These Last Days News - September 25, 2025
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Charlie Kirk and the Rise of Radical Ideology in K-12 Schools...

THE EVILS THAT HAVE CORRUPTED YOUR SCHOOLS
"Prayer, My children, is all that you have now. You have waited too long. The evil has accelerated now, and your children are surely the victims of your laxity, your permissiveness. You condoned immorality. You condoned sexuality. You made no effort to fight the evils that have corrupted your schools and your governments, and now your homes.” - Our Lady of the Roses, August 13, 1977

SATAN HAS PLACED HIS DISCIPLES IN YOUR SCHOOLS
"Satan has placed his disciples in your schools, your government, your ways of entertainment, your means of communication--all have been infiltrated. You can readily see, My children, how far he has progressed to destroy!” - Jesus, May 19, 1971

The above Messages from Our Lady were given to Veronica Lueken at Bayside, New York. Read more

FirstThings.com reported on September 25, 2025:

By Katherine Kersten

The murder of Charlie Kirk has raised awareness of the danger that politicized anger and resentment pose to American society. Attention has largely focused on the internet’s role in radicalizing young people and impelling them to violent action. But this toxic impulse is not just coming from the digital world’s dark recesses or from strident left-wing politicians and news commentators. Increasingly, it is part of the worldview that young people absorb in our K–12 public schools. 

Extremist ideology has long had tentacles in public education. But the latest activist push—“Ethnic Studies” in its “liberated” form—will magnify this influence in alarming ways. 

Ethnic Studies ideology divides students into tribalized identity groups and teaches that America is systematically unjust and oppressive. But it goes beyond standard “anti-racist” critical theory in calling for active “resistance” to “disrupt” and “dismantle” our nation’s fundamental institutions. 

Ethnic Studies grew out of the 1968 San Francisco State student strikes that spawned the critical theory–based “grievance studies” that have politicized our universities. In the last five years or so, this ideology has filtered down to K–12 education. Advocates have promoted it aggressively in California, Washington, Oregon, Vermont, and other states, asserting that it builds cultural understanding and allows students to “see themselves in the curriculum.” 

This campaign is most advanced in Minnesota. Here, under Gov. Tim Walz, policymakers—with the strong support of the teachers’ union—have mandated that Ethnic Studies ideology be embedded in academic standards for every grade and required subject. Implementation will begin in Social Studies instruction in Fall 2026. 

The first of three new K–12 Ethnic Studies standards, entitled “Identity,” requires students to “analyze the ways power and language construct the social identities of race, religion, geography, ethnicity, and gender.” The second, entitled “Resistance,” instructs students to “describe how individuals and communities have fought” for “liberation against systemic and coordinated exercises of power locally and globally” and to “organize with others” to engage in similar activities.

This process of stoking resentment and encouraging defiance of authority begins in the earliest grades. For example, kindergartners must “retell a story about an unfair experience that conveys a power imbalance,” while first graders must “identify examples of ethnicity, equality, liberation and systems of power” and “construct meanings for those terms.”

In later grades, students learn that “resistance” to our nation’s social and political institutions is obligatory, as they “develop an analysis of racial capitalism” and “take action to affect policy” concerning “marginalized communities of color and indigenous nations.”

Ethnic Studies’ profoundly illiberal ideology instills in students a mindset that directly contradicts American democracy’s defining vision. Our system of government is built on a tradition of public discourse—a vibrant give-and-take of ideas in which citizens seek to advance the common good. 

But Ethnic Studies trains students to view life as a zero-sum power struggle. It portrays debate—indeed language itself—as a sham, and the words and arguments of “oppressors” as a mask for power-seeking. Students are coached to regard those who disagree with them as an existential threat—as enemies intent on “marginalizing” or “erasing” their identity.

Ethnic Studies acknowledges no search for truth, only a will to power. And because oppressors won’t relinquish power willingly, it must be seized if “liberation” is to be achieved. 

How will this nihilist ideology play out in the classroom? Consider the tax-funded Ethnic Studies lesson plans for grades 6–12 that the University of Minnesota’s Center for Race, Indigeneity, Disability, Gender & Sexuality Studies (RIDGS) has produced. School districts aren’t required to adopt them, but many are likely to do so to avoid the burden of creating their own.

The RIDGS lesson plans present American public life as a battle, not a civil debate. In a lesson plan titled “Protest Art & the Movement for Black Life,” sixth graders will study the Black Lives Matter movement’s “13 guiding principles” and “the role of protest art in mediating power in the city,” and then “create their own protest art.” They will learn being “Unapologetically Black” “requires the dismantling of multiple systems of oppression: capitalism, patriarchy, anti-Blackness and white supremacy.”

Seventh graders will study a sit-in staged in San Francisco in 1977 by “disability rights advocates” and learn how protestors “stormed” federal buildings. High schoolers will study 1930s racial housing covenants and “systems of oppression” in the Twin Cities and Chicano political organizing on St. Paul’s West Side.

Related instructional materials hold up Marxist activist Angela Davis, Black Panther Brad Lomax, and Gilbert de la O of the radical Chicano “Brown Berets” as models for emulation. Students analyze the tactics of groups such as “Creatives after Curfew”—“a decentralized collective of BIPOC/Queer artists & allies who mobilized during the [Minneapolis] uprisings in June 2020,” according to the group’s website.

Today, one-third of college students view violence as acceptable to stop speech they don’t like. What will happen if public schools engrain this idea in young people’s mental landscape from kindergarten on? 

Many of our youth are isolated, rudderless, and desperate to find purpose in a cause larger than themselves. Today, activists are pressuring public schools to embrace an ideology that teaches vulnerable young people to demonize and dehumanize those who disagree with them, and exhorts them to “take action” in what’s cast as a struggle with powers of darkness, a fight for “liberation.”  

If we fail to confront this grave threat to American democracy, we can expect more incidents like the assassination of Charlie Kirk.

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"The judgment of your God is not akin to the judgment of man. The Eternal Father will only judge by the heart. Your rank, your accumulation of worldly goods does not set you up before another. Many have sold their souls within the holy House of God. Better that you strip yourself and remove all worldly interests now while you have the time to make amends to your God, for many mitres will fall into hell." - St. Thomas Aquinas, August 21, 1972

The Virgin Mary's Bayside Prophecy Books are Now Available in E-book Version. Click Here Now!

When you pray the Holy Rosary, you have Our Lady's hand in yours. When you pray the Holy Rosary, you have the power of God in your hands. Start now!  Click here...

Our Lady of the Roses Awesome Bayside Prophecies... https://www.tldm.org/Bayside/ These prophecies came from Jesus, Mary, and the saints to Veronica Lueken at Bayside, NY, from 1968 to 1995.

Directives from Heaven... https://www.tldm.org/directives/directives.htm

D36 - Bishops (Part 1) PDF
D37 - Bishops (Part 2) PDF
D38 - Priests (Part 1) PDF
D39 - Priests (Part 2) PDF
D40 - Infiltrators PDF

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Revised: September 25, 2025