the list below saying how each makes them better witnesses:

Hugging your family members
Praying for yourself and for others

Wearing a WWID [What Would Jesus Do] bracelet

Really listening to your friends
Helping someone without being asked

While parents and children alike will look at the above activity as stupid, and it is, as are many of the activities throughout Growing in Love, it needs a comment. It is a good example of the abandonment of Catholic religious practices and the embracing of generic pop culture religion. GIL students are being fed a meaningless superficial niceness as religion.

Why not encourage the wearing of a sacramental, a Catholic medal or the scapular? Wearing a WWJD bracelet is more faddish than holy and more Protestant than Catholic.

GRADE FOUR Chapter Five

Chapter Five is entitled, "Rules for Living." The Ten Commandments are briefly and superficially discussed as "a set of rules given to Moses by God to help us relate to God and live in community." In classic values clarification style, Growing in Love  tosses the Commandments in with other "rules" giving the appearance that there is little difference between the two. The "rules" discussed in two short paragraphs are game rules, teachers assignments, family rules, and rules that protect and help us to behave.

The teacher is instructed to ask the class to "discuss inappropriate relationships and behavior promoted by some of the media and popular culture ... " Most parents do not let their nine-year-olds watch such TV programs or movies, or listen to such songs, because they don't want such exposure for their children. GIL wants to make sure no child misses out on any of the garbage the media has to offer.