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Showing posts with label public school. Show all posts
Showing posts with label public school. Show all posts

01 April 2016

Socialism and Agency

In the process of a discussion of current presidential candidates, a very old friend of mine asked me how socialism violates agency. It's a good question.

Somewhere in junior high or high school, they introduced socialism, and I thought, "Hey! Cool! This sounds really close to what they described in Sunday School when we talked about the United Order! I wonder if they're the same thing, and the world is going to come around and figure it out?" Since then I have realized just exactly how unlikely it is that the world would "come around to" and figure out or embrace doing things the Lord's way. That's just not the way our culture is going, unfortunately. However, the question of if they are alike, possibly even the same, is an important one: we are bound by Christian Duty to care for one another, and particularly to care for the poor, the widow, and the unfortunate among us, and our hope for salvation is tied, in part, to our care for each other. So nothing in what I'm saying here should be construed to say that we should abandon the poor or anybody else - I am looking only at if socialism is what ought to be done, if it is consistent with scripture and the teaching of the prophets. The question is not if we ought to help, but is socialism how we ought to do it. To try to look at other options for assisting, in addition to examining socialism's place in LDS theology, is simply too much to take on in a single blog post.

In any case, there are a some superficial similarities between socialism and the United Order, particularly in the claims that each system makes: both systems make the elimination of poverty one of their primary goals, but in spite of this they are not the same. The difference between the systems comes, to a great degree, in how they deal with agency. Under the hood they are not only different, but diametrically opposed. It is not enough that we should try to care for each other: we are required to do it in the Lord's way, and no other way is acceptable.

Agency, as well as devotion to Christ, are the elements present in the United Order that are missing in socialism. Devotion to Christ is a necessary prerequisite for the United Order.


The basic principle of all the revelation on the united order is that everything we have belongs to the Lord; therefore, the Lord may call upon us for any and all of the property which we have, because it belongs to Him. This, I repeat, is the basic principle. [Conference Report, October 1942, p. 55]
-Elder J. Reuben Clark, Jr., quoted in The Law of Consecration


Because it is all His, He can call for any or all of it, at any time and for any reason that He chooses, assisting others being one of the things that He has said the United Order exists to do, though that assistance consistently plays second fiddle to the perfecting of the Saints who are living the Order in the talks that I have read. Socialism, on the other hand, is not at all focused on Christ. It is a purely political system, and indeed, historically, socialist regimes have most often been actively hostile to  religion, which is an extremely unlikely way to do away with the evils of greed and selfishness. To try to eliminate evil from society without both eyes firmly focused on Christ just seems contradictory to me.

But the question posed was focused on the relationship of socialism and agency. I think the best way to approach the question is to return to the beginning, and consider the two plans as proposed in the Premortal Counsel, with particular attention to the methods and effects of the plan that was rejected. One of the key features of that rejected plan - and I believe that this feature is what made it so appealing that a full third of the hosts of heaven wanted it adopted - is that he promised that "not one soul should be lost". No risk of failure, no empty seats; everybody wins. It's a powerful enticement. However, it's not the Father's way: this plan promising success to everyone was not only rejected, but those who continued to embrace it after a certain point were cast out for rebellion.

So why is that? Under our Father's plan, not only is there a risk of failure, but the way is variously described as strait, straight, and narrow, and we are told repeatedly that, although nothing can separate us from our Father's love, "few there be that find [the narrow way]". It is not particularly surprising that God's way of doing things seems somewhat counter-intuitive, but we also know that not only did we accept this plan that anticipates that some will fail, but that we were ecstatic about its adoption.

I think the key to understanding this apparent contradiction is in understanding the method by which our Father intends to assist us in coming to our full potential. Agency is key -so much so that it precedes the Atonement, in that the Atonement only becomes necessary under conditions where we have Agency. It is the capacity to act -and not be acted upon- that allows us the growth that is critical to reaching our potential as Sons and Daughters of God, and joint-heirs with Christ. Regarding this potential, Brigham Young said:


"I wish to notice this. We read in the Bible, that there is one glory of the sun, another glory of the moon, and another glory of the stars. In the Book of Doctrine and Covenants, these glories are called telestial, terrestrial, and celestial, which is the highest. These are worlds, different departments, or mansions, in our Father's house. Now those men, or those women, who know no more about the power of God, and the influences of the Holy Spirit, than to be led entirely by another person, suspending their own understanding, and pinning their faith upon another's sleeve, will never be capable of entering into the celestial glory, to be crowned as they anticipate; they will never be capable of becoming Gods. They cannot rule themselves, to say nothing of ruling others, but they must be dictated to in every trifle, like a child. They cannot control themselves in the least, but James, Peter, or somebody else must control them. They never can become Gods, nor be crowned as rulers with glory, immortality, and eternal lives. They never can hold scepters of glory, majesty, and power in the celestial kingdom. Who will? Those who are valiant and inspired with the true independence of heaven, who will go forth boldly in the service of their God, leaving others to do as they please, determined to do right, though all mankind besides should take the opposite course."
-Brigham Young, 20 Feb. 1853, emphasis added, JD 1:309



Brother  Brigham was talking specifically about unthinking deference and obedience to church leaders, but his comment gives great insight into what is necessary for us to reach our full potential - what he calls "the true independence of heaven". This independence, of a necessity, allows the space for people to choose poorly, because only preserving the potential for poor choice can we allow space for the choices that are good and beautiful. Socialism is destructive of Agency because it treats the Sons and Daughters of God as perpetual children, incapable of either providing for themselves, or of demonstrating the necessary virtue to care for their fellow man. It denies that we have the capacity to function under the divinely decreed independent circumstances, and it denies that we have the will to discipline ourselves for our own good or the good of others. It works on the assumption that people will not voluntarily do good, so we must use the power of the State to compel them to do good. This assumption comes directly from our Enemy's plan, rejected from the beginning because of the way it destroys Agency, and with Agency, goes all hope for the growth necessary to reach our potential.

In general, I think that it is good to recall, when we hear of a program that promises to deliver something, even something good, to all without exception, it is very likely that, upon close examination, it will be more in line with Satan's plan than with the Lord's. The only way to guarantee that everybody will succeed is to do away with Agency: otherwise, there will always be those who make uncommon decisions, to both positive and negative effect.

One of the things we touched on as a "for instance" was education. My friend accurately identified our public school system as an example of socialism in America today. He said that it is a place where socialism is serving us well, but I must respectfully disagree. Not only are news articles about poor student performance a dime a dozen, concerns about low reading achievement rampant, there's plenty out there about adults who won't read, and who have a dismal understanding of civics and our Republic is the norm, as is sexually explicit "literature" (surely the opposite of the best books the Lord has commanded we seek learning from), but  to me the most telling is the comparison between what I personally learned as an honors student in high school, and then in two years at UIUC (ranked as a relatively exclusive university), and what 8th graders learned 100 years ago. The 1912 8th grade exit exam left me feeling woefully under-educated. One of the few things the Right and the Left seem able to agree upon is that our schools are failing -- which hardly seems like recommendation for education as a poster child for socialism "working well".

Additionally, when the concept of public schools was introduced, the Brethren were absolutely adamant in their opposition. President Brigham Young, in the 1877 General Conference said this, at once condemning both the principles of socialism and also the specific practice of public education:


“I am opposed to free education as much as I am opposed to taking away property from one man and giving it to another who knows not how to take care of it. .... I now pay the school fees of a number of children who are either orphans or sons and daughters of poor people. But in aiding and blessing the poor I do not believe in allowing my charities to go through the hands of a set of robbers who pocket nine-tenths themselves, and give one-tenth to the poor. Therein is the difference between us; I am for the real act of doing and not saying. Would I encourage free schools by taxation? No! That is not in keeping with the nature of our work..." (Journal of Discourses, vol. 18 p. 357)


The early Brethren actually intended that the Church Education System should be a private school system, and not just the seminaries and institutes that we currently rely on. Brigham Young said in a letter to Karl Maser that "you ought not to teach even the alphabet or the multiplication tables without the Spirit of God", and Elder John Taylor, in a message from the First Presidency (collected here), said:


Our children should be indoctrinated in the principles of the Gospel from their earliest childhood. They should be made familiar with the contents of the Bible, the Book of Mormon and the Book of Doctrine and Covenants. These should be their chief text books, and everything should be done to establish and promote in their hearts genuine faith in God, in His Gospel and its ordinances, and in His works. But under our common school system this is not possible... In no direction can we invest the means God has given us to better advantage than in the training of our children in the principles of righteousness and in laying the foundation in their hearts of that pure faith which is restored to the earth. We would like to see schools of this character, independent of the District School system, started in all places where it is possible. (emphasis added)


Sadly, the Saints at that time did not listen, and would not send their children to the church schools, or, if they did, often failed to pay tuition. But the fact remains: at the time the public schools were introduced, the Brethren opposed both the adoption of the public schools, and also spoke forcefully against the socialistic principles that underlie them, condemning both as being inconsistent with the gospel. In fact, as public schools were proposed across the nation, it was most often the parents and pastors who opposed them. One citizen in Massachusetts put it this way:


A government system of education in Prussia is not inconsistent with the theory of Prussian society, for there all wisdom is supposed to be lodged in the government. But the thing is wholly inadmissible here . . . because, according to our theory, the people are supposed to be wiser than the government. Here, the people do not look to the government for light, for instruction, but the government looks to the people. The people give the law to the government. To entrust, then, the government with the power of determining the education which our children shall receive is entrusting our servant with the power to be our master. This fundamental difference between the two countries, we apprehend, has been overlooked by the board of education and its supporters.
-Orestes Brownson, Testimony against proposed Truancy Laws before the Massachusetts Board of Education, 19th Century


100+ years out from the decision to adopt public schools, we see Agency abridged in a myriad of ways. It is distant and arbitrary government, not individuals and families, that determine when a child starts school, what he will study, and to a very large extent, where he will attend, as well as how long he must stay. Government determines how many hours children must attend, and if they are deemed truant, it is parents that are fined and potentially jailed for it. Parents have a holy trust in their children, yet in the eyes of our socialistic system they are deemed incompetent to determine the most basic aspects of their child's education. In my case, this meant that when I met a midwife who agreed to take me as an apprentice, I couldn't even consider doing it seriously: attendance at the public school was compulsory, and completely and wholly incompatible with the odd hours that newborn babies keep. Not only was my Agency thwarted, but it was done so in a way that had life-altering effects, and that from only a single instance of socialized opposition to Agency!

To the extent that socialism is introduced, our Agency is circumscribed. President McKay and others of the leading Brethren have repeatedly described Agency as the greatest of God's gifts to man, next to life itself. If Agency is a gift that is next to life itself in importance, then we should be as reluctant to do destroy to our neighbor's Agency as we are to destroy his life.

Socialism just isn't up to that standard.

17 September 2014

Educating LDS Children



When we first decided to homeschool, Hero was tiny. Religion wasn't one of the reasons; we were more concerned about things like protecting our son from the bullying. We both also spent quite a lot of wasted time, bored in school but unable to do much about it. It would be years before religion rose very high up my list of reasons why we homeschool, and a couple more after that before the integration of religion into education would reach the top of the list and become the number one thing I love about homeschooling.

Religion matters. And it matters in education. I believe this is especially true for LDS children: they have more light available to them, so the powers of darkness will be working overtime to neutralize them.

As I suspect that anyone reading this blog is already aware, parents have a solemn duty to teach our children the Gospel. We are commanded to bring up our children "in the nurture and admonition of the Lord (Eph. 6:4)." We understand that, should we fail in our duty to teach, their sins may very well be on our heads; their suffering would be our responsibility (D&C 68:25). But, I wonder how many of us consider these commands when we are deciding how to educate our children? When I dreamed of becoming a mother, I planned to teach my children, but it never occurred to me to educate them! When we made our decision to homeschool, it was not with these things in mind. We knew we felt lead by the Spirit down this strange, new path, but I wasn't thinking about the Gospel, I was thinking about academics, about education. And one of the subtle lessons taught in the public schools is that education is entirely separate from faith. It was a lesson I absorbed very well. It was years after the decision to homeschool before I started to get the tiniest glimpse of what a difference the decision to homeschool was going to make in terms of gospel teaching.

By law, public education and religion are separate. For our own protection -- after all, we don't want someone else's religion being taught to our children. For this protection for strange teachings, we have given up much. Not only have we given up teacher-lead prayer, we have created a taboo, if not yet a law, banning all prayer. We generally no longer study the Bible in schools as literature, much less as the Word of God. He is no longer welcome in our textbooks; the barest mention will get a whole book banned - particularly a science book. It is no longer uncommon to read news articles about students being forbidden to bring their Bibles to school, or in trouble for wearing tshirts with verses printed on them. Regardless of the fact that the Constitution guarantees our God-given right to a free exercise of religion for us and for our children, the courts rulings have repeatedly confused freedom of religion with freedom from religion. The result is that the education in our public schools is godless. It matters little what the beliefs of the teacher are; in her classroom, she is silenced, and the teaching is, by law, atheistic.


What has happened to our schools? ... What has become of the teaching of values? We are told that educators must be neutral in these matters. Neutrality in the teaching of values can only lead to an absence of values.  
President Gordon B. Hinckley
Speech given at the U.S. Conference of Mayors, Salt Lake City, Utah, September 25, 1998


 
The absence of Christian values in our children's education is of grave concern. Then too, we must look at the teachers. Many of the teachers are wonderful people, and this is not an attack on teachers or the teaching profession. However, the scriptures tell us about the qualifications of teachers, and we must examine teachers in the light of scriptural standards:

And also trust no one to be your teacher nor your minister, except he be a man of God, walking in his ways and keeping his commandments (Mosiah 23:14).


Again I say, hearken ye elders of my church, whom I have appointed: Ye are not sent forth to be taught, but to teach ... And ye are to be taught from on high. Sanctify yourselves and ye shall be endowed with power, that ye may give even as I have spoken (D&C 43:15-16).


And this one is a personal favorite that I've long applied to teaching at church, but more recently realized that the verse offers no such limitation in its scope:

And the Spirit shall be given unto you by the prayer of faith; and if ye receive not the Spirit ye shall not teach.
(D&C 42:14)


In case those leave room for doubt, the Brethren have elaborated.

“And then we want to study also the principles of education, and to get the very best teachers we can to teach our children; see that they are men and women who fear God and keep his commandments. We do not want men or women to teach the children of the Latter-day Saints who are not Latter-day Saints themselves. Hear it, you Elders of Israel?”
-John Taylor
(Journal of Discourses 20:179,General Conference April 1879)


There are tons of wonderful men and women teaching in our schools. But they are not permitted to teach fully, least they "contaminate" the teaching with belief in God and offend someone. The teaching these good people give in the public schools, in many cases, bears little resemblance to the teaching they would offer, were they free to express their real thoughts and beliefs. They many not do it; they will loose their jobs if they teach from a perspective of faith. Even if one of our child's teacher's happens to be LDS, in the public schools it makes little difference, because they cannot teach in a distinctly LDS way; it's forbidden. Yes, they do the best they can, but is it good enough to fulfill the mandate for the instruction of the LDS children?

A glance over the conditions of mankind in this our day with its misery, discontent, and corruption, and disintegration of the social, religious, and philosophic fabrics, shows that this generation has been put into the balance and has been found wanting. A following, therefore, in the old grooves, would simply lead to the same results, and that is what the Lord has designed shall be avoided in Zion. President Brigham Young felt it in his heart that an educational system ought to be inaugurated in Zion in which, as he put it in his terse way of saying things, neither the alphabet nor the multiplication table should be taught without the Spirit of God.
-Karl G. Maeser, quoted in Educating Zion, p2, emphasis added




This standard cannot possibly be met in the public schools, not with the restrictions that teachers presently labor under. In the early days of the church, the Brethren worked hard to persuade the Saints to create a system of parochial schools for Mormon children (that effort was the forerunner of the current Church Education System), but the Saints were not responsive to the call of the prophet, and we do not have the advantage of parochial schools at this time. Many of us do, however, have the option of homeschooling. Though it is not always an easy choice, it is do-able, and the Lord will be there to assist, every step of the way.

When reading the scriptures about teaching, I'd always thought of the teaching they were talking about was gospel teaching. But what is gospel teaching? What topics ought we to be learning and teaching to our children. Obviously, we have to teach about Christ, with all that entails. But is that all?

Knowledge of truth, combined with proper regard for it, and its faithful observance, constitutes true education. The mere stuffing of the mind with a knowledge of facts is not education. The mind must not only possess a knowledge of truth, but the soul must revere it, cherish it, love it as a priceless gem.
-Joseph F. Smith



 How will our children come to revere and cherish truth, if they are educated in an environment that, at best, disregards the most precious of Truth, and at worst denigrates and mocks it? And, as parents, can we feel confident that we will be able to detect and correct all the wrong teaching? What about most of it? How do we even know? When my kids come back from Sharing Time, I can seldom get them to effectively tell me what they did, even if the primary teachers have already told me and I ask leading questions. In an environment where schools are increasingly unwilling to let parents look at textbooks or have a meaningful role in the classroom, how would we even know?

Here's another thought:

“In many places it is literally not safe physically for youngsters to go to school.  And in many schools – and it’s becoming almost generally true – it is spiritually unsafe to attend public schools.  Look back over the history of education to the turn of the century and the beginning of the educational philosophies, pragmatism and humanism were the early ones, and they branched out into a number of other philosophies which have led us now into a circumstance where our schools are producing the problems that we face.”
-Boyd K. Packer (emphasis added)(full speech)


"It is spiritually unsafe to attend public schools." President Packer said that in 1996. Since then, things have hardly gotten any better. Contrast that with the sort of education we ought to be securing for our children:

"Our children should be indoctrinated in the principles of the Gospel from their earliest childhood. They should be made familiar with the contents of the Bible, the Book of Mormon and the Book of Doctrine and Covenants. These should be their chief text books, and everything should be done to establish and promote in their hearts genuine faith in God, in His Gospel and its ordinances, and in His works."
-Wilford Woodruff (source)



Since finding this quote, I have given a great deal of thought about what it means for the scriptures to be a "chief text book" in our education. Here are some of the ideas that I have come up with for carrying out that mandate: When we study history, we integrate sacred history into secular history. We often use scripture to practice penmanship. Our grammar program draws heavily on the Bible for examples for the kids to work with as they learn the conventions of the English language. One of the ladies on Facebook mentioned that she's using scripture to generate spelling lists. What an advantage it would be for the missionary who read the scriptures in what would become his mission language while he studied in school! As I've thought about it, I've realized that, while we have many books that come and go in our kids' education, scripture is and will remain a constant.

And I give unto you a commandment that you shall teach one another the doctrine of the kingdom. Teach ye diligently and my grace shall attend you, that you may be instructed more perfectly in theory, in principle, in doctrine, in the law of the gospel, in all things that pertain unto the kingdom of God, that are expedient for you to understand;
Of things both in heaven and in the earth, and under the earth; things which have been, things which are, things which must shortly come to pass; things which are at home, things which are abroad; the wars and the perplexities of the nations, and the judgments which are on the land; and a knowledge also of countries and of kingdoms—
That ye may be prepared in all things when I shall send you again to magnify the calling whereunto I have called you, and the mission with which I have commissioned you.

Things in heaven and earth; that's life sciences and earth sciences, as well as astronomy. Things which have been; that's history. Which are; that's current events. Things which are at home and abroad; that's social studies and citizenship, and more current events. Probably geography. The wars and perplexities of nations, and knowledge about countries and kingdoms. That's civics and citizenship, geography, and history, again. Languages and cultures. Literature. Those aren't "gospel teaching," not as you usually think of it, anyway. That's education - the school kind of education. But the Lord charges parents with teaching, and this is one of the lists He wants taught. And He wants them taught with the Spirit so that we, and our children, will be prepared to fulfill our missions, to do our life's work. I do not think that this teaching can reach its full potential in an environment that is lacking any reference to Creation's God.

“I am opposed to free education as much as I am opposed to taking away property from one man and giving it to another… Would I encourage free schools by taxation? No!”
-Brigham Young
(Journal of Discourses, vol. 18 p. 357, General Conference 1877)


The question of how to educate our children is a most serious matter, and should be given the most careful, prayerful consideration. It is my experience that these particular teachings of the prophets are not well known. Certainly I did not know about them when we made our decision to homeschool! Now that I do know about them, I think that I do my friends a disservice if I keep the knowledge to myself. I want to be clear that I am only trying to share what I have learned, so that we can all grow together. I consider what you do with this information to be, really, none of my business, and when someone asks for my input, I encourage them to pray over the question and get a testimony of what they chose. I am happy to share what works for us in our homeschooling journey; that's one of the primary purposes of this blog, actually. May the Spirit of the Lord guide you in deciding what is right for your family.




P.S. I'm so glad you stopped by to read about the adventures at our house! If you want more, "Like" my blog on Facebook to get posts (and the articles n things I wish I had time to blog about) in your feed. Wanna see all the projects and ideas that I may or may not get around to? Follow me on Pinterest. Thanks for stopping by!

04 July 2014

Strict Constitutional Observance



There are two important ideas in this quote.

First, that the Constitution is inspired. This isn't just the opinion of Brother Taylor. It's cannonized scripture, though it's not an often quote couple of verses. When I first began to study liberty, I was quite surprised to find that the Constitution has place in the scriptures, even though I'd been a member all my life, attended Sunday School, completed Seminary, and gone on to Institute where I had learned a ton from a great teacher. But look:


And for this purpose have I established the Constitution of this land, by the hands of wise men whom I raised up unto this very purpose, and redeemed the land by the shedding of blood.
-Doctrine and Covenants 101:80


The Constitution comes to us from the Lord. It is one of His tender mercies, designed to safeguard our agency. The battle for our agency may have began in the pre-earth life, but it rages still today.


The second important idea is that only strict observance of Constitutional law can keep our nation safe. Before we can strictly observe the law, we must know the Constitution. What it actually says. The reasons why the Founders wrote what they wrote in it. We need to educate ourselves, because most of us didn't learn it in school, and we need to educate our children, because they certainly aren't going to learn much, if anything, about Constitutional limits and principles from schools run by a government that observes no limits to its power. If we want to know, we'll have to search out the information for ourselves. We must want freedom enough to inconvenience ourselves in order to learn how to be free.

21 January 2014

Good Trade

The local elementary school isn't far away, about one and a half blocks. Sounds pretty reasonable. Yeah. Until I checked the weather as I saw some poor kid walk past our house after school today.

-9F, with windchill. And you definitely notice the windchill getting too and from school. I remember. "Chill" doesn't even begin to cover it.

So we traded subzero walks to school for a really great conversation about the Great Law.

See, Hero was telling me how, even on "Agents of Smash," Red Hulk still says mean things, even though he's a good guy on that one. So the three of us, Hero, Dragon, and I, talked about saying mean things, and if they can be "good guys" and still say mean things all the time like Red Hulk. And in the course of the conversation I asked them what they thought the most important commandment might be. Hero had a good guess, but I ended up telling them: "Love the Lord thy God will all your heart." Then told them that Jesus had told us the second most important commandment as well, to love our neighbors. Dragon was with me that far, but at about that point is when we started getting too deep for him. But Hero was still doing great, so I kept going and told them about how "on this hang all the law and the prophets." And we talked about how all the other commandments go back to keep one or the other (or maybe both) of these two great commandments. Hero got it. Dragon got part of it. But we would never have had that conversation over lunch if I sent my boys to the school down the road.

So. The Gospel, rather than freezing cold walks.

It's a good trade.

03 August 2011

Learning to Self-Educate

Shortly after I got married, we moved from the campus of UIUC where I had been studying Japanese, to Purdue, where I planned to get an elementary education degree while my husband finished his education in engineering. Before classes started we felt strongly that I should not attend the university at that time. I cried, and then canceled my registration. I loved school, I loved learning, and mourned that the Lord was directing me away from the only way I knew to "become educated."


Read the rest of my discovery of self-education over at LDS Parenting.

08 September 2010

Habit vs. Nature

While the power supply on my computer was dying a lingering, stinky death, I've been thinking about my blog. Specifically, I've been wanting to blog about some of Charlotte Mason's ideas. I was given a copy of Laying Down the Rails about 2 weeks ago, and I'm loving it! I have the original series, but it's a tough read, and it got put into storage a while ago. Not doing me much good there. The thing I'm loving about this new book is that it's got Miss Mason's ideas grouped by topic. I kept getting bogged down in trying to read the original series, but this book makes me think AND keeps me turning the page. Can't argue with that combination!

Right off the bat, Mrs. Shafer, who compiled the book from Miss Mason's original writings, with some additions of her own, starts with a section on the importance of habits. A lot of this is section is stuff that I'd read from the original already, but having it all together like this, arranged topically, I saw it differently, and understood better what Miss Mason was getting at.


'Habit is ten natures.' If that be true, strong as nature is, habit is not only as strong, but tenfold as strong. ... But habit runs on the lines of nature: the cowardly child habitually lies that he may escape blame; the loving child has a hundred endearing habits; the good-natured child has a habit of giving; the selfish child a habit of keeping.

But habit, to be the lever to lift the child, must work contrary to nature, or at any rate, independent of her.
(Page 12, emphasis added)


The idea of habit as a lever really caught my attention; it made me sit up and think. Of course, Miss Mason's emphasis is on education, and as Monkey gets closer to "school age" my desire to practice being consistent with doing school has increased. That is, I want to make sure that my habit of attending to my children's education is firmly in place before we get to our state's compulsory school age.

We're not doing too badly in that department, I don't think. It's a rare day that slips by without reading several stories at some point in the day. Allowing a little more wiggle-room for my efforts to NOT go into preterm labor this summer, I think we really did pretty well. Monkey is in the early stages of becoming a reader, and although there was very little forward progress in his reading this summer, we did well enough that there wasn't really any loss of skill either. Now I need to shore up the habit of doing school and I think we'll see some nice progress over the next few months.

However, the interesting thing about Miss Mason is that so much of her emphasis is not on the subjects one learns in school, such as reading and math, but rather on the virtues that make education possible and effective. Laying Down the Rails divides them into several chapters: Decency and Propriety Habits, Mental Habits, Moral Habits, Physical Habits, Religious Habits, and the book gives a whole chapter to the family's habit of reading aloud. She talks about habits of cleanliness, attentiveness, remembering, integrity, and many others. I've scanned through some of the sections already, and I'm looking forward to reading more!

One thing that surprised me when I first started looking through this book is the emphasis on character development in an educational philosophy. Many, perhaps most, of the habits she touches on are things that I would have placed under a religious, not an educational, heading, were I to have made a list of things that I'd like to teach my children. Perhaps this is a result of my own public school education, where the focus was, of necessity, on subjects such as reading, math, science, and music, rather than on the formation of character. Good character is closely bound up in religion and morality, and thus a sticky, dangerous topic when dealing with public education. But I'm beginning to realize that this is a false separation.


The old classicists called theology the "queen of sciences" because it ruled over all other fields of study. Theology still does, either in its presence or its absence. In it's most honest form, the debate over the teaching of creation and evolution in public-school science classes is not about whether the species evolved over unimaginable years or were created in the span of one word. ... the debate is over the presence of absence of a Creator. This presence of absence has immense implications for every area of the curriculum: Are we animals or something slightly different? Do math rules work because of the coincidental shape of space and time or because God is an orderly being, whose universe reflects His character? Is a man who dies for his faith a hero or a fool?

Public schools, which have the impossible task of teaching children of many different faiths, must proclaim neutrality.
We don't deal in matters of faith, the teachers explain. We're neutral.

Think about this for a minute. Arguing for the presence of God is generally considered "biased." Assuming His absence is usually called "neutral." Yet both are statements of faith; both color the teacher's approach to any subject; both make a fundamental assumption about the nature of men and women.

To call this neutrality is intellectually dishonest. ...

Let's take biology as an example. Mammals are characterized by, among other things, their tendency to care for and protect their young. Do mothers love their babies because of sheer biological imperative? If so, why do we come down so hard on fathers who neglect their children? It's a rare male mammal that pays much attention to its young. Do fathers love their children because fathers reflect the character of the father God? How should a father treat a defective child? Why?

We don't blame the public schools for sidestepping these sorts of questions. In most cases, it's the only strategy they can adopt.

Yet this separation of religious faith from education yields an incomplete education. We're not arguing that religion should be "put back" into public schools. We'd just like some honesty: an education that takes no notice of faith is, at the very least, incomplete.

The Well Trained Mind, pages 204-205



Morality, the contents of a "good character," these are things that are unavoidably bound up in questions of faith. My own Christian faith teaches that "men are that they might have joy." This is in direct opposition to the first of Buddhism's Four Noble Truths: "Life means suffering." Which you believe will unavoidably impact what you value in a good character. It will most certainly affect what sort of habits you want your children to acquire.


But habit, to be the lever to lift the child, must work contrary to nature, or at any rate, independent of her. (Page 12, emphasis added)


For the natural man is an enemy to God, and has been from the fall of Adam, and will be, forever and ever, unless he yields to the enticings of the Holy Spirit, and putteth off the natural man and becometh a saint through the atonement of Christ the Lord, and becometh as a child, submissive, meek, humble, patient, full of love, willing to submit to all things which the Lord seeth fit to inflict upon him, even as a child doth submit to his father.
-Mosiah 3:19



Education is the formation of habits. (Page 12)


The habits of the child produce the character of the man. (Page 14)

04 February 2010

I'm Impressed!





These are ELEMENTARY school bands. Somehow, I've never managed to attend a concert like this at the elementary school. These kids are amazing!

23 November 2009

Article: Study Confirms Homeschool Academic Achievement


Overall the study showed significant advances in homeschool academic achievement as well as revealing that issues such as student gender, parents’ education level, and family income had little bearing on the results of homeschooled students. ...


The extent of government regulation on homeschoolers did not affect the results.

Low state regulation—87th percentile
Medium state regulation—88th percentile
High state regulation—87th percentile ...

The question HSLDA regularly puts before state legislatures is, “If government regulation does not improve the results of homeschoolers why is it necessary?”


In short, the results found in the new study are consistent with 25 years of research, which show that as a group homeschoolers consistently perform above average academically. The Progress Report also shows that, even as the numbers and diversity of homeschoolers have grown tremendously over the past 10 years, homeschoolers have actually increased the already sizeable gap in academic achievement between themselves and their public school counterparts-moving from about 30 percentile points higher in the Rudner study (1998) to 37 percentile points higher in the Progress Report (2009).
Read more...

26 March 2009

The Headmistress on School-Parent Relations

Here's some teasers on what she's turned up:

*13 Year-old Strip Searched by school looking for ibuprofen. This one's headed to the Supreme Court because the school says they did nothing wrong.

That's the current case, but she's got a couple of shocking older stories:

*Title I Schools performing genital exams on kids as young as kindergarten, without notifying parents (or hiding the notification in a stack of papers parents are rushed through.)

*A Massachusetts school made 9th grade girls go buy condoms and practice putting them on bananas.

In all these cases the schools insisted they did nothing wrong. Just one more reason to keep my children at home. None of these things are things that schools should be doing!!

22 February 2009

Fabulous Pro-life Speech from a 12 Year Old



In addition to the obvious courage it takes to give a speech like that in public school, Lia stood up to more challenges: she was initially disqualified from the contest because of her topic. AND the school tried to get her to remove her comment about a loving Creator, speech which is protected by the First Amendment. Read more about it here.

02 December 2008

A Response

I browsed across this video on a blog I visit. The woman who posted it seemed to be looking for a response. This is what I said. Perhaps some others would like to comment for her as well? She's very far to the Left, but she's polite & informative. And she's also got some great birth stories and information!

-----------------------



As I am assuming that your posting of Olbermann’s video means that you share his questions, so I'm going to try to answer them.

I think that Mr. Olbermann’s assertion that it's about love is childishly simplistic. His display of emotion about an issue that he so carefully distances himself from strikes me as contrived and manipulative.

Love has very little to do with what's happening here. This is about freedom and about society's ability to continue as a functional civilization. There is a much more at stake here than who can be married.

I belong to the Church of Jesus Christ of Latter-day Saints. Let me briefly sketch for you the doctrinal foundation that I work with. Although I know that you will likely reject these ideas, I think that a reasonable dialog needs to be based on understanding of where the other person is coming from. In my case there is a dual interest in the issue. My private feelings on the matter are faith-based. My public concerns with homosexual marriage are concerns for the preservation of freedom. However, humans are messy creatures and it is often hard to completely pull the two sides of the coin apart.

In 1995 the Church issued a statement of our beliefs about the family, gender roles, and other related issues. This statement expresses very well what I believe. In our view, marriage and the family are holy institutions which continue in the next life. Gender and gender roles are Divinely determined prior to our birth. God makes no mistakes in creating His children as male or female.

The Church has also posted information about our faith's stand on homosexuality on our website. I quote from that article:

This is much bigger than just a question of whether or not society should be more tolerant of the homosexual lifestyle. Over past years we have seen unrelenting pressure from advocates of that lifestyle to accept as normal what is not normal, and to characterize those who disagree as narrow-minded, bigoted and unreasonable. Such advocates are quick to demand freedom of speech and thought for themselves, but equally quick to criticize those with a different view and, if possible, to silence them by applying labels like “homophobic.” In at least one country where homosexual activists have won major concessions, we have even seen a church pastor threatened with prison for preaching from the pulpit that homosexual behavior is sinful. Given these trends, The Church of Jesus Christ of Latter-day Saints must take a stand on doctrine and principle. This is more than a social issue — ultimately it may be a test of our most basic religious freedoms to teach what we know our Father in Heaven wants us to teach. (emphasis added)


I don't know if you've seen the mobs of GLBTs and their supporters that have formed and marched on the Church's most holy places, but the ones who most loudly demand that all tolerate their whims and excesses are the least tolerant when they don't get their way. Look at the signs they carry. They openly announce that they want to strip the freedoms of those who oppose them. "Ban Mormons" (Freedom of religion?) "End tax exempt status for bigoted Mormon church. They preach hate and buy votes" (The Church does no such thing, but they'd like to punish us for it anyway. So far as I am aware, the Church's official efforts involved a letter, and possibly some flights for leaders to get together with other pro-Prop 8 leaders. The money and man hours came from individual decisions to donate time and money.) "Go back to Utah" (Restrictions on where Americans can live?)

Orson Scott Card (novelist and member of the Church) wrote a great piece about why homosexual marriage is a bad idea. He's writing following the Massachusetts court decision, so some of his comments are a bit dated, but the vast majority are still applicable. One of the things that Mr. Card does very well is talk about the effects of the changing of the definition of family on children, and thus on the society they create. The word "family" has, for time immemorial, meant "Mom, Dad, and kids." It usually includes extended family as well: Grandparents, Aunts & Uncles, ect. This creates stability for the children and also teaches them a myriad of things ranging from self-esteem to gender roles. Mr. Card talks at length about the societal benefits of monogamous traditional marriage. I'll give you a sampling:

But society has a vital stake in child-rearing; and children have a vital stake in society.

Monogamous marriage is by far the most effective foundation for a civilization. It provides most males an opportunity to mate (polygamous systems always result in surplus males that have no reproductive stake in society); it provides most females an opportunity to have a mate who is exclusively devoted to her. Those who are successful in mating are the ones who will have the strongest loyalty to the social order; so the system that provides reproductive success to the largest number is the system that will be most likely to keep a civilization alive.

Monogamy depends on the vast majority of society both openly and privately obeying the rules. Since the natural reproductive strategy for males is to mate with every likely female at every opportunity, males who are not restrained by social pressure and expectations will soon devolve into a sort of Clintonesque chaos, where every man takes what he can get. ...

Civilization requires the suppression of natural impulses that would break down the social order. Civilization thrives only when most members can be persuaded to behave unnaturally, and when those who don't follow the rules are censured in a meaningful way. ...

Civilizations that enforce rules of marriage that give most males and most females a chance to have children that live to reproduce in their turn are the civilizations that last the longest. It's such an obvious principle that few civilizations have even attempted to flout it. ...

Let me put it another way. The sex life of the people around me is none of my business; the homosexuality of some of my friends and associates has made no barrier between us, and as far as I know, my heterosexuality hasn't bothered them. That's what tolerance looks like.

But homosexual "marriage" is an act of intolerance. It is an attempt to eliminate any special preference for marriage in society -- to erase the protected status of marriage in the constant balancing act between civilization and individual reproduction.

So if my friends insist on calling what they do "marriage," they are not turning their relationship into what my wife and I have created, because no court has the power to change what their relationship actually is.


So what about if Prop 8 had passed? What if homosexual marriage was allowed? Would that have been the end of it and the GLBT movement will now leave the rest of us alone to get on with our lives? To think so is as childish as Mr. Olbermann’s original question. Having accomplished their goal of redefining what a marraige is, they'd continue to squash "discrimination" by insisting that everyone, regardless of their own beliefs, act in accordance with this vocal minority's beliefs. We would all need to teach our children not only that homosexuality is an option, but that it's as good or better than any other option. Mr. Card addressed this eventuality as well:

Once this is regarded as settled law, anyone who tries to teach children to aspire to create a child-centered family with a father and a mother will be labeled as a bigot and accused of hate speech.

Can you doubt that the textbooks will be far behind? Any depictions of "families" in schoolbooks will have to include a certain proportion of homosexual "marriages" as positive role models.

Television programs will start to show homosexual "marriages" as wonderful and happy (even as they continue to show heterosexual marriages as oppressive and conflict-ridden).


Can there be any doubt what a short trip it will be from this situation to outlawing the preaching in churches that denounces homosexuality?

Had I been in California (or the other states that had similar measures on the ballot) I would have been actively supporting Prop 8. My sister does live in CA, and did do some work to help it pass. I'm sure that eventually I will get my turn.

It's a very long answer to Mr. Olbermann’s short question. Love has very little to do with it. It's got to do with what is right and wrong, and what is best for the society as a whole. I believe that the movement for homosexual marriage will not be satisfied with "simply" redefining the word marriage, but that they will continue to seek to silence any that say anything whatsoever against their choices. I believe that my freedoms are threatened by their radical agenda. (I think their own freedoms are threatened by their actions and that they are too short-sighted to see what they are doing to harm themselves in their zeal to have what they want right now.) I have nothing against people who choose a homosexual lifestyle. I prefer that ALL people around me leave me in the dark about their sexual practices, regardless of what they are.

I believe that homosexual behavior is a choice and a wrong choice. I don't know that this alone would motivate me to oppose Prop 8. However.

I believe homosexual marriage is very bad for society. Therefore I oppose it.

16 November 2008

High School Meme

I swiped this meme from my cousin.

1. Did you date someone from your school? Nope, but still I actually got engaged to a boy from church at 16. It was a bad idea.

2. What kind of car did you drive? I sometimes drove my folks' 12 passenger van, and I did some time in an old car that had a bit of a leak in the gas tank. Don't fill it more than about 1/2 way. There was also the car with the oil light. If the "check oil" light got too persistent you pulled over & added more oil & it went away. I didn't get to take the Metro much, Dad needed it.

3. What was the most embarrassing moment of HS? I don't know. The whole thing was pretty bad. Might have been coming in last in the mile (again) and then being unable to breathe for hours after. Might have been when they did the scoliosis testing... and I had it. Nope, sorry, that was junior high.

4. Were you a party animal? I wasn't terribly interested.

5. Were you considered a flirt? Not that I know of.

6. Were you in band, orchestra, or choir? Yes (french horn), no, yes.

7. Were you a nerd? Hmmm. If nerd=good grades & socially awkward, then yes, I guess I was a bit of a nerd. But I didn't use a pocket protector or anything like that.

8. Were you on any varsity teams? Does lettering in band count?

9. Did you get suspended/expelled? Are you kidding? My death would have quickly followed - my parents would have killed me!

10. Can you still sing the fight song? Do people do that? It was on the wall in the one school's gym, but I never figured out why.

11. Who were your favorite teachers? Maestro. He was the Spanish teacher at my 2nd high school. Also taught signed Spanish. I'd just finished studying American Sign Language with an interpreter at the old school, and it was a huge advantage. He was great: immersion from day 1. Sadly, we didn't stay at that school long.

12. Where did you sit during lunch? With a book.

13. School mascot? Panthers, can't remember, and Penguins.

14. Did you go to homecoming, and with who? No. I was never asked. And I'm not sure I'd've gone anyway: I just didn't get the whole homecoming Thing.

15. If you could go back and do it again, would you? Are you kidding??? NO.

16. What do you remember most about graduation? It was pretty boring. Lots of hype. Bad music (the band wasn't very good at all). Probably was a waste of time.

17. Where did you go senior skip day? Didn't have one.

18. Were you in any clubs? School 1: Debate, newspaper, yearbook. School 2 & 3: I got a job instead.

19. Have you gained some weight since then? Sadly, yes.

20. Who was your prom date? Didn't go.

21. Are you planning on going to your next year reunion? Doubtful. Either they didn't have a 10 year, or I didn't get the memo. I got along better with the next younger class anyway.

22. Looking back, what advice would you give yourself? Don't sweat it: it's gonna be over and then it Just Doesn't Matter. At least, not after you get your ACT score & start college. Also, work harder on that midwifery apprenticeship. That was cool & you'll regret not doing more.


If you swipe the meme, leave me a link, eh? I'd like to read yours!

31 October 2008

A Poem

The Awesomely Boring Free Verse
by my youngest brother
who is 13 years old
for a school assignment

Why can't we play games on your computer?

I really want to. =D

Shooting games and racing games

Games and games and games and games

Lots of fun and boring games

Games and games and games and games

Strategy games and no attention needed games

Internet and video games

Games and games and games and games

Games on phones and games on hand-held's

Games and games and games and games

Game boy games and Nintendo games

Games and games and games and games

Why can't we play games on your computer?

I really want to. =D

13 June 2008

Homeschool quotes

From the LDS-HEA website:

President Boyd K. Packer
In many places it is literally not safe physically for youngsters to go to school. And in many schools--and it's becoming almost generally true--it is spiritually unsafe to attend public schools. Look back over the history of education to the turn of the century and the beginning of the educational philosophies....which have led us now into a circumstance where our schools are producing the problems that we face.
BYU, Oct. 9, 1996

President Brigham Young
I am opposed to free education as much as I am opposed to taking property from one man and giving it to another....Would I encourage free schools by taxation? No!
Journal of Discourses 18:357

President John Taylor
And then we want to study also the principles of education, and to get the very best teachers we can to teach our children; see that they are men and women who fear God and keep his commandments. We do not want men or women to teach the children of the Latter-day Saints who are not Latter-day Saints themselves. Hear it, you Elders of Israel and you school trustees! We want none of these things. Let others who fear not God take their course; but it is for us to train our children up in the fear of God. God will hold us responsible for this trust. Hear it, you Elders of Israel and you fathers and you mothers!
The Mind and Will of the Lord, John Taylor, Address 4:22

17 January 2007

A Little Paranoid

Dumbing Us Down was on my book list. Happily, the library had a copy. So I read it. And it's interesting, if a little paranoid. Given the state of our government, I'm not sure that a little paranoia might not be well-justified, but it's still something that should be taken in small doses, lest it make you crazy, despondent, or both. That being said, this book made me think.

Mr. Gatto starts out with a list of 7 things that he teaches. These things don't appear in the curriculum, but he claims they are at the core of what he's teaching.

1. Confusion
2. Class Position
3. Indifference
4. Emotional Dependency
5. Intellectual Dependency
6. Provisional Self-esteem
7. One Can't Hide

At first glance, I thought he was WAAAY out there. Then, as I mulled it over, experiences from my own time in school came to mind. When I spoke about it to my husband, he also found these lessons in his own schooling. Received in another state, 4 years ahead of me. It was unnerving.

He had interesting statistics on literacy and compulsory schooling:

Senator Ted Kennedy's office released a paper not too long ago claiming that prior to compulsory education the state literacy rate was ninety-eight percent, and after it the figure never exceeded ninety-one percent, where it stands in 1990.

His thoughts on reform were blunt and to the point:

It is time that we squarely face the fact that institutional schoolteacing is destructive to children. Nobody survives the seven lesson curriculum completely unscathed, not even instructors. The method is deeply and profoundly anti-educational. No tinkering will fix it. (page 19)

He calls for less school, not more, for a retreat of government out of the classroom, and a a return of the classroom to the family and community. It's a thought provoking read at the very least, and if he's right on even half of his points, then it's also an urgent call for action. Clearly, in the homeschool movement, there are many people who think he's right on target. In the larger population, though, I'd say the jury's still out.

19 December 2006

Thoughts on Public School

As I have been thinking about homeschooling, it's lead me to some more analytical thoughts on Public Schools and on my experience in them. Up until now, I really hadn't thought about the usual public education: about my education. I never questioned the value of the time I spent at school. It never occurred to me to wonder who decided what we should learn or how and when we should learn it. I didn't know there was any other way.

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