Utahs Republic

Posts Tagged ‘socialism’

Someone sent me a link to an article yesterday where someone had used a feature on Google to crunch numbers on the amount of times the words “republic” and “democracy” appear in print. The word republic is in red and democracy in blue. Note that the crossover happened during the progressive movement when the socialists were changing their line of attack on the constitution. You can read some of that history from this chapter on republics from the 5,000 Year Leap.

https://www.utahsrepublic.org/get-educated/5000-year-leap/

Here’s a link to the article this chart comes from.

https://utahdatapoints.com/2011/02/do-we-live-in-a-democracy-or-a-republic/

My daughter is actually studying the progressive era in her history class right now and I didn’t realize that initiatives, referendums, and recalls came out of that movement. These 3 items were designed by progressives to bypass constitutional government and begin to introduce direct democracy to the nation (ie. the kind the Framers warned us about). Each of these items gives citizens the ability to propose law, pass law, and undo appointments and elections, completely bypassing the normal process and doing it themselves. Thus by states adopting these measures they gave up republican government guaranteed in article 4, section 4 of the constitution. However, by writing them into state law, they are now constitutional at the state level. I would suppose a valid case could be made to overturn an initiative, referendum, or recall, based on them violating the U.S. Constitution since it is the supreme law of the law and trumps state law where it specifically declares something as law such as article 4, section 4 guaranteeing republican government to the states.

By Buffy Snell

I have lived in American Fork for 15 years, and have had 4 children excel in many ways because of the exceptional teachers of Alpine School District (ASD).  Understandably then, I am respectful and grateful to the staff.  At the same time I have noticed that relativism, a prevalent educational philosophy, is making its way into local classrooms and I feel parents need to be aware of what their children may be learning. Relativism teaches there is no absolute truth—that nothing is certain because it is subjective. Even though our community would largely agree that such a view is false; proponents of relativism, such as John Goodlad, have been influencing educators in our district for many years.  Our children and our country are reaping the consequences.  In fact, in a recent address to the Chapman University School of Law, Dallin H. Oaks has strongly condemned moral relativism because it leads to a loss of religious freedom.   (https://newsroom.lds.org/article/elder-oaks-religious-freedom-Chapman-University)

John Goodlad not only views morality as relative, but patriotism as well:

“…educators must resist the quest for certainty. If there were certainty there would be no scientific advancement. So it is with morals and patriotism.” –John Goodlad, Education for Everyone: Agenda for Education in a Democracy”, Woods Learning Center, pg. 6

If this were true, teaching children allegiance to our country and that 2+2 =4 would NOT lead to “advancement.”  I am deeply troubled that undermining views such as this would be allowed to influence the minds of an American classroom, especially my child’s.  Because of alarming instruction given to my son, I’ve filed a transfer request from his Jr. High Geography class. I have chosen to share the details of that transfer in hopes that the community will increase their vigilance and hold accountable those who are vested with the responsibility to teach and promote our American form of government.  Following are the details.

1. My son came home from his Geography class relaying that his teacher had explained to him why Communism “isn’t really that bad.” (those were my son’s exact words)

His teacher’s response to me was that he explores the pros and cons of many forms of government so that students can understand why different systems of rule appeal to different people.  He did this, he said, as a way to promote critical thinking.  He also said:

“I do not promote or decry any government, religion, or economic system over another one. It is not my place to put one thing above or below another– that is the job of parents and for the students to decide on their own….I have students who come from homes of MANY different political and religious backgrounds.”  He also said, “I will not infringe on people’s right to decide for themselves.”

While religious neutrality is important in a school setting, educators are required to promote our American form of government.  According to Utah Code I.53A-13-109 teachers are responsible for:

“reaffirming values and qualities of character which promote an upright and desirable citizenry…. Civic and Character Education are fundamental elements of the public education system’s core mission …students shall be taught in connection with regular school work…respect for and an understanding of the Declaration of Independence and the Constitutions of the United States and of the State of Utah… and qualities of character which will promote an upright and desirable citizenry and better prepare students to recognize and accept responsibility for preserving and defending the blessings of liberty inherited from prior generations and secured by the constitution.” https://le.utah.gov/~code/TITLE53A/htm/53A13_010900.htm

Not only has the teacher failed to prepare students to recognize and accept responsibility for preserving liberty, he has failed to help them think critically.  Critical thinking can only be done when students have an adequate amount of information.  And significant facts about Communism were clearly missing.

I have no problem with a teacher who wants to teach children about Communism.  In fact, it’s important that he does—as long as children are given enough information from which to draw a proper conclusion.  For example, one of the “pros” discussed about Communism was equality. But to truly educate children about the economic realities of Communism, one would have to inform them that the rulers live lavishly at the people’s expense and that “equality” of impoverishment and subjection could never be considered a “pro” for anyone but those running the government.

In addition, teaching that Communism “appeals” to some people and a Republic “appeals” to others, not only communicates relativism—that there is nothing certain because it is subjective; it gives children the impression that there is actually something good about oppression. When done in conjunction with a teacher who is unwilling to promote one form of government over another, it’s not surprising that a child comes to the FALSE conclusion that Communism “isn’t really that bad.”

Communism has been described as “the greatest crime against humanity in the 20th century” and has resulted in the estimated death of 100 million people. https://www.autentico.org/oa09347.php

2. Because of something his teacher said my son came home believing that Mormons are naive and uninformed. He was very upset about a certain aspect of our religion (which he learned from the teacher) and wasn’t sure that he wanted to be Mormon anymore.  According to my son, his teacher said he knows more about the Mormon religion than most Mormons because he goes on the Church web site all the time and Mormons can’t even go to the highest kingdom of heaven unless they practice polygamy. These remarks are disparaging and a contradiction of what he expressed to me in point 1 above.  The teacher was criticizing Mormons, not only for their views, but for their alleged ignorance.  The law states, “employees may not use their positions to …disparage a particular religious… belief or viewpoint. (See 53A-13-101.1. https://le.utah.gov/~code/TITLE53A/htm/53A13_010101.htm)

When I reported these incidents to the principal, he defended the teacher and blamed my son for “misinterpreting” classroom dialogue without even verifying whether or not other students had similar views. He skillfully avoided my questions during our meeting, and refused TWO follow up requests for a WRITTEN response to the following:

1. Would it concern you (specifically) if teachers in your school taught as if they believed this statement by John Goodlad?

There is a belief by some that there exists “objective knowledge” and a
“correct” view of the world. This view is incorrect. All knowledge is partial
and subjective. There is no single worldview that deserves complete
acceptance. https://woodslearningcenter.org/Docs/EducationforEveryoneSummary.pdf

2.   I would like to know what the consequences are for violating the Utah Code and how the school plans to ensure that such violations will not continue.

After failing to get a response, I sent the following question to the Superintendent and the Board member for my district.

I would like to know what the consequences are for violating I.53A-13-109 and 53A-13-101.1 of the Utah code and what actions will be taken if there is a violation?

The correspondence from the Superintendent read,

“I encourage you to continue working with [the Principal] concerning this matter.”

My board member never responded to me.

What are my options?  If the teacher refuses to comply with the law; if the Principal fails to investigate; if the Superintendent simply deflects my concerns back to the Principal; and my elected representative doesn’t respond, how do I make sure that teachers are held accountable for what they teach in the classroom?

Although the teacher declined to address many of my concerns or promote our American form of government, he did apologize to my son for the offensive remarks he made about Mormons.  But I am troubled that the Principal refused to take any corrective action before amendments were made, choosing instead to blame my son.

The Principal informed me that the school would be happy to help me find a “better fit” for my son.  When I protested that the other Geography teachers at the school were also exploring the “pros” of Communism, I was informed that my child could do packets or go to a class at the High School.  I was also told that I am the only one who has expressed any concern. While that may be true, I believe it is because many parents are unaware of what is happening in some classrooms or what Utah law requires.  You can see below from a survey given to 10 students in this teacher’s Geography class that a high percentage of other children have drawn conclusions similar to my son’s—conclusions I consider dangerous to the future of our freedoms.

In the NNER Today 2009-2010 update published by the Center for the Improvement of Teacher Education and Schooling at BYU, it says:

“To join the NNER is to commit to action.  It means committing to the principles of the Agenda for Education in a Democracy and becoming stewards of our democracy.  As Dr. Goodlad has observed, education must be the foundation for seeking positive social and political change.”—Ann Foster, Goodlad’s Executive Director

Alpine School District is fully committed to the NNER and regularly attends their conferences. By committing to its agenda and allowing John Goodlad to influence education in our district, political change is upon us. Time is short.  And unless we hold public educators responsible for teaching this generation to preserve liberty, there will be no liberty left to preserve.

2010/2011 Survey for Geography Class (Semester I)

Y=Yes      N=No

Mr. Gray is a fun teacher.

8  marked (Y)

2  marked (M) for maybe

There are some good things about Communism.

9 marked (Y)

1 marked (N)

One of the good things about Communism is equality.

7 marked (Y)

3 marked (N)

We should respect others views, even if we disagree.  There is not one “right” view when it comes to different kinds of government.

10 marked (Y)– 100% lack the basic understanding that the American Republic is the most successful and superior form of government there is and well worth defending.

---

Ed. note: Are you really sure you know what’s being taught in your child’s classroom and what ideas your child is picking up on?

Ed. note 2: This article has been edited with the permission of the author so the article just focuses on the most pertinent issues which pertain to state law.

In April 1965, Elder Ezra Taft Benson delivered a landmark talk on the subject of being Anxiously Engaged in the fight for freedom. In that address he quoted President McKay and followed up with his own inspired counsel.

Hear his words: “No greater immediate responsibility rests upon members of the Church, upon all citizens of this Republic and of neighboring Republics than to protect the freedom vouchsafed by the Constitution of the United States.” (Cited in Jerreld L. Newquist, Prophets, Principles and National Survival [SLC: Publishers Press, 1964], p. 157.) As important as are all other principles of the gospel, it was the freedom issue which determined whether you received a body. To have been on the wrong side of the freedom issue during the war in heaven meant eternal damnation. How then can Latter-day Saints expect to be on the wrong side in this life and escape the eternal consequences? The war in heaven is raging on earth today. The issues are the same: “Shall men be compelled to do what others claim is for their best welfare” or will they heed the counsel of the prophet and preserve their freedom?

It is a bit surprising to me how many LDS people say they understand the concept of the pre-mortal war in heaven and the choice we made for agency, yet now believe in socialism (Satan’s doctrine) and even say that Joseph Smith taught it. He did not.

From the History of the Church, volume 6, pages 32-33, we read:

Wednesday, 13.—I attended a lecture at the Grove, by Mr. John Finch, a Socialist, from England, and said a few words in reply.
Thursday, 14.—I attended a second lecture on Socialism, by Mr. Finch; and after he got through, I made a few remarks, alluding to Sidney Rigdon and Alexander Campbell getting up a community at Kirtland, and of the big fish there eating up all the little fish. I said I did not believe the doctrine.
Mr. Finch replied in a few minutes, and said—”I am the voice of one crying in the wilderness. I am the spiritual Prophet—Mr. Smith the temporal.”
Elder John Taylor replied to the lecture at some length.

As further evidence, Elder Marion G. Romney was specifically asked by the brethren to deliver a talk in General Conference on the subject, Socialism is Not the United Order. I encourage everyone to read that talk to understand the difference if you are confused on the matter. Socialism is incompatible with the gospel of Jesus Christ.

Please feel free to link to this post anytime someone says the LDS church practiced socialism in the past.

Alpine School District just responded to criticism they received during a Senate Education Committee meeting last week. Their response on the Daily Herald website started with this statement:

“Members of the Alpine School District Board of Education take an oath of office to uphold the Constitutions of the United States and the State of Utah.”

Is it not beyond obvious that people can  take an oath and render it meaningless by constructing new meanings and understandings that are not grounded in fact? Our current president is a prime example.

As one of those that testified against some of the actions of Alpine School District during that senate meeting, let me say for the record that I disagree with the points made by the school district on the following grounds.

1) ASD has never been responsive to its primary stakeholders…parents. During one short period of time a few years ago when parents were upset at the district for removing the times tables from the curriculum, I received 4 separate phone calls and emails from individuals who spoke to the same administrator at the district who told each one of them they were the only parent to ever complain about the program. This was clearly an attempt to isolate parents and minimize their concerns. Prior to my involvement which started in 2005, hundreds of parents had been complaining to ASD since Investigations was first implemented in 2001 about the lack of solid math skills being taught. ASD ignored them all, confiscated books at 4 schools I am aware of, and threatened some teacher’s contracts if they taught the times tables to children. I have personally spoken with a teacher who this happened to along with her co-workers. Numerous other teachers have contacted me and told me they used to shut their doors to teach the times tables. How ridiculous is that?

2) This is clearly in dispute. One teacher in particular that was mentioned (not by name) had been teaching students the benefits of communism without the other horrific side of the story on the hundred million or so citizens put to death in the last century by communist dictators. When one student came home and told his mother “communism isn’t really that bad,” she thought maybe it was just her child misinterpreting what the teacher said. So she gave a survey to 10 other students in the class. 9/10 responded with “yes” to the statement “There are some good things about communism.” 7/10 responded “yes” to “One of the good things about communism is equality.” 9/10 responded “yes” to “Islam is a religion of peace.” 10/10 responded “yes” to “We should respect others views, even if we disagree.  There is not one ‘right’ view when it comes to different kinds of government.” There is one right view of government, and that is in following its proper role in protecting freedom and individual rights.

3) Testimony concerning Investigations math didn’t declare it a violation of state law to use the program. My testimony concerned Patti Harrington removing Investigations math from the approved list as a primary curriculum, yet ASD continues to allow Investigations to be used as a full primary curriculum in many classrooms across the district. They say they use “balanced math” which isn’t a program, and continue to let teachers use Investigations math solely. They also use 100% Connected math in many classes and that program has also been removed from the approved list by Patti Harrington because it is also an incredibly weak and ineffective program. These programs actually led to Utah raising it’s math standards a couple years ago.

4) ASD maintains that they invite “responsible and civil participation” to address parent concerns. For nearly a decade, parents have tried to get the district to listen to their concerns in a civil manner. Civility to ASD seems to mean open your mouth and take your medicine. Parents concerns are met with deaf ears and an attitude of, “you’re not a professional educator, we know best.” Whether it is stubborn pride or their own indoctrination in Goodlad and Dewey’s philosophies, ASD is not about to start listening to responsible parents and taking their concerns seriously. They took down the “Enculturating the Young into a Social and Political Democracy” sign just before the November election, yet two senior administrators told parents they may take the sign down but they weren’t going to change their philosophy.  If the district was really concerned with continuous improvement and listening to parental concerns, they would have dropped Investigations math in 2002 right after they were flooded by concerned parents who tried to inform the district about the damage being done by their pseudo-math. In spite of overwhelming evidence that contradicts their position, such as Project Follow-Through, they barrel on, causing untold damage to tens of thousands of children who might otherwise have a future in a math related field.

Someone just sent me a link to this sad but hilarious news report. A school in Seattle banned children from using Legos because “[the students’ behavior began to mirror] a class based capitalist society—a society that we teachers believe to be unjust and oppressive.” They re-instituted playing with Legos after they put new rules into place. When they displayed the 3rd new rule I busted out laughing.

[youtube]https://www.youtube.com/watch?v=RnZy5TIGyjo[/youtube]

Doug Wright was talking about socialism in schools yesterday quoting from the Fox News piece of the Eagle Forum conference I spoke at last Saturday. The Fox News piece only took a couple of sound bytes from the hour long presentation and Doug has extrapolated that short bit of coverage into assuming we think that our school boards are filled with communists (which we have never said). I was able to call in and discuss a little of this with him but time didn’t allow me to connect all the dots I would have liked to.

To clarify, we have never said there is a communist or socialist conspiracy in our local school systems. What we did at the conference (and I will post the video here as soon as I have it) was lay out the case for what has been happening at the national level where there is a clear case to be made that the DOE is deliberately dumbing us down, and give some examples of national educators who have been involved. We shared some personal examples as well such as how damaging constructivist programs like Investigations math has been to students. Progressive educators like John Dewey and John Goodlad are humanists who have stated they have an agenda to push moral relativism into education which was directly tied into an interview by Yuri Bezmenov (a KGB defector) who talked about how they bring down countries by making them immoral. “The Naked Communist” was quoted from where it lists 45 goals of the communists, among which are 5 that deal with education and softening it up so the population loses the technology and economics battles.

Regardless, I’m glad I was able to call in and at least speak with Doug for a few minutes about this.

Think your child is insulated from progressive education just because you’re at a charter school? Think again. Read this letter I recently received from a parent.

My son was indoctrinated in Marxist philosophy in his eighth grade English class at his Utah County charter school.

I was delighted when the class was assigned to read the George Orwell classic, Animal Farm, which exposes the evils of Stalinist communism. One day a piece of paper from my son’s backpack caught my eye with the words, “Utopia Project”. Utopia. Communist buzzword. In this group project, based on their reading of Animal Farm, the students were to construct a system of government on an island (social constructivism). The project took a totally objective approach to governmental systems, as though all types of governments are valid and open to consideration. The teacher emphasized the need to be open minded about various types of governments. Based on what my son told me, there was apparently no distinction between governments of tyranny and governments of freedom; worse, there was no instruction or research on governments at all.

The project was filled with leading questions suggesting some of the most radical limits on individual liberty, limits found in communist nations such as:

• Would the government provide equal housing?
• Would the government assign individuals to their jobs?
• Would the government put a limit on the number of children a couple can have?
• Are people “entitled” to entertainment, which could then be provided for free?
• Would the government distribute food in equal “rations”?
• Would people live not as family units, but be housed in government, non-family, group housing?

The students could only be directed toward devising a communist government because the only questions and possibilities involved the ones listed here. These are anathema to liberty-loving Americans and constitutional government as established by our founding fathers. They should not be suggested, even in the form of questions, to 14-year-olds in an English class who have been given no background in civics and history, and have no business setting up a fantasy government. Our founders extensively studied the Greeks, Romans, English law, native American tribal law and other cultures to come up with our constitutional government, which has outshined and outperformed every government known to man. Why even suggest replacing our divinely-established system with communist practices?

Animal Farm is celebrated for its anti-Stalinist revolutionary theme. In true “social constructivist pedagogy” the book was twisted into a piece of propaganda to get the children to have open minds about anti-family, Marxist practices. I was very disturbed that following this project, my son said he now feels it is acceptable and even desirable for the government to place a limit on the number of children that couples can have!

When we objected to the teacher she gave us pat answers and denied that she was trying to imply to the students that there may be a better way to do things than we do here in America. Then just what was she trying to do? Our concerns seemed to go right over her head. She was evasive when I asked her the source of the project. When we contacted the principal, he was very responsive and took swift, strident action to make sure the teacher understood why the project was in error and to make sure she would revise it. This teacher had graduated from the BYU School of Education the previous year.

Obviously, a lot of children in this area are going to say “no” to #3 and “live as families” to #6, but to put the other questions to young children who have no background in issues of tyranny and freedom is crossing the line into indoctrination. Talk with your children about the books they are reading in school. Many of them aren’t allowed to bring their books home. One reason is teachers want to ensure the books are in class the next day, but it’s also to prevent parents from seeing what the children are being taught (or not taught in the case of fuzzy math).

Someone recently emailed me this 6^th grade history standard from the Utah state history standards. It’s more important than ever that you know your state school board candidates and make sure they are committed to reviewing what’s being approved for use in Utah. How this is a standard and hasn’t been shouted from the rooftops by someone is stunning.

https://www.uen.org/cc/uen/core/pub/displayCoreCourse.action?ccId=6060
Standard 4
Objective 3

Determine human rights and responsibilities in the world.

1. Identify rights considered essential for all humans (e.g. health care, education, safety, freedom from fear, freedom of expression).
2. Propose steps individual students can take to protect these rights (e.g. support for sister schools, energy and resource conservation, letter writing, career choices, fundraising efforts).

First students will identify rights that aren’t really rights, and then they’ll go to the next step and propose ways to advocate or devote their life to them.

The new Texas standards are looking better and better for potential adoption in Utah.

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

This is a great video from an interview Yuri did with Ed Griffin (author of “The Creature from Jekyll Island”) back in the 80’s regarding the methodology the communists use to take over a country.

To summarize, Yuri says the Communist purpose is to prevent people from coming to sensible conclusions about what is happening around them.

The stages of infiltration Bezmenov talks about center around a long term plan that leads to the socialization and eventual takeover of a nation. The four steps he says the Soviets aimed for were:

1) Demoralization-pump Marxism into the heads of children – takes 15-20 years so that that generation become the next teachers – due to lack of moral standards a person is unable to assess true information even when directly presented to this person.

2) Destabilization- 2-5 years – economy, foreign relations, defense systems

3) Crisis-6 weeks, violent change in structure and economy

4) Normalization-Leaders promise a paradise on earth and remove free market economy. Government takeover.

Notice how by teaching kids about Marxism and socialism, and degrading their society, they can’t even see truth when it’s plainly in front of them. The Soviets then work on destabilizing the country to the point that they can trigger a crisis. At that point, the leaders promise they will take care of everything for you and in our ignorant bliss, we accept their offer and wind up with a Communist utopia based on social justice as the Communists view it.

So you don’t think Socialist Revolutionaries exist in Utah County? Think again.

I just read an article in the Daily Herald about Stephen Sandstrom’s new immigration bill. https://www.heraldextra.com/news/local/article_c49d2be6-4311-59ec-a977-c96d1a42645a.html. Here are the 3 individuals/organizations quoted as being against tougher illegal immigration:

1) Utah Progressive Coalition

2) Stephen Baugh (Democratic candidate running against Sandstrom who was the former ASD Superintendent and current BYU CITES director pushing John Goodlad’s Democracy Agenda)

3) Revolutionary Student Union at Utah Valley University (UVURSU)

What?? A Revolutionary Student Union club? Curious, I looked them up. Want a real awakening? Holy Cow!!

This club encourages the REVOLUTIONARY overturn of capitalism in the US and is connected to many national and international Marxists, Leninists, Socialists, Anarchists, Palestinian Liberation groups and of course, Democracy Now. This group doesn’t just take the slow evolutionary approach to socialism like our public school system does, it actually calls for revolution and features a post about combating the police. It is very reminiscent of Students for a Democratic Society (SDS) in which Bill Ayers started the Weather Underground to revolutionize America by blowing up buildings. Important: scroll down https://www.uvursu.com/ to see who RSU affiliates with to get an eye-opening education of what is going on at our campuses right here in Utah County.

Perhaps interesting to you might be a group the RSU links with, Mormon Worker (think Workers of America Unite). This site is published by LDS members “devoted to Mormonism and radical politics” https://themormonworker.org/about.php. Interesting to me is the contributor list which mentions many graduates from BYU who have gone on missions and fight for redistribution of wealth, feminism, sex-ed reform, the gay agenda, and other Progressive policies. https://themormonworker.org/contributors.php

What does this have to do with me? What can I do about it?

There is a reason many parents think there is a problem with Alpine School District pushing a Democracy Agenda over academics and why we are concerned that they won’t break up their love affair with John Goodlad, socialist/atheist/humanist who mentors the district with his socialist theories and writes in his books quotes like these…

“Enculturating the Young Into a Social and Political Democracy”

“Most youth still hold the same values of their parents… if we do not alter this pattern, if we don’t resocialize, our system will decay.”

“Parents do not own their children. They have no ‘natural right’ to control their education fully.”

“The curriculum of the future ‘will be what one might call the humanistic curriculum.”

If there is nothing going on here in Alpine School District promoting socialism or atheism, ask yourself this… Why can’t ASD pull itself away from the district motto and everything John Goodlad? https://www.heraldextra.com/news/local/article_7d0cf17d-e17a-50e3-a1fa-8a51b871c75b.html

Why is Bill Ayers, socialist and former revolutionary terrorist-turned University educator the keynote speaker for an upcoming NNER Conference in October which Alpine School District employees attend each year? https://www.utahsrepublic.org/tag/bill-ayers/ (Read all 3 posts to see how Bill Ayers is connected with the Alpine School District.)

Why was the NNER’s last keynote speaker an anti-Mormon, ex-BYU feminist and Progressive, Nel Noddings, who wrote Women and Evil which scrutinizes the Bible’s male chauvinist writers for portraying women as evil? Her plea to educators is to re-define evil to fit in these modern times (moral relativism). By the way, this speech’s emphasis was on one of Goodlad’s 4 Moral Dimensions that our school board is so adamant on defending, nurturing our children. The question is, who is doing the nurturing? Parents or the state?

Please, it is time to educate our community, stand up for what is right and vote these current board members out who keep pushing this political agenda. We need to concentrate on academics and true principles. We need to raise a liberty-loving, moral generation if we want our Republic to be strong. And morals need to be taught by parents and churches, not government run schools! You might not see this in your child’s classroom…yet, but know that the ASD is pushing this agenda and spending our tax money doing it.

Susie Schnell