Education, Our Current Problems And What Are The Solutions?

      It is my hope that Utah voters can unite behind the common goal of restoring our system of proper governance, as well as our treasured traditions of sound educational approaches.  We must stop the current abuses that have metastasized in our education system, and correct the problems that have become so widespread. I share the view which was held by many of the Founding Fathers, as well as so many other wonderful current patriots, that education should start first in the home.  The closer the education process is to the home, the more effective it is to facilitate sound education of the child.  Education carried beyond the home should be closely controlled and directed within the immediate community.  Instances requiring individual States to become involved in the direction of education within the State should be minimized.  In no case should education be handed over to the federal and or national government. Education in America used to be the most dynamic and best in the world until the national government over-stepped its constitutional bounds and began to usurp the local and State power to educate our children (see the Ninth and Tenth Amendments to the United States Constitution).  Since the nineteen sixties the national government has become more and more involved in the rearing of our children.  This practice has traditionally been considered un-American, and evokes the doctrines espoused in the Tenth Plank of Marx’s “Communist Manifesto” and John Dewey’s “Humanist Manifesto.”  Both Marx’s and Dewey’s philosophies promote their socialistic agenda and an atheistic world view at the expense of the traditional “Americanist” perspective which promoted God and His Laws and Commandments.
John Dewey is considered by many to be the “Father of Modern American Education,” so his philosophies have come to permeate the modern education system.  John Dewey’s  following comments speak volumes about the disaster that threatens the American education system and facilitates the destruction America’s traditional values, attitudes and beliefs:“I believe that all reforms which rest simply upon the enactment of law, or the threatening of certain penalties, or upon changes in mechanical or outward arrangements are transitory  and futile.”“I believe that the community’s duty to education is, therefore, its paramount moral duty. By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But, through education, society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.”

“Religious humanists regard the universe as self-excising and not created.”

“A socialized and cooperative economic order must be established to the end that the equitable distribution of the means of life be possible.”

“We consider the religious forms of ideas of our fathers no longer adequate.”  ( John Dewey)

These  quotations are only the tip of the iceberg of what the progressives have envisioned for our educational system since the 1870’s, and by carefully reading these quotations it becomes clear that they promote force to require our children be submitted to the State for the State to re-educate them based on what predictably would become a politicized social agenda. Perhaps this understanding will help explain why there have been needless curfew and or truancy laws with Fourth Amendment violations written within ordinances purported to be “education ordinances.” Many examples could be cited of such egregious violations, such as fines and procedures for those that wish to home school their children. Many other previously un-American practices which have crept into the education system could also be mentioned, such as bans of certain books since the Wagner Act, or the fact that revisionists have successfully re-written American history (such as no longer teaching George Washington’s magnificent “Farewell Address” in the schools, and teaching that presidents Woodrow Wilson and both Roosevelts were good men that did great things for the nation). Astonishingly, a few years ago the Alpine School District in Utah County attempted to ban the teaching of the U.S. Constitution in the schools, and to teach more on a world democratic society (in conformance with the “Humanist Manifesto”).

In contradiction of nearly 150 years of historical and court precedent, and without ANY previous court rulings to justify their action, back in the early 1960’s the U.S. Supreme Court highhandedly stripped God out of the American public schools.  In Engel v. Vitale they banned school prayer, and in Abington School District v. Schempp, they banned the reading of scriptures over the intercom systems. Contravening one source of guidance the founders of our nation looked towards while drafting our Constitution and in their personal lives, they banned the Ten Commandments in the case Stone v. Graham.  Sadly, the list of instances where God has been stripped out of the rearing of our children and replaced with the State’s agenda of such theories as organic evolution and atheism is expansive.

It is my hope that we can as a nation return to a sound policy of parental rights, as well as returning to the God of this land, Jesus Christ himself. If we did, we as a nation could once again restore our education system to that of superiority over the entire world. Following the sound advice and counsel of religious teachers and leaders of years past will help us achieve these goals.

In 1887 Princeton theologian Dr. A. A. Hodge wrote:
“It is capable of exact demonstration that if every party in the State has the right of excluding from the public schools whatever he does not believe to be true, then he that believes most must give way to him that believes least, and then he that believes least must give way to him that believes absolutely nothing, no matter in how small a minority the atheists or the agnostics may be. It is self-evident that on this scheme, if it is consistently and persistently carried out in all parts of the country, the United States system of national popular education will be the most efficient and wide instrument for the propagation of Atheism [and humanism] which the world has ever seen.”

Utah religious and political leader John Taylor said:
“We must study from the best books…. Train your children to be intelligent and industrious…. They should also be taught regarding the earth on which they live, its properties, and the laws that govern it…. They should know how to cultivate the soil in the best possible manner; they should know how to raise the best kind of fruits adapted to the soil and climate; they should be induced to raise the best kinds of stock, and to care for them properly…. Again, the subject of architecture should receive attention from you; and your children should be encouraged to improve in the building of houses, and not be satisfied to merely copy after what their fathers did in the days of their poverty…. It is highly necessary that we should learn to read and write and speak our own language correctly; and where people are deficient themselves in education they should strive all the more to see that the deficiency be not perpetuated in their offspring.”

My vision of how to correct this very important issue of education needs to be attacked from all fronts:

The first step is for the State Legislature to nullify within the State the law that created the U.S. Department of Education, and return that responsibility back to the State of Utah. This would restore the way that Utah once managed our own education system before the federal government stepped into the picture.

Second, we must return the responsibility back to the parents and allow them to choose how and when to teach their own children.  Along with this step we must repeal the laws and penalties associated with the home school program as well as any other law and or penalty associated with the parents wanting to simply check their children out of public school for whatever reason.

Third and fourth, since it is written in our State Constitution to provide for public education, this will take money to do it right.  I propose to issue a repossession order on the federal government over the lands that they promised to cede to us at the time of Utah achieving Statehood in 1896, and then selectively selling off that land to individuals (not corporations) in order to pay for our State-mandated education system.

With our current State government’s addiction problems with federal money, and the certainty that the feds will withhold that money from our State as we start to show a legal back bone, the State must consider reversing the means of collecting the federal income tax. To do so I propose that the State Legislature exercise their constitutional responsibility and within our State nullify the law that created the IRS, repeal our own income tax, and then collect the federal income tax ourselves in our own ways to be forwarded to the national government in compliance with the 16th amendment.

Fifth, we must encourage the different churches to re-establish their own schools once again within the local communities. If we do all of this we can then dramatically reduce the class room sizes. These locally-controlled schools may hire skilled, God fearing teachers, and restore the individual responsibility and freedom to teach our own children in the ways that we as well as God knows best.