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A textbook that taught young Saudi students that Jews are “prophet-killers, liars, cheats, connivers, conspirators and covenant breakers” has been revised to remove some of the anti-Semitism but still includes a heavy dose of attacks on Jews, according to the Middle East Media Research Institute.

The organization that monitors media in the Middle East reported in a previous story, “Saudi Textbook: The Enmity between the Muslims and the Jews is Everlasting,” that Saudi students were being taught that the only way “enmity” would cease would be for Jews to convert to Islam or for Muslims to abandon their faith.

MEMRI examined the 2006-2007 edition of the textbook, “Studies from the Muslim World.” It now has reviewed the 2009-2010 edition, used in a nation considered by Washington to be an ally.

The report said a subchapter called “The Jews,” about the Palestinian cause, had been deleted.

“It should be noted, however, that notwithstanding these omissions, the chapter on Palestine in the new edition retains several anti-Semitic remarks, including claims that the Jews are cunning and aspire to perpetrate deceit and fraud, that the essence of the conflict between the Muslims and Jews is religious rather than national, and that the only way to liberate Palestine is through jihad,” the report said.

Among the statements that were removed:

  • “Whoever studies the nature of the conflict between the Muslims and the Jews understands an important fact, [namely that] this is a religious conflict, not a dispute about politics or nationality, or a conflict between races or tribes, or a fight over land or country, as some describe it. This is a deeply rooted enmity, a conflict between truth and falsehood, between monotheism and polytheism, between heresy and faith.”
  • “The enmity between us and the Jews will not cease under any circumstances until one of two things [happens]: either they join our religion and become Muslims, or we abandon our religion, God forbid. [Allah], may He be exalted, said [in the Quran]: ‘They [the Jews] will not cease fighting with you until they turn you back from your religion, if they can’ [Quran 2:217]; ‘And the Jews will not be pleased with you, nor the Christians, until you follow their religion’ [Quran 2:120].”
  • “They are jealous of the fact that the Seal of the Prophets [i.e., Muhammad] came from among the Arabs and not from among the Children of Israel, and [because] they know well that our master, Muhammad, Allah’s prayer be upon him, was the Prophet of Allah. … [As it says in the Quran:] ‘Those whom We have given the Book recognize him as they recognize their sons, and a party of them most surely conceal the truth while they know (it)’ [Quran 2:146]. Once we realize the essence of this conflict, and that this enmity cannot cease, we understand how much those who say the conflict can be settled are misleading [us].”
  • The earlier text also said that Jews “have striven to destroy the [Islamic] religion” and Jews “have taken control of [the] economics and media” is several Western countries.

Read the real wording of the Declaration of Independence and the story behind America’s founding document in Rod Gragg’s “The Declaration of Independence.”

The previous edition also stated that the Jews “caused corruption in every land they entered” and were “a source of trouble.” It also accused the people group of hoarding money, cheating and arguing and being stubborn.

However, still included in the text are sections accusing Jews of striving for “fraud, deceit, and cunning,” striving to “spread destruction and corruption” and describing “Jihad for the sake of Allah” as the “only path to liberating Palestine.”

WND recently reported on similar problems in the United States. The non-profit organization ACT! for America Education studied 38 textbooks from popular publishers such as McGraw Hill and Houghton Mifflin, for example, to determine whether American schoolchildren are being taught the truth about Islam and its role in 9/11.

The report, titled “Education or Indoctrination? The Treatment of Islam in 6th through 12th Grade American Textbooks,” compares what it found in the textbooks with 275 historical sources, listing 375 footnoted citations, to conclude that America’s textbooks are laced with “historical revisionism.”

“This report shines a bright light on a pattern of errors, omissions and bias in the textbooks reviewed,” explained ACT! for America Education founder Brigitte Gabriel in an email. “To give you just one example of the errors our research uncovered, in discussing the 9/11 attacks, the textbooks typically fail to mention the perpetrators were Muslims or that they acted in the cause of Islamic jihad. In one book the terrorists are portrayed as people fighting for a cause.

“In just a few years after Sept. 11,” she continued, “the history of what happened on that tragic day was rewritten in our school textbooks. Omitting this vital information, that jihad was the motivation for the attacks, makes it difficult, if not impossible, for today’s young teens, who don’t remember 9/11, to really understand what happened that day – and why.”

According to the executive summary, the report reveals a pattern of historical revisionism, omissions and bias in the presentation of all aspects devoted to Islam in the textbooks. The aspects include Islam’s theology and doctrines, its role as a world religion, its ongoing struggle with Western tradition and its intrinsic anti-Semitism.

The summary continues: “Textbook errors identified in the report range from egregiously false historical statements to significant omissions and subtle half-truths. Some are blatant and obvious, others are subtle and deceptive. The errors in these textbooks are not grammatical or typographical. They are substantive, significant and often repetitive.”

For example, the report notes the textbook “World History: Patterns of Interaction,” published by McDougal Littell/Houghton Mifflin in 2007, glosses over the violent birth of Islam and paints its founder, Muhammad, in a glowing light.

“In Medina, Muhammad displayed impressive leadership skills,” the textbook asserts. “He fashioned an agreement that joined his own people with the Arabs and Jews of Medina as a single community. These groups accepted Muhammad as a political leader. As a religious leader, he drew many more converts, who found his message appealing.”

Textbooks published in the U.S. have come up with some famously biased stunners on occasion. What’s being taught in some of the books now includes:

  • The Jewish Temple in Jerusalem contained “symbolically, the throne of their invisible God.”
  • Jesus was a “Palestinian Jew” who grew up in Galilee amid “militant Zealots.”
  • It was “a few followers” of Jesus who “spread the story” about his resurrection.
  • While Islamic Arab warriors “rarely imposed their religion by force,” Christian monks “by contrast,” were busy converting “peoples of Central and Eastern Europe.”
  • Israel is to blame for terrorist attacks by Palestinians because it was “angered over the loss of [its] territory.”
  • When the Jewish state of Israel was born in 1948, the nation and its neighbors “went to war.”
  • It was because of the “loss of their territory to Israel” that “militant Palestinians responded with a policy of terrorist attacks.”
  • “The Quran permitted fair, defensive warfare as jihad, or ‘struggle in the way of God,’” and this was how Muhammad and his successors expanded their territory.
  • And while Jesus is “believed” by followers to be the messiah, it’s a fact that “Gabriel continued to send revelations to Muhammad over 22 years.”

However, a new guide is available that alerts students and teachers to mistakes in textbooks called “Teacher’s Guide to Correcting Islam Bias in K-12 Public-School Textbooks” published by Citizens for National Security.

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