By Helena Handbasket – May 26th 2020

With recent moves to virtual learning basically allowing teachers access into a students private space via visual technology through their ‘personal’ computers, it should come as no surprise when abuses happen, particularly as most children have their computers in their bedrooms these days. What could possibly go wrong?

“Pennsylvania parents are suing their son’s school, alleging it watched him through his laptop’s webcam while he was at home and unaware he was being observed.”

From the same article:

“An assistant principal at Harriton High School told the plaintiffs’ son that he was caught engaging in “improper behavior” in his home and it was captured in an image via the webcam.”

“…neither they nor their son, Blake, were informed of the school’s ability to access the webcam remotely at any time. It is unclear what the boy was doing in his room when the webcam was activated or if any punishment was given out.”

“Neither police nor school officials can enter a private home, physically or electronically, without an invitation or a warrant. The school district’s clandestine electronic eavesdropping violates constitutional privacy rights, intrudes on parents’ right to raise their children and may even be criminal under state and federal wiretapping laws,” 

This was back in 2010 and as we all know, technology has moved on at high speed since then to the point that it would be even easier for such abuse to take place. I’m sure what happened back then was not an isolated case either.

So now we have ‘virtual learning’, which will teach a student virtually nothing apart from boredom and more screen time, less sunshine and give perverts more opportunity for abuse.

How much easier that would be if a student had a crush or an obsession on a particular teacher; and it does happen. Teachers have also been known to have crushes or obsessions on their students, and act on them because they can, but that’s called child abuse, because it is child abuse.

Virtual learning isn’t just going to be for high schools and colleges. It will also be rolled out as the only solution to teach pre-school and primary school children. Virtual kindergartens. But don’t worry, there’s one aspect of education which seems to be very prominent in the minds of those ‘experts’ at the WHO, the same types of ‘experts’ who have been lying through their teeth over Covid-19 and big pharma, particularly the safety of vaccines, and most health issues. This unelected putrefying corpse is now fully occupied in bringing about a global medical tyranny.

But they have a solution for sexual education, as if that’s something they should really be concerned about, and even supply public documents for what they see as essential elements of a child’s sexual education and development.

YES… A child’s sexual education and development. Since when were children sexually active and needed to know what’s what in that regard?

NO… I’m not talking about 15-16 year olds who are entering the early years of adulthood.

The WHO wants to teach children prior to reaching the age 4 years old, and even as far back as birth.

This is from their own published document and makes for sickening reading.

“Comprehensive sexuality education seeks to equip young people with the knowledge, skills, attitudes and values they need to determine and enjoy their sexuality – physically and emotionally, individually and in relationships. It views “sexuality” holistically and within the context of emotional and social development. It recognizes that information alone is not enough. Young people need to be given the opportunity to acquire essential life skills and develop positive attitudes and values.”

Does that mean physical skills? Who is going to teach them those?

Stage 1: 0-3 years old

Discovering and exploring

Babies: 0 and 1 year old (discovering)

Children’s sexual development starts at birth.

Babies focus entirely on their senses: touching, listening, looking, tasting and smelling.

Through their senses, babies can experience a cosy, safe feeling. Cuddling and caressing your baby is very important, as this lays the foundation for his/her healthy social and emotional development.

Babies are busy discovering the world around them. This is evident from their tendency to suck toys (touch), look at faces or moving mobiles (sight) and listen to music (hearing). Babies are also discovering their own bodies. They often touch themselves, sometimes their genitals, too. This happens by chance rather than intentionally.

Toddlers: 2 and 3 years old (curious/exploring their bodies)

Toddlers are becoming aware of themselves and their bodies. They also learn that they look different from other children and adults (they develop their identity).

Toddlers learn that they are boys or girls (they develop their gender identity).

Toddlers become very interested in their own bodies and those of people around them. Often they study their own bodies and genitalia in detail and also show theirs to other children and adults.

Toddlers start deliberately touching their genitals because it makes them feel good.

Toddlers still have a great need for physical contact. They like to sit on someone’s lap and enjoy being cuddled.

They also start learning about the “dos and don’ts” (social norms).

Stage 2: 4-6 years old

Learning rules, playing and initiating friendships

Children have more contact with large groups of people (at kindergarten and school). They increasingly learn how they “should” behave (social rules).

They learn that adults disapprove if they expose themselves in public and touch themselves or someone else. This makes them less likely to walk around in the nude in public and touch their genitals.

Exploring their own and other people’s bodies is expressed more in the context of playing (“sexual games”): children play “mummies and daddies” and also “doctors and nurses”, at first openly but later often in secret, because they learn that being naked in public is not allowed.

Children know that they are boys or girls and always will be.

They develop clear-cut ideas about “what a boy does” and “what a girl does” (gender roles).

Children make friends with other children: of both sexes or sometimes just with other boys or girls (members of their own sex).

Children of this age often associate friendship and liking someone with “being in love”. For instance, they often say that they are in love with their mother, teacher or rabbit. This usually has nothing to do with feelings of sexuality and desire. It is simply their way of saying that they are fond of someone.

Stage 3: 7-9 years old

Shame and first love

Children may start feeling uncomfortable being naked in the presence of other people. They no longer want to get undressed when adults are around, and stop walking around in the nude.

Children ask fewer questions about sex, which does not mean that they are less interested in the subject. They have noticed that sex is a “loaded” topic and that it is not proper to talk about it in public.

Children fantasise a lot, using what they see around them (family, school, TV, etc.). Fantasy and reality often get mixed up. Their fantasies may be about love, for instance, sometimes also about being in love with someone of the same sex.

“Dirty words phase”

Children are discovering

Boys’ and girls’ groups are formed, eachsounding out” the other. Boys often think girls are “stupid” and “childish”, while girls tend to think boys are “too rowdy” and act “tough”.

In a group situation (classroom, friends), they often find it important to show how grown-up, strong and smart they are. Children try to outdo one another. They want to show that they know something about the world of older children and adults. One way of doing this is  by showing how much they know about sex and by using sexual language. Children invent rhymes with sexual words and tell one another sexual jokes (dirty jokes). Often they do not understand what they are saying.

The first feelings of being in love are also experienced at this age.

 This document goes on and on with such filth dressed up, or undressed, as ‘sexual education’.

You can download the full document here, and if you can stomach it, I suggest you read it in its entirety:

It is nothing more than a grooming manual for any pervert to indulge themselves in with the full authority of the WHO to SEXUALLY ABUSE CHILDREN FROM BIRTH.

If you read the full document you will undoubtedly be disgusted by the level of depravity in the minds of those who wrote it. They are seriously, mentally ill.

All parents should take this document to their schools, and kindergartens apparently, and demand that this policy is rejected outright and that if any teacher tries to implement such a policy on defenceless children, then that teacher and school will find themselves being prosecuted… Or worse.

So with that in mind, and having seen that over 10 years ago this type of virtual classroom environment was already being abused, do you really think this is a safe environment for any child to be taught when you now know exactly what they’re being taught as part of ‘sexual education?

How will you feel knowing that a teacher has a mandate to psychologically sexually abuse your child online to the point where that child has been groomed to think that sexual activity from birth is normal?

“Extensive observational research has identified common sexual behaviour in children, ensuring that this kind of behaviour is regarded as normal.”

This line from the document points out that children have been observed extensively in sexual activity. Do you think that just maybe a ‘teacher’ may need to see the evidence of what they’ve taught a child in practice? I would suggest that is exactly what will be required; an online, or maybe even personal demonstration.

“The subconscious or natural way of teaching and learning about sexuality can be complemented by an active way of teaching and informing. The benefit of this approach is the normalization of the topic of sexuality.”

For a quick summary of what’s being taught to each age group, go to page 38 where you will see what is described as The Matrix and shows diagrams of each stage of sexual perversion to be taught to children from birth.

There is also a number of studies listed on the Psychosexual Development of Children at the end of the document.

These perverts have been subverting and abusing children for decades.

This document was published in 2010, right at the time when a Pennsylvania teacher was caught spying on a young boy in the boy’s bedroom using remote access to his computer.

There is a time and a place and people best qualified to give a limited form of sexual education to children…. That time is when a parent thinks the child is mature enough and becomes interested naturally in the topic… The place is in the family home… The people involved are the parents. It’s as simple as that.

The state, and certainly not an unelected perverted group at the WHO with an ideology which would have had them hanged from a lamppost to even suggest such ‘teachings’ barely 50 years ago.

These are not ‘new normals’. They are depraved abnormals.