Utahs Republic

This relatively short video is a reading of the Declaration of Independence as performed by a group of actors and actresses. Morgan Freeman starts things off by indicating that some record may show that Thomas Jefferson actually wanted the DOI performed and not merely read. That’s an interesting tidbit which led to this production.

[youtube]https://www.youtube.com/watch?v=jYyttEu_NLU[/youtube]

I received a copy of this document prepared by Judy Cox and obtained her permission to post it here. I think this is a great job of showing some of the differences between the new Texas standards and the Utah standards.

Contrasting Utah’s Core Curriculum for Grades 3-6 Social Studies with the new Texas Standards for K-5 Grades

In compiling this information, I do not intend to infer that teachers in the State of Utah are not teaching important information in the Social Studies curriculum to our students. I have personally participated with my children in Veterans Day observances, patriotic programs, and pioneer treks that show a concerted effort on teacher’s part to teach our students an appreciation for the country we live in and an understanding of societal relationships and community responsibilities. I am not a professional educator, but a parent who has had three children in Utah schools, and will soon have two grandchildren entering the public school system here in Utah. My knowledge and concern come from study, experience with my own children, and a desire to better the educational experience for my grandchildren and other children in our state.

My intent is to show that the guidelines given to Utah teachers are lacking in specificity of content, and that valuable information, concepts, and ideas are missing from the core curriculum in the state. These standards guide the selection of textbooks and curriculum. Without more exact requirements and guidelines, many details, concepts, ideas, and critical exposure to important historical figures and other social studies components may be missed or ignored, and some concepts may be over-stressed at the expense of others of equal or greater importance. Additionally, parents do not have the assurance of specifics that must be taught in the curriculum when students experience the occasional teacher whose personal opinions and beliefs and/or political ideology supplant the responsibility of teaching the core curriculum.

The new Texas curriculum provides a more thorough and comprehensive look at the founding of our country, the importance of knowing and understanding historical figures, places, and dates, stresses the importance of the knowledge and celebration of our patriotic holidays, and helps students understand the meaning and importance of citizenship and civic responsibility.  The curriculum is rich in examples of men and women who have contributed  to our society and emphasizes  the role individuals play in creating positive changes within our communities, state, and nation.

By citing the following, I hope to bring to light a certain inadequacy within our State curriculum that can, and should be remedied. While neither states’ curriculum is without gaps, by implementing the more specific aspects of Texas’ curriculum we can create a more thorough and rigorous course of study for our Utah students. The importance of this curriculum in our elementary schools cannot be overlooked, and should be given a thorough and comprehensive review.

Judy Cox

Orem, UT

Please note: Utah State Core Curriculum standards have changed for grades K-2 as of 12/2009. These new standards are more extensive and inclusive of key concepts not found in the current grades 3-6 curriculum, which is dated 05/2008. Concepts introduced in the K-2 curriculum are not specifically reinforced in grades 3-6.

Utah Social Studies Core Curriculum Grades 3 – 6

Four areas of focus are found in the Utah State Curriculum: history; geography; economics; civics. Each area of focus is studies as part of the general theme for the year, i.e. Grade 3 studies community and culture, Grade 4 the State, and Grade 5 the Nation.

Citizenship is discussed once in the introduction “Essential Goals Used in Developing the Elementary Social Studies Core”, and once specifically in the curriculum as in: “Discover the basis for the patriotic and citizenship traditions we have today (i.e. Pledge of Allegiance, flag etiquette, voting)”. The concept of laws is mentioned twice, as in “obedience to laws” and “make laws”. A more comprehensive discussion of laws and their role in citizenship, such as the purpose of rules and laws, in the home, school, community, identifying the benefits of established laws such as providing security and order; the characteristics of good citizenship, such as truthfulness, justice, and examples of historical and other figures, are missing.

The following are NOT specifically mentioned in the curriculum for 3-6 grades in the State of Utah Core Curriculum:

1. No historical figure that impacted the founding of the country is mentioned by name, i.e. George Washington, John Adams, etc., nor is any Utah state historical figure mentioned by name. The curriculum discusses “leaders”, as in “Identify representative people from selected revolutions” and “ideas and leaders of the 20th Century”.  The only specific people mentioned are “Napoleon, Martin Luther, James Watt, Isaac Newton, Madame Curie, Anton Van Leeuwenhoek”, and figures from the Renaissance era such as “Machiavelli, Michelangelo, Leonardo da Vinci, Palestrina, Shakespeare, Tallis”. The curriculum stresses events but no specific individuals are listed to be studied.
2. Reciting the pledge. The words “recognize”, “identify”, and “demonstrate respect for” are used, but no requirement is listed for “reciting” the pledge.
3. A study of the songs, anthems, or mottoes of the US or State of Utah
4. Holidays or Patriotic Holidays
5. The word “Republic”
6. The term “constitutional republic”
7. The word “Patriotism”
8. The word “President” (as in the US President)
9. The word “Congress”
10. The term “Founding Fathers”
11. The term “free enterprise system”. “Free market system” is used once as in “assess how the free market system in the United States serves as an engine of change and innovation”. It is also a vocabulary word.
12. The word “capitalism”.
13. The names of Government officials, state or national. Students are only asked to compare the roles and responsibilities of state, county, and local officials.
14. The US is referred to as a Representative Government, but there is no name given to the form of representative government (i.e. constitutional republic or democratic republic)
15. The word democracy is used numerous times: “In order to participate in civic responsibilities required of participants in democracy”; “Assess differing points of view on the role of the US as a world power (e.g. influencing the spread of democracy..)”; “Benchmark: The modern world has witnessed incredible change in global trade, the spread of democracy, the influence of technology, an increase in environmental awareness and advances in human knowledge”. It is also used as a vocabulary word. No information is given however to the specific form of government of the United States, other than discussing a representative government. The idea of a constitutional republic is never mentioned, leaving the idea that democracy is the form, not just a process, idea, or value.

Texas Curriculum Standards for Social Studies Grades K-5

The following words, concepts and phrases are found in the new Texas curriculum. (See, The new Texas curriculum (Texas Essential Knowledge and Skills for Social Studies, Subchapter A, Elementary. Approved for second reading and final adoption.)

See: https://www.tea.state.tx.us/index2.aspx?id=3643

This is for K-5 curriculum. Much of the following is introduced in Kindergarten, and reiterated and built upon throughout the following years.

Eight areas of focus are found in the Texas Social Studies Curriculum: government, citizenship; history; geography; economics; culture; science, technology and society; social studies skills. Each area of focus is studied as part of the general theme for the school year, i.e. Grade 3 studies community and world, Grade 4 studies Texas history, Grade 5 studies the history of the United States.

1. Introduces and emphasizes the study of historical figures such as Washington, Adams, Texas historical figures, etc. and mentions them specifically by name, throughout the curriculum. In Grade 3 alone, 10 historical men and women are to be taught specifically, along with groups of individuals, such as the “Founding Fathers”. See Texas curriculum website for a list of individuals included for study in the curriculum. Table 1 contains individuals to be “included” in the curriculum. Table 2 is designated as “such as” in the curriculum.
2. Teaches the Pledge of Allegiance, it’s meaning, and uses the word “recite”.
3. Students identify anthems and mottoes of the United States and the State of Texas.
4. Discusses celebrating and understanding patriotic holidays such as Veterans Day, Independence Day, Presidents Day, Constitution Day,  etc.
5. Uses the word “patriotism”, as in : “enables students to understand the importance of patriotism”.
6. They give intensive study during one specific week per year to the founding documents of the country. This week is called  “Celebrate Freedom Week”, wherein; Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women’s suffrage movement. (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: “We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness–That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed.”
7. The term “Founding Fathers” is used, names are used, and students are to identify them and explain the contributions they made in the development of the national government.
8. The terms “President” and “Congress” are used, as in:  “identify past and present leaders in the national government, including the president and selected members of Congress” and “name current public officials, including mayor, governor, and president”.
9. The terms and meanings of a free enterprise system, and capitalism, are to be identified, as in: “Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.” Students learn the character and benefits of the system, describe the development of the system within the state and nation, and how the system works.
10. Citizenship is a specific component of the curriculum. Characteristics of good citizenship are discussed, examples of historical and contemporary figures who exemplify good citizenship are given, and students are encouraged to actively participate in the democratic process*. “Citizenship: The student understands characteristics of good citizenship as exemplified by historical figures and other individuals. The student is expected to: identify characteristics of good citizenship, such as a belief in truthfulness, justice, equality, respect for oneself and others, responsibility in daily life, and participation in government by educating oneself about the issues, respectfully holding public officials to their word, and voting.”
11. The word “democratic” is used only in the following context: “…and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code.” The word democracy is not used. (Note: I am not advocating for removing this term, but rather for placing it within the appropriate context.)
12. The curriculum clearly and repeatedly discusses the US form of government as a constitutional republic.

*(this is the second of two times that the word “democratic” is used, the other is “democratic values” as in “appreciate the basic democratic values of our state and nation”)

Red Meat Radio Republic Update 7-3-10

(I am at the beginning of this audio clip, but at the 13:48 mark, the Teacher of the year from the Utah online charter school is interviewed)

For those of you that didn’t listen to Red Meat Radio this morning, here’s the audio from it. I discussed BYU’s McKay School of Education leaving the Goodlad NNER (National Network for Educational Renewal) organization as well as two other important issues.

Back in March when I presented our petition to the State School Board I received a letter from Lynne Greenwood indicating the state office would be opening up the 8th and 11th grade history standards to ensure the concept of a republic received appropriate treatment in the standards. Since then I have emailed individuals at the state office twice and haven’t heard anything back from them…

Next, a week and a half ago at the legislature’s education interim meeting, a teacher spoke about civics education in Utah and the need to study original sources. He then presented members of the committee with a handout on various quality resources that contain original sources. The state superintendent, Larry Shumway, then got up and was asked if the textbooks used in Utah show respect toward the Founders. He first began by questioning the term “Founders” and how differently the “Founders” thought about the same issues or principles. He told the committee, and he was backed up by a former history teacher on the committee, that the textbooks used in Utah show respect to the Founders. The topic of the Constitution didn’t really come up. He said that though the Making of America is a good book, it is biased to a certain “Founders'” viewpoint and should be used only as a secondary resource.

When I asked a history teacher in Alpine School District if the textbooks in ASD showed respect to our Founding Fathers, he replied:

“They absolutely do not. In fact the only teaching they even get on history is a packet with questions and little pamphlet books to find answers. There is no teaching of history and certainly not of our Founding Fathers or even our great nation.”

We’ve got a lot of work to do. )

Daily Herald Story Link

It is truly unfortunate that the author of this article spoke with me, and then BYU, and then didn’t tell me any of their reasons for dropping the program. All I heard was they were dropping the program. I can see where some people making comments may think I feel smug just on the way this article is written. I apologize to those of you that think that is the case. It is also unfortunate that Caleb again brings up the “socialist conspiracy” angle like he did a couple months ago. I tried to correct that as widely as I could via my website and emailing people and writing Caleb and the editor of the Herald to make this clear, but it is apparent they want to continue down that road.

Am I grateful BYU has dropped association with the NNER? Absolutely. When I heard was they were dropping the program my comments were based in my belief that many of the people in the McKay School of Education were just ignorant of Goodlad’s more troubling issues and that once they saw what his motives were, they would then see the wisdom in leaving him. I never got a call after Caleb spoke with BYU to learn it was for a financial reason they were leaving the organization so obviously my comments may have been a little different.

This is quite the educational experience dealing with the press and having them insert words in my mouth. This paragraph in particular rehashes what I debunked when Caleb’s previous story came out.

Caleb wrote: “Norton sees BYU and Alpine School District as part of a national conspiracy working to carefully teach the nation’s children to believe that the United States government is based on the power of people, rather than the power of God. This effort, Norton has said, is guided by ‘the motives of those who are trying to change our language and remove the notion that we are a republic with natural rights bestowed upon us by God.’”

No, that’s not what I’ve ever said about ASD or BYU. I’ve never ever said I believe the U.S. Government runs by the power of God. That’s ludicrous. I’ve written that the constitution is divinely inspired, and I wrote that Goodlad’s motives are to transform us into a democracy as a nation and remove moral standards based on God’s law. As an atheist/humanist/socialist, Goodlad believes there is no moral law from God and it’s up to the community to set morals based on democratic methods. This is moral relativism.

If you want to know what type of organization the NNER is, you only have to look at who their Keynote speaker is this at their conference this October…Bill Ayers.  You also need to google the NNER minutes from June 2006 and see that the NNER was trying to push the homosexual movement into BYU. That does not match our community standard.

This is a great little video from some type of panel which Prager was part of. It’s a great segment to listen to. He even uses the phrase “moral dimension” to decry big government.

[youtube]https://www.youtube.com/watch?v=XNUc8nuo7HI[/youtube]

Connor has posted a great article on the concept of nullification which also deals with the loss of states rights under the 17th amendment. I encourage you to read it here:

https://www.connorboyack.com/blog/nullification-a-necessary-power-for-state-sovereignty

Here is his article’s introduction:

“There has been plenty of chatter in the past year about “state’s rights” (more correctly termed “state’s powers”, as political entities do not themselves have any rights) and the tenth amendment to the Constitution which provides that any power not expressly delegated to the federal government is reserved to the states, or to the people. Concerned citizens of all political persuasions have rallied around the banner of federalism to promote abolishing or restricting federal programs and replacing them with state-based alternatives, or nothing at all.

For all the noise being made by the cacophony of individuals frustrated with the federal government, however, few either understand or are willing to embrace the two key components that would make their goals a reality, rather than a slogan painted on a banner for a tea party protest. In order to demand—not ask—that the federal government limit itself to its constitutionally delegated authority and nothing more, states themselves must have representation in the federal government, and they must nullify any federal law that is clearly outside of the scope of federal jurisdiction.”

[Read More]

He also posted this very different video on Thomas Woods being interviewed by a Zombie about his new book Nullification… It’s pretty funny, especially the end.

[youtube]https://www.youtube.com/watch?v=TrcM5exDxcc[/youtube]

The Texas Education Agency posted the final version of the new state history standards late last week. You can examine the standards here:

https://www.tea.state.tx.us/index2.aspx?id=3643

This post is for an LDS audience, though all are welcome to read it. This is a personal view of some of the doctrines of the LDS church and as such should be viewed solely as my opinion.

Members of the LDS church view the Book of Mormon as a second witness of Jesus Christ and a guide to living a Christ-like life. This is true, but it is more than that. Members of the church believe the Book of Mormon was written for our day, not only to bring the world this witness of Christ, but also to use as a guide in combating the errors of the day.

President Ezra Taft Benson said:

“Not only should we know what history and faith-promoting stories it contains, but we should understand its teachings. If we really do our homework and approached the Book of Mormon doctrinally, we can expose the errors and find the truths to combat many of the current false theories and philosophies of men. I have noted within the Church a difference in discernment, insight, conviction, and spirit between those who know and love the Book of Mormon and those who do not. That book is a great sifter.” (“Jesus Christ-Gifts and Expectations,” Christmas Devotional, Salt Lake City, Utah, 7 December 1986.)

Unfortunately, for over 150 years, the church has stood under condemnation (D&C 84:54-57) precisely because the members of the church refuse to use the book as it was intended by the Lord to be used. Are we ready to escape that condemnation yet?

President Benson also stated:

“We have not been using the Book of Mormon as we should. Our homes are not as strong unless we are using it to bring our children to Christ. Our families may be corrupted by worldly trends and teachings unless we know how to use the book to expose and combat the falsehoods in socialism, organic evolution, rationalism, humanism, and so forth… And our nation will continue to degenerate unless we read and heed the words of the God of this land, Jesus Christ, and quit building up and upholding the secret combinations which the Book of Mormon tells us proved the downfall of both previous American civilizations. (A Witness and a Warning, p. 6.)

The Book of Mormon exposes several types of characters specifically as a warning to those in the last days. We are to use that information to expose those who would overthrow our religious and political freedoms.

Some members of the church focus on living the faith, hope, and charity of Christ, and forget the other aspect of Christ in cleansing the temple, driving out the moneychangers, and exposing the Pharisees. In becoming like Christ, we have a responsibility to muster the courage to speak out and perform similar duties within our own sphere of stewardship.

I would like to discuss the story of one of these characters, namely Korihor, a man identified as an Anti-Christ and humanist. There are numerous questions that could be asked to help us understand the story and why it was included in the Book of Mormon.

Was it simply to share a story that the prophet has power to address problems with false doctrine being taught in the world, or is there a message for all members of the church? What knowledge can we gain from this story and what are we to do with that knowledge? If Korihor himself were here today, what would he look like? What would he teach? Would you allow your children to be taught by him? Would you allow them to be taught by him even a little? Would he be a danger to our liberty? Would he be a danger to our families? Would he be a danger to our faith? How subtle a message would he espouse to make himself look harmless?

The story starts in Alma 30 with the Nephites just finishing a battle with the Lamanites and Amlicites. After the people had buried the dead and mourned for them, the account says the people were “strict in observing the ordinances of God” (vs. 3) and there was “continual peace” in the land (vs. 5). These were good people trying to live good obedient lives, much like the people in our community. However, within another year, a man came into Zarahemla and the account says “he was Anti-Christ, for he began to preach unto the people against the prophecies which had been spoken by the prophets, concerning the coming of Christ.” (vs. 6)

By this verse we see that an Anti-Christ is simply anyone who teaches that Christ will not come. It is someone who is an atheist, and more specifically, one who is vocal in teaching such false doctrine. Korihor was not a psychotic murderer or petty thief or he would have been put in prison. He was a learned individual who desired to promote his belief that there is no Christ.

The Book of Mormon warns us that if we want to remain a free people we must serve the God of this land which is Jesus Christ.

Ether 2:12 “Behold, this is a choice land, and whatsoever nation shall possess it shall be free from bondage, and from captivity, and from all other nations under heaven, if they will but serve the God of the land, who is Jesus Christ, who hath been manifested by the things which we have written.”

The corollary is that if we fail to serve Jesus Christ, we will fall into bondage. Is there a danger in ignoring the Korihor story? Personally? As a community and nation? Why would the Lord have inspired Mormon to include this story if it wasn’t to expose modern day Korihors and protect ourselves from Anti-Christs? Do we have any responsibility to our friends and neighbors to warn them when we recognize an Anti-Christ?

I believe when we fail to warn our neighbors of humanist/atheists we fail to use the Book of Mormon as the Lord intended and we further endanger our political and religious freedoms by ignoring the dangers of failing to serve Jesus Christ and failing to heed the warnings of the Book of Mormon.

Ezra Taft Benson wrote:

“Now, that divine duty to be a faithful fighter for freedom requires that those of us who have been warned do our duty to warn our neighbor, for our neighbor’s involvement in this struggle can bless his soul, strengthen his family, and protect him from pitfalls while he helps his country. The blessings far outweigh the burden when we stand up for freedom. With gall comes glory; with a cross comes a crown; with thorns comes a throne, if we will persevere in righteousness. There are still more victories to be won in this fight for freedom, the most important of which is to save our own souls by taking a stand for liberty with the Lord. For amid the encircling gloom, the kindly light of the Lord can lead us on—can help expose and stop evil in some places, slow it down in others, give the forces of freedom the chance to become better entrenched, provide righteous alternatives, and develop faith and hope to keep on keeping on in the divine assurance that in the brightness of the Lord’s coming, the darkness of Satan’s conspiracy will eventually be fully exposed and destroyed.” (God, Family, Country: Our Three Great Loyalties, pg. 404)

So what kinds of things did Korihor extol that we should watch out for?

In Alma 30:14 Korihor mocks prophecies of Christ and calls them the “foolish traditions of your fathers.” Applying that to our local situation, we’ve seen Korihors clearly identify similar “foolish traditions” in the humanist agenda that denies Christ and exalts man. This comes from John Goodlad and John Dewey. Both humanists like Korihor. We’ve also clearly seen that William Meyers wrote that our divinely inspired Founding Fathers initially gave us a republic, but Mr. Meyers was grateful we were moving toward democracy. A shift from God’s law, to man’s.

Verse 16 Korihor mocks the righteous people again expressing that their belief in Christ is the effect of a “frenzied mind” and says “this derangement of your minds comes because of the traditions of your fathers.” Again he is trying to tear down their righteous heritage.

Verse 17 Korihor commends the humanist religion preaching “that there could be no atonement made for the sins of men, but every man fared in this life according to the management of the creature; therefore every man prospered according to his genius, and that every man conquered according to his strength; and whatsoever a man did was no crime.” This dangerous doctrine is the same doctrine espoused in the Humanist Manifesto, signed by John Dewey and taught by his disciple John Goodlad.

In the April 2010 General Conference, Elder D. Todd Christofferson emphasized this modern day problem saying:

“The scriptures, for example, discredit an ancient philosophy that has come back into vogue in our day—the philosophy of Korihor that there are no absolute moral standards, that ‘every man prosper[s] according to his genius, and that every man conquer[s] according to his strength; and whatsoever a man [does is] no crime’ and ‘that when a man [is] dead, that [is] the end thereof’ (Alma 30:17–18).”

Verse 18 expresses the sad success Korihor had in getting many people to believe what he was teaching and many of them fell away from their beliefs in God.

Now the story gets applicable. After Korihor was successful in areas of Zarahemla, he travelled to the land of Jershon to preach this same doctrine to the people of Ammon who were converted Lamanites. Verses 20-21 say when he arrived, these people “were more wise than many of the Nephites; for they took him, and bound him, and carried him before Ammon, who was a high priest over that people. And it came to pass that he caused that he should be carried out of the land.” These people knew how to deal with Korihor. They rejected his teachings and cast him out.

Korihor then travels to the land of Gideon and thankfully these people also show wisdom and take him to their high priest Giddonah where Korihor again preaches his doctrine of the foolish traditions of the fathers in believing in Christ. He mocks prophecy, and says the priests glut themselves on the labor of the people thus keeping them in bondage so they cannot enjoy their “rights and privileges.”

Giddonah recognized the hardness of Korihor’s heart and orders him sent to Alma in Zarahemla. There, Korihor again preaches his doctrine and the account says he proceeds to blaspheme God. Alma then corrects the notion that the priests are glutting themselves by identifying their ministry as a lay ministry. Then Korihor asks for a sign and Alma strikes him dumb by the power of God so that he may not promote his lies any further.

Korihor expresses regret and sorrow and says that the devil came to him and taught him what he should teach the people. He then wrote Alma “I have taught his words; and I taught them because they were pleasing unto the carnal mind; and I taught them, even until I had much success, insomuch that I verily believed that they were true…”

So Korihor taught the devil’s doctrines because they are pleasing to the carnal mind, and once he had success convincing others, he was convinced they must be true.

I believe the application of this account is, don’t give Korihor a voice. We should reject his words just as the people of Jershon and Gideon did. In the end, the Lord struck him dumb to silence his voice. When we give voice to the Korihors of today, we receive the sermons of the devil, the teachings of an Anti-Christ, truth mixed with lies that will lead us away from Christ and away from the safety of our homes and the righteous traditions of our fathers.

Certainly, not everything Korihor ever said was false. Truth mixed with falsehood makes it tough for people to discern if they are not firmly rooted in the truth. Hearing truth opens the heart and then when lies are presented to an open heart, they may hit fertile ground and begin to grow unless that person knows to reject the seed.

In the October 1970 General Conference, Elder Ezra Taft Benson said:

“As a watchman on the tower, I feel to warn you that one of the chief means of misleading our youth and destroying the family unit is our educational institutions. President Joseph F. Smith referred to false educational ideas as one of the three threatening dangers among our Church members. There is more than one reason why the Church is advising our youth to attend colleges close to their homes where institutes of religion are available. It gives the parents the opportunity to stay close to their children; and if they have become alert and informed as President McKay admonished us last year, these parents can help expose some of the deceptions of men like Sigmund Freud, Charles Darwin, John Dewey, Karl Marx, John Keynes, and others.“

John Dewey and John Goodlad are modern day Korihors teaching there is no Christ and that children should be separated from the foolish traditions of their parents and taught by the state who they teach has rights to our children.

These false doctrines will destroy families and give rise to a generation that struggles to believe in Christ. Regardless of how much truth these Anti-Christ’s may espouse, all their words must be rejected because their Agenda is to open the hearts of people and plant the seeds of the destruction of their faith. They must not be given a voice of authority in our community and schools. We must not let their lies be entertained here.

This is mostly for those of you that are LDS, but of course, if you’re not, you’re still welcome to read it. :) The talk by Marion G. Romney I reference below, is one of the greatest sermons ever given exposing the evils of socialism and how it destroys the agency and freedom of man. It contains an excellent lesson in the background of socialism and the extreme importance of the U.S. Constitution. I believe all people would be benefited by reading it regardless of religious preference.

A couple weeks ago when my op-ed reply to Brian Jackson appeared in the Deseret News, someone posting under the name “LDS Liberal” responded to someone with this statement advocating socialism:

“OK
Do you live in a Family?
City of Enoch was what?
1st Century Christians practiced what?
Nephites/Lamanites had what in common?
The problem I see is that Religion actually teaches Socialism.
Do unto others….
Give to the poor and the needy.
etc., etc., etc.
Too bad we can’t recognize Religion and the Bible as History — you’d really blow a gasket.”

I tried to post a comment but it never got to the board. What I posted was essentially this.

First of all, these 3 scriptural societies did not practice socialism, they practiced what was called the United Order and it was fundamentally different from socialism. How important is this distinction? So important, that at the 1966 April General Conference of the LDS church, Elder Marion G. Romney of the Quorum of the 12 Apostles started his talk on this subject by saying this:

“What I am going to give you now is a statement I have prepared in answer to the question, “Is Socialism the United Order?” Some of you may have already heard it. This is the first time I have ever attempted to give a talk a second time. My excuse is that the Brethren have asked me to give this talk here tonight.”

Elder Romney’s talk is much longer than a normal conference talk which also shows the high value the leadership of the church placed on ensuring these doctrines were taught. I am going to post a pdf of his talk here with my own highlighting for those that want to just skim it, but I strongly encourage you to read the whole thing. One relevant quote I found in the talk is:

“We have much to do, and fortunately for us the Lord has definitely prescribed the course we should follow with respect to socialism and the United Order.

Constitution God-inspired

He has told us that in preparation for the restoration of the gospel, he himself established the Constitution of the United States, and he has plainly told us why he established it. I hope I can get this point over to you. He said he established the Constitution to preserve to men their free agency, because the whole gospel of Jesus Christ presupposes man’s untrammeled exercise of free agency.”

…[quotes scriptures]…

“These scriptures declare the Constitution to be a divine document.”

There you go folks, the official position of the LDS church is that the U.S. Constitution is a divine document.

Oh, and as for the comment from “LDS Liberal” about families practicing socialism, that would mean nobody in the family has any private property. Try to tell your teenager that his iPod really belongs to everyone. :)

“Socialism is not the United Order” by Marion G Romney (click to open PDF, right-click to save PDF to your desktop)

I would like to congratulate the candidates that made it through the primary election and thank all those who felt strongly enough about the issues to run. Putting your name into “the hat” and making the commitment to run is a big endeavor and nobody can take that effort and experience away from you. Thank you all for making the effort.

Election results can be viewed at this link for Utah:

https://electionresults.utah.gov/xmlData/main.html

For Utah county and ASD, you can view them here:

https://electionresults.utah.gov/xmlData/Utah.html

For those that have returned to gloat that the incumbents I was not in favor of all made it through, have at it.  The area below is just for you. :)