"Each one of you can do something about global warming," the Global Warming Warrior Princess told 450 young, eager minds at Olson Elementary School.It would take a global warming warrior-tyrant to transform an idea as simple as not wasting electricity because it costs money into yet another opportunity to jump on the man-caused global warming bandwagon. Steinmeyer explains her reasoning later in the article:
"Each one of you makes a difference when it comes to global warming."
The Global Warming Warrior Princess, as Bull Valley artist Nancy Steinmeyer calls herself, was introducing the Woodstock students to the idea of carbon dioxide and explaining that they could help remove it from the air by turning off lights and TVs, saving water and recycling.
Steinmeyer showed the students a large United States-shaped object covered with 4,500 black squares. Each time the students did something at home to help reduce their carbon emissions, Steinmeyer said, she would remove some of the squares, eventually revealing the collage she had painted beneath.
Olson Elementary is the first school where Steinmeyer has introduced what she calls the Map-Atmosphere Clear project. In the coming months, she plans to bring other global warming education tools to the school, including a global warming board game, a story she wrote called "Global Warming Warriors," a global warming art project and a global warming variety show.
"When I started this a year ago, there wasn't much going on [about global warming], and now it's everywhere, but it's all focusing on adults," Steinmeyer said.So only then was Steinmeyer able to take her act mainstream. One has to admire Steinmeyer's persistence in searching for an issue to push, if not her moral reasoning or scientific background. Yet notice that someone with more of a skill for green propaganda than for teaching the scientific method is allowed to address public school children and that her program is described by the press without any hint of disagreement or dissent. One would almost think that the topic of man-caused climate change or the larger aims of the green movement were utterly uncontroversial (and a perfect topic for discussion by grade-schoolers).
"I know that the way to get to adults is through kids ... Kids have time for this, and it gives them a chance to be a little bit in control."
When Steinmeyer moved from Chicago to McHenry County 13 years ago, she became interested in land use and preserving open space as she watched developers turn the land into homes. But because land use and growth are controversial issues, she had trouble finding a sponsor for a game she designed about land use, she said.
About a year ago, Steinmeyer changed her focus to global warming.
Except, of course, man-caused climate change is deeply controversial and hardly a perfect topic of discussion for grade-schoolers. We can leave out the ongoing debate among adults and the downright suppression of any research contrary to the view that the sky is falling. At an age when students are just beginning to grasp how science works and how one properly evaluates scientific claims, these students are being asked to take the whole man-caused climate change position on faith. They are being asked, on faith, to accept that technology causes world-wide disasters and that they must accept personal responsibility in order to prevent it.
Out of morbid curiosity, I visited Steinmeyer's personal website, which includes what she describes as her "environmental 3-d paintings." In these works, Steinmeyer paints two images, a pastoral scene on a background canvas and an image of man's various depredations against the environment on translucent material in the foreground; the effect is to present the viewer with a "before and after" image depicting the impact of man's exploitation of the Earth. According to the artist:
I'm interested in the rapid loss of natural land to new development and the environmental consequences of this change. Growth is unavoidable, but uncontrolled and unplanned expansion can have disastrous effects. Through my unusual three-dimensional painting I'm documenting the changes with the hope of raising viewer awareness to this problem.It is here that all the cards are laid upon the table. Steinmeyer decries "uncontrolled and unplanned expansion," yet did the people who developed the land not own and control it? Did they not plan to use their land for human benefit? Was the system of tort law that protects neighbors from actual damages to their lives and property somehow suspended? Or is it that greens don't yet have the power they seek to control and coerce the population at large-but should, so as to better enshrine the intrinsic value of wilderness? Coupled with Steinmeyer's admission that her overarching goal is to use children to influence their parents, all I see is the fruits of a corrupt ideological campaign, rather than attempt to provide children with a real education.
After all, I doubt that the curriculum of the Olson Elementary School where Steinmeyer gave her presentation includes teaching science in its historical context, so that students can see how man's prosperity is directly linked with his ability to understand and command nature. I wager that these students have not been shown how man's rising affluence allows him to better control his environment (to include contending with the stranded costs of human existence). I further doubt that these students have ever learned of instances where greens have used hysteria to shut down entire industries on the basis of specious scientific claims, such as the global ban on DDT (let alone the human cost of these policies). And I wager that if these students ever saw a "Hero for Capitalism," they would think him to be their greatest enemy, rather than a symbol for individual rights, justice under the law, personal productivity and economic prosperity. And let us not forget: your taxes pay for the whole of it.
It would be better, even if the theory of man-caused climate change proves true, that children receive a real education in the scientific process and how one establishes that a scientific claim is certain. That same rational process would help equip these children with the skills they need to identify proper answers any question of their existence, let alone the question of climate change. Yet, as we see here, this is precisely the education our children are not receiving.