At five in the afternoon, Cairo time (40)..Dismantling the Muslim Brotherhood Organization… France’s Decision Marks the Beginning of a New European Phase (5)

How did the school turn into a testing ground for Brotherhood infiltration?

 

Once again, we continue examining the issue of the Muslim Brotherhood’s infiltration of educational institutions. Neither the May 2025 memorandum nor the large confidential memorandum of 2018 encompassed everything that has been written about the phenomenon of Brotherhood penetration into French society. We reviewed a memorandum prepared by the French regional intelligence services and broadcast by the channel Europe 1 on October 9, 2018. It confirms that educational institutions in France have come to face growing manifestations of hardline Islamist infiltration by the Brotherhood organization within schools, in a context resembling what had been warned against for years—particularly after the outcry sparked by the book Les Territoires perdus de la République (“The Lost Territories of the Republic”), published in 2002 under several pseudonyms, which early on warned of the transformation of certain neighborhoods and schools into spaces where the authority of the state weakens in favor of the authority of the “community.”

 

The memorandum documented multiple cases across different regions and showed that infiltration does not occur through “the school as a curriculum,” but through the student as a daily pattern of behavior, then through parents as an organized pressure group, ultimately leading to the creation of a parallel school environment that challenges the rules of the Republic in the name of religion.

 

First: Indicators of the “disintegration of the republican model” inside the classroom

 

The memorandum records a series of behaviors reflecting the shift from “individual religiosity” to collective, coercive conduct within schools, including:

 

Some children refusing to draw images of the human figure.

 

Some pupils covering their ears when music is played in class.

 

Refusal to shake hands with girls, reflecting a separatist conception of relations between the sexes.

 

Children fasting at very young ages during Ramadan, affecting regular school attendance.

 

An incident in the city of Troyes in which some pupils refused to attend swimming lessons out of fear of “invalidating the fast” by drinking water.

 

The memorandum clarifies that these manifestations are not “isolated incidents,” but recurring indicators revealing a decline in the school’s ability to impose its unified educational model, under pressure from behaviors enforced in the name of what is deemed “religious or sacred.”

 

Second: Food… the most widespread gateway to infiltration

 

The memorandum considers the issue of school meals and “halal” food to be among the most sensitive files, because it becomes:

 

A tool of social sorting within the school.

 

A weapon of stigmatization, pressure, and exclusion.

 

A mechanism for collective mobilization and the imposition of a new reality.

 

Among the most notable documented incidents:

 

In Bouches-du-Rhône: pupils refusing to sit next to those who eat pork.

 

In Saint-Denis: a documented incident during a school trip, when 35 out of 50 pupils refused to eat chicken drumsticks on the grounds that they were not “halal,” forcing supervisors to discard the food and provide only potatoes to those who refused.

 

In Seine-et-Marne: some students reprimanding or shaming Muslim students who eat “non-halal” food from the cafeteria.

 

In northern France: insults and mutual pressure within the Muslim student community itself over what is “halal.”

 

In Haute-Savoie: schools canceling snow trips because disputes over food “escalated and spiraled out of control.”

 

Here, an extremely serious point emerges:

“Halal” is no longer a personal choice, but has become a criterion of loyalty and social discipline within the school.

 

Third: Building a “separate community” within the school

 

The memorandum points to cases in which some Muslim students, during school trips, engage in behaviors such as:

 

Eating lunch away from the rest of the students,

reflecting a tendency toward isolation and the creation of a group within a group.

 

In the southern Lille area (where the mosque of the Union of Islamic Organizations in France is located), everyone was taken by surprise when students’ mothers distributed leaflets in front of a primary school demanding the separation of boys and girls within the school, “in the name of Sharia.”

 

According to political analysis, this incident represents a turning point from “individual manifestations” to organized collective pressure led by the family, revealing that the school is no longer confronting the student alone, but an entire “social system” working to transfer the conflict into the heart of the educational institution.

 

Fourth: The state responds…

 

The memorandum also reveals that the Ministry of National Education created an official website allowing teachers to communicate and ask questions related to religion, with the promise of receiving support within 24 hours.

 

According to the ministry’s announcement, approximately 30 cases are recorded daily.

 

This figure carries a clear significance:

the issue is no longer a matter of “exceptions,” but has become a daily recurrence requiring an emergency support platform.

 

Fifth: Teachers’ testimonies: “Extremism in schools is not new”

 

The memorandum reports that many education professionals do not consider this a surprise; rather, these are longstanding and ongoing practices that have merely been recorded in an official memorandum.

 

Among the most notable testimonies is that of history and geography teacher Yanis Roudier, who stated that the memorandum “offers nothing new,” because the incidents recur annually, accompanied by signs of “extremism in religious practices,” especially:

 

Refusal of music during Ramadan.

 

Escalation of debates over halal food.

 

The transformation of certain manifestations into recurring patterns.

 

Teachers and retired experts also expressed concern over a reality that has become troubling at the level of personal security. One of them spoke of the circulation of terms within schools such as “infidels” and “people of heresy,” and accusations of disbelief directed at other sects—reflecting the transfer of extremist religious discourse into the school environment.

 

Sixth: Deeper roots: the 2004 Obin report confirms the same trajectory

 

The memorandum shows that what occurred in 2018 is an extension of an earlier trajectory documented by the state itself—specifically the 2004 report of the General Inspectorate of the Ministry of National Education (Jean-Pierre Obin), following investigations in 61 schools.

 

That report recorded sectarian indicators such as:

 

Pressure exerted by “older brothers” on girls regarding clothing, makeup, and behavior.

 

Rejection of mixed-gender interaction and the imposition of coercive moral standards.

 

The early introduction of dietary requirements, even from kindergarten.

 

Shocking cases of symbolic segregation: dividing water taps into taps “for the French” and taps “for Muslims,” on the pretext that the French possess the “impurity of infidels.”

 

Rejection of musical instruments.

 

Intervention by parents to defend sectarian demands.

 

(Note that these individuals live in the French state, are educated free of charge in its schools, and their families receive unemployment benefits from the state.)

 

The report also pointed to the presence of monitors within educational institutions linked to Islamist currents, performing roles resembling “morality police,” and distributing leaflets for the Muslim Brotherhood and other groups such as Tabligh and Da‘wah.

 

Seventh: Jewish children as victims…

 

The memorandum, along with the reports and testimonies it draws upon, confirms that one consequence of this climate is:

 

Jewish children being subjected to assaults and pressure within schools, leading to their departure from public schools in the suburbs of Paris—meaning that the school is no longer a neutral educational space, but has become an arena of identity conflict.

 

Political conclusion: How does this serve the Brotherhood’s project?

 

The significance of the memorandum can be summarized in a single idea:

The Brotherhood does not infiltrate education by directly controlling curricula, but by altering the daily atmosphere within schools, ultimately leading to:

 

Imposing a “religious particularity” that turns into an unwritten law.

 

Creating a disciplined group that pressures others within the school.

 

Turning administrations and teachers into a “hesitant” party out of fear of escalation.

 

Transferring the “identity” battle to the heart of the Republic: segregation based on religious and gender identity, food, mixed interaction, music, and trips.

 

Establishing a generation raised on the logic of “us/them,” rather than “citizen/law.”

 

Thus, the school becomes the most effective laboratory for manufacturing a “parallel society” at odds with the values of the Republic.

 

We continue tomorrow, God willing…

Paris: five o’clock in the evening, Cairo time.