We the People - Individually Organized for Freedom

 

Things seem to have mellowed down a bit politically, at least temporarily. The election is over and most feel that nothing will really happen about the injustices that occurred. Covid-19 policies seem to be finally loosening and life is beginning to feel a little more normal. I am even able to go to church and walk into a store without a mask (or maybe I should say that more people are also not wearing masks). . And even though the news is still filled with one absurdity after another, it doesn’t seem as personal as it once did. I know another tragedy is just around the corner, but for the moment there is a little season of rest.

So now what?

When we were in the thick of it, I was waiting for my marching orders. Listening intently to try to stay on top of what was happening. Searching my soul if I was to be a leader and when not feeling it, longing for the true leader to rise and organize the masses of freedom lovers behind the just cause. I’m still looking for effective ways to practice civil disobedience. Sadly, it never really came. At least not in any form that I was able to identify or felt called to engage.  And now I’m feeling a little let down to think that corruptness may have won yet again.

As I’m finishing up the details of this past school year and in the back of my mind, thinking what to repeat or what to do differently next year, I can’t help but wonder if what I’ve been looking for has been in front of me the entire time.

Of course, I already knew that the freedom doesn’t actually take place in D.C. That is simply a decoy from where the real power lies. The constant mudslinging, agenda and money driven votes, track record of lies (though done very professionally in appearance) and constant source of conflict and surrender -illustrates the lack of moral maturity of this nation's ‘leaders’. It’s like those spoofs that show children or babies having the responsibilities of adults. They simply don’t have developed moral maturity to govern themselves, let alone a free nation. And the idea of hoping that our ‘elected representatives’ will win the day through legislation indicates our immaturity as well as irresponsibility. No… Washington isn’t the battleground that will allow freedom win.  

The constitution begins with "We the People", not 'We the government of the people'. It is going to take all of "We the People" to win back our nation. Not everyone is a politician (thank goodness) or politically minded. However, everyone has a life's purpose or mission.  If each individual would look at their life's interests and their circle of influence and fight to preserve freedom within those specific areas, eventually it would make its way to back Washington. 

And since my love and focus is education, that is where my freedom fighting begins. For someone else, it could be through the arts or sciences or entertainment or business or economics or simply labor services, etc, etc, etc. In a sense, I feel the real battleground of freedom for everyone takes place in the classroom, or more accurately, it takes place in instilling the principles of freedom into the hearts and minds of our youth. After all, it is for them that I am anxious about the condition of this nation. And it is through them that our greatest hope of saving this nation begins.

Abraham Lincoln said,

That would be my generation, or close to it, that is leading this corrupt philosophy of a socialistic government. I don’t really recall my schooling experience to be all that bad. Yes, it was boring. It was mandated. We were all gamers as we played the grade game. But I don’t recall it inciting an insurrection against the constitution. It also did not penetrate a moral obligation on the student’s heart. Basically our schools have failed us - with the watered down version of civics and its secular and humanistic definition of morals. It has failed in teaching us our responsibility to preserve our freedom goes beyond one day a year in the voting booth. The 1% of the nation that was educated to embrace socialism by using the governmental system to bring about their desired change is making life miserable for the vast majority of Americans.

What we need is deeply passionate freedom lovers and freedom fighters to inspire the youth to value the constitution and to want desperately to understand the 20 powers the federal government is limited to use. To grasp the checks and balances that are on those powers so that when one branch or program usurps powers, the proper check is being implemented. To cherish the principles of freedom and its associated responsibilities. To look at what is going on in current events and be able to identify exactly where the discrepancy lies from what is expressly outlined in the constitution. We need youth to not only memorize the Declaration of Independence, but also have the ideals contained therein written in their hearts. We need to vote for representatives that do not compromise… ever, because compromise doesn’t silence the conflict, it only brings the next step of chipping away our foundational law and weaken our ability to preserve freedom.  

As we invest in a child, we build a stronger family, which builds a stronger community, which builds a stronger nation. 

The school room of the last generation is causing grief for the government of this generation. It is time to reverse that agenda by taking back our children's education and teach what will preserve the constitution. (However, I don't think we'll find that as an option in a government funded schooling system.)  It is time for the majority of my generation to be those freedom lovers that are actively teaching our youth for the next generation’s government.

It is time that 'We the People' use our individual passions to become unitedly organized to fight for freedom. 

A Tale of School Pedagogies

Imagine, if you will, a King, named Eli, who rules a great kingdom.  He has the responsibility of preparing his children to inherit both the responsibilities and the privileges of his kingdom. They need to be great leaders and thinkers, well versed in diplomacy and etiquette, and be filled with compassion, patience, and justice. Only the best education will do for the heirs to the throne. He searched out the best leadership institutions throughout his kingdom and sent his children to the various boarding schools to see which approach prepared the heirs best for what he offered them.

One of his sons, named Romeo, attended the ever prestigious ‘Latin University’. He learned basic literacy from credentialed teachers who had been highly trained in how to systematically move a child through the predetermined educational standards.   Each lesson was given with implicit instruction and frequent power point lectures. Each assignment had detailed rubrics which determined the student’s proficiency of the skill as well as a passing grade. The curriculum had all been summarized by education experts into an authoritative source called a textbook. And only credible sources were utilized, if a textbook was not used. Worksheets identified specifically what the teacher was to grade and frequent assessments targeted the weak points as well as determined whether he was internalizing the expert’s ‘Right’ answer. At one point in his education, Romeo was falling behind schedule and was put on an intervention plan to raise his abilities to the desired level of competency. When Romeo graduated his major, he received his diploma and was now considered an expert. He had learned to analyze a document, an idea, or an object in his field of expertise and could determine if it was a credible source of knowledge. He also could counsel others because of his training. His educational experience was very effective at increasing his power and influence.

Another child, named Hellen, attended the distinguished ‘Transcendent Institute’. The premise of this school was on the self-evident understanding that the road to education lay through great books. From her youth, she was allowed to explore the world around her as well as had brief lessons on basic
literacy. She worked through the four levels of learning how to read a book.  She was exposed to and later studied ‘The Great Books’. The Great Books were classics that had endured the test of time and were commonly considered the finest creations available. They addressed literature, philosophy, history and science and included such authors as Homer, Aristotle, Euclid, Plutarch, Chaucer, Shakespeare, Galileo, Newton, Austen, Hugo and many, many more. Her study included reading, discussing, and writing about the great ideas found within those pages. As she became a scholar and pondered deeply what the author meant when writing the content, she considered what was right or wrong about the ideas and learned to summarize the details to answer the underlying question – ‘What is Truth?’. In doing so, she became a true scholar who knew truth.

One child, named Con, was sent to the famed Orient Seminary. Here his master introduced him to all that was beautiful in the world. He was mentored in identifying what resonated to him and to become aware of the symmetry in nature, as well as in human nature. He also learned to sense the synergy and light that was around him.  As he increased his mindfulness and appreciation for all that the world had to offer, he was guided to his particular art. Con chose to become a healer and through constant practice, he advanced from level to level. Eventually he learned to feel and act, sense and respond. His master coached him through the development of much strength and balance in the field of healing.

Another son, named Isaiah, attended the respected ‘Tore Academy’. Here he was taught to determine what is right as guided by his inner voice. There was no set curriculum or predetermined outcomes. No levels of progress or identifying the author’s intent. It was a customized curriculum with personalized classics and specific application, as he felt driven to pursue. He had a specific mission to fulfill to benefit mankind, and so his education had to be tailored in order to discover and do it.  Isaiah was introduced to and encouraged to study everything and view everything as a lesson. As he read a book, he looked for thoughts and insights that were powerful to him. As he sat in nature, he observed and pondered the significance of whatever he had become aware of around him. During conversations, he listened intently or contributed greatly, depending on what he felt impressed to do at that particular moment. He picked his studies, his entertainment, his political opinion, his worldview, etc. as he was mentored by his inner guide. And while doing it, he was always looking for more insight, more understanding, more vision, and ultimately, more wisdom. Soon, he was having epiphanies regularly and because he was able to think, he was able to lead.

One son, named Joseph, aligned with the teachings of ‘Covenant Crossings’. The primary goal of this academy was to seek learning by study and by faith.  Joseph chose to subject himself to become a disciple of the master teacher known as The Word. He was to develop a servant’s heart rather than simply a superior intellect. His study was similar to Isaiah in that his mentor taught him through the inner world and it was due to diligent submission and realignment to His promptings that Joseph became a worthy disciple. His study was based upon the standard works that contained all that was necessary to meet this objective. As each verse was studied and the principles identified and internalized, Joseph disciplined himself to become a true disciple leader. Joseph also observed and performed the necessary covenants as outlined by The Word. He was encouraged to study and identify the principles (found within the holy writ) in all things that were virtuous or beautiful or of good report and so all of nature and all that was good became his curriculum as he stood in holy places. Although (and because) the focus of the study was based on principles, all other virtues that were attained from the other schools were also acquired – knowledge, wisdom, power, strength, as well as the essential service to mankind. At the end of his formal education, Joseph had learned to qualify for, receive, and act on the impressions given him. He became what his Master Teacher was and therefore was ready to inherit the throne.

King Eli was well pleased with the accomplishments of all his children. All the schools had something valuable to offer his kingdom. When considering all the methods and premises of all these schools, he decided to set the standard for the heirship and allow his children to choose which school they would attend to best meet the criteria.

And so now I ask you, considering the kingdom is what's at stake (and not simply job training)…Which educational approach would you choose for your child?

 

 

 

*The majority of content was taken from an address given by Dr. Oliver DeMille on March 25, 2006 entitled, “Lessons from Four Types of Leadership Education” during the Thomas Jefferson Forum in Salt Lake City, Utah.

Peaceful Abandonment

 

I know this may be a crappy subject, but one day I was sitting on the toilet, pondering about President Nelson’s invitation to remove unnecessary debris from our lives, I considered how our bodies are very efficient with that process. As food enters the body, the nutrients and energy they provide are utilized and then the excess components are quickly removed from the body. There is no conscious or separate action that takes place. Aside from toxins or negative beliefs/emotions or excess inputs (or whatever disrupts the natural function of the body) that cause blockage or storage within the system, it is a highly effective removal machine.  The body truly is a remarkable system when you think about it.

Unlike the body, however, my house does not have an automatic trash removal. When society first shutdown from Covid, I had been in the process of accumulating a pile of no-longer used clothing, books, furniture, and other items to give to good will. However, since I was unable to do that, I put a screen in front of the mounting mass in a corner we seldom used. Even without the visual reminder, when I finally got around to hauling it off a year later, it was emotionally liberating to free up that space. In her book, my professional organizer (who happens to be my sister) identified the step of hauling off unwanted items as an independent and necessary step to organizing your life. Who knew?

I am experiencing a similar feeling as I am going through the sorting process and deciding which educational philosophies to hold onto and which to maybe haul out of my life. I have been like a pendulum, swinging from one extreme to the other (pending which argument was most recently heard, reasoned through, and began being adopted).  This swaying motion, back and forth, back and forth, back and forth, has not felt calming or lulling as a rocking chair or swing. Instead it has been discouraging that I am being knocked about by every wind or doctrine. The problem has been that the components of the differing approaches to education are still necessary components to living life. Job training is a necessary preparation. Practical and effective methods that work is an indispensible asset. Identifying what is truth is a crucial and desired objective. Learning what is right from wrong is fundamental to a good education. And incorporating the good and the beautiful, the symmetrical and the balanced is significant to focus on. And so the pendulum continues, back and forth, back and forth, back and forth. Trying to integrate these essential components without feeling there is a definitive firm focus.

The problem is... the educational systems or focuses that sway to these varying objectives does not produce the effect of an eye single to His glory that is needed for a Zion people.  And by having only one main and firm objective will require the removal of ideas, habits, traditions, etc. that don’t align with that vision. However, it is not like the body which naturally and habitually removes unneeded waste products, nor the house which has tangible items that can manually be removed from the environment. It has been more of an inner world battle of ideas and searching for what elements to hang on to and what to abandon. The arguments and reasoning and even the results of certain philosophies may have served me well in their time of need and for their objective, however, preparation for the second coming and the millennium will require a different type of preparation. 

In my personal battle, I have to consider that God is my companion. I am not alone or without his guidance.  I felt very strongly that I needed to go into the workplace in order to be a full-tithe payer and set personal boundaries, and then to go back to school and get my bachelor’s degree. I suppose there is the remote possibility that I may have  misunderstood the guidance, though, I firmly believe He can/will make right what goes wrong, especially when we are trying to move forward in Him. And so for this past year, I have been home wondering why or what I was to do with that experience now that I have completed it. I was exposed to public classrooms and received teacher education training and even experienced the demands of the student to aspire to the ‘grade’. I was saturated with the logic and system of public education and in my broken state, I was not sure whether to abandon my years of attempted leadership education, try to find a marriage between the two philosophies, or something else altogether.  Add to the equation… children with specific challenges that make my applying any type of educational philosophy almost a moot point, as well as personal anxiety issues that complicate their learning - I’ve had a very successful formula for confusion.          

Fortunately, brokenness is Christ’s strongpoint. As I consistently come unto him and seek his guidance, he will bless me with the educational philosophy that brings peace as well as prosperity in Him. At this point, I am learning to abandon the regimented schedules and instead flow through the activities of the day. I no longer feel the need to stalwartly follow every word out of the curriculum and instead am dolloping a little here, a little there. In short, for the past year, I have been slowly sifting out what I had acquired in my three years of public education experience. And it feels so good to experience peace instead of pressure.  Until now, I have been confused about why I went through the process of public education experience because I wasn’t really using it for any particular purpose. I have, however, gained perspective and can empathize with other moms/students. Now I can see this detoxing period has been a season of removing the unnecessary debris. And I am feeling peaceful about abandoning those philosophies where the focus is on something other than my Savior and His objectives. 

Casting Criteria

For as long as I can remember, the First Presidency of the Church has had a letter read in sacrament meeting prior to elections. It always stated the church’s neutral position toward particular candidates, while encouraging members to be actively involved in the political process.

Image by marketingchristianbooks.wordpress.com

Sadly, when I first became an adult, I performed that duty rather ignorantly. I would enter the voting booth, recognize a name that I had seen on a sign somewhere, and fill in the little circle. I guess I never realized that the voting for government leaders was not quite the same as the popularity contests that took place in high school.

In discussions afterwards, I would hear about who other people voted for and I was surprised by the depth of the reasons they gave for supporting said candidate. I have to admit, I felt sheepish about the fact that I didn’t know any of the platforms prior to Election Day and vowed I would do better next time. Sometimes that once a year duty would still sneak up on me without any type of adequate preparation. Sometimes I would quickly interrogate my husband who he was voting for and why – just to see if I agreed with his logic and so I’d have a name in mind before entering the booth. It was easier than my having to research it out on my own and it eased my conscious a bit. 

Then one day, a friend mentioned that we would be answerable for the votes we cast in elections. I guess that stands to reason when you consider all our thoughts, words, and deeds will be before us on judgement day. 

I already believed the constitution was an inspired document… every bit as much as the Ten Commandments - and Heavenly Father raised up the founding fathers for the very purpose of framing that document and this nation. A free nation was required for the restoration of the church. 

But what I didn’t know was the degree of importance that was placed on preserving the principles outlined within that document. David O. McKay said,

“Next to being one in worshipping God, there is nothing in this world upon which this church should be more united than in upholding and defending the Constitution of the United States”. 

Later he added, “If members of the Melchizedek Priesthood allow the U.S. Constitution to be destroyed, they not only forfeit their rights to the Priesthood, but to a place in his highest degree of glory.”

 

Obviously, the Lord does not tolerate our looking lightly on the government he established nor on our responsibility to maintain it. Ezra Taft Benson said,

“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 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?”

WOW! Can you imagine during the war in heaven not really paying attention to the platform outlined by the two leading candidates – Jehovah and Lucifer. And when election day came – we choose the one who we think is the most popular, 

    or the one who my neighbor supported. 

          or the one who had the most professional looking campaign or media support, 

               or the one who used the most flattering language, 

                    or the one that had the appearance of compassion for my well-being, 

                         or the one who looked the part of a Savior, 

I think the list of lame excuses for casting a vote are endless. That little image alone is enough to cause one to re-evaluate their criteria for casting a vote.  I agree it is very important to engage in our right to vote in this great nation..., however, the criteria for choosing the best candidate may need to be just as important. 

Image by clipground.com

Agency (Freedom), or whomever best supports the principles outlined in the Constitution, was the very measure for whom Father chose to carry out his leadership here. So I suppose that standard is good enough for me when determining whom I will vote for. 

I am looking forward to casting my vote in the elections this year. As is often the case, my preferred candidate is not without character flaws and may not execute his leadership completely to my liking. It is obvious He is not my Savior. But I am confident, of the candidates running and who have a chance of winning, he is the one that will uphold, protect, and preserve the principles of freedom that are provided through our God-given Constitution. And that is where my vote will go. 

Playing the Game of School

image by escapetheroom.com

 I feel like I just completed an escape house challenge. Two years ago, I barricaded myself into a system that would occupy all my mental facilities as well as all my time. In order to open the (2-3 credit) locks, I had to solve the mysterious code (or the to-do’s) that were assigned and look to the rubric and class outline as the clue.  Everything was fabricated ahead of time and I was guided to discover or experience exactly what was wanted. Although the time limit of two years was maybe self-imposed - though highly recommended - it definitely added to the pressure (and anxiety) to stay laser focused. 

image from digitaltrends.com

The Grad planner was my master strategy plan similar to the games of Risk or Catan. As I strategically placed courses where I wanted them to become the champion in the end. Sometimes I would be prevented at accomplishing the task by courses not being offered or even the desired teacher or offered class time not coordinating with my master plan.

image from medicaldaily.com

The choosing classes to take were similar to a matching type game such as go-fish, Concentration, or Apples to Apples. Enrolling in classes that I think would provide me with the skills and knowledge that I sought. Sometimes I would find out, either at the end of the semester or prior to the dropping the class deadline, that a few of the areas for which I was seeking were not exactly the match I needed. Then I could seek it somewhere else. However, on the most part, the knowledge gained was valuable insight and close enough of a match (Adjectives to nouns) that I was counted as the winner. And so I was able to continue looking for a match in the next class.

image from nypost.com

Many students seem to be playing the game of Monopoly, through their constantly changing their majors and accumulating more than necessary credits for their exit ticket. Trusting that somewhere down the line the information will come in handy and pay back some type of reward.

image from ultraboardgames.com

Then there are the cut-throat games such as Sorry or Chess. This aspect of the game of school affected all the other people and pursuits, other than my list of required assignments, which were put on hold during my enrollment in a course. If something got in my way, I simply sent them back to home (on a back burner) or put them at a significant disadvantage (neglect until more convenient) in order to accomplish my objective of getting the degree. The other players in my life became the temporary enemy and game ethics took affect on what was otherwise harmonious interactions.

image from dadsgamingaddiction.com

Cooperative type games like Forbidden Island is like the group meetings, where other students meet in order to, first of all, get a checkmark, and second, help each other understand the content. I would have to add here, the biggest cooperative assets were the teachers. Some greater than others, but for the most part, the teachers were very helpful in assisting and clarifying content in order for the student to meet the objective that has been placed before them.

image from groundreport.com

For most of my schooling experience, I felt like I was playing Cash Flow where I was stuck in the rat race - going in circles, again and again. Each time it was my turn, I moved forward with each checkmark, only to realize I was repeating the same path the next week or next semester. In a particular course, once the pattern of the class became identified, it became redundant. Between the courses, once a new class began, the similarities to the other class quickly became apparent. The advantage to this was it became familiar, predictable, and increased the ease of movement, but made it difficult to feel there was any type of headway out of the cycle.

image from pinterest.com

And now I am done with the game of school. My status has been changed from Scum to President or from student to graduate. The game was fun (at times) and suspenseful and challenging and had elements of victory. But IT WAS ONLY A GAME. Yes…, I learned a lot and gained exposure. Though I still have the learning of application.  For now,  I have been declared the winner and it is time to put the gamified educational pieces back in the box and put it on the shelf in order to engage in the real educational experience of life. 

Speaking the Language of Religion

A number of years ago, I attended a book colloquia that helped me to identify something about myself that I hadn’t really noticed before. I don’t recall the book we were discussing but my aha really had nothing to do with the message found within the pages of the book.

One person in the group made a somewhat lengthy comment about an insight she had gained while reading the book. Again, I don’t remember the comment though I do recall the feeling associated behind her comment. It was very touchy-feely with words like ‘connecting with their heart’ and ‘communicating to the inner child’ or ‘gain access to the passions inside the soul’. I may be completely off but I recall it had that type of emotion behind it.

Shortly after, another comment was made but this time the background of the comment came from a religious perspective or angle – such as referencing ‘the true self’ or ‘remembering who they were in the pre-existence’ or ‘have the Holy Ghost speak to their spirit’, etc. Again, I may be way off, however the comment definitely had a spiritual or religious undertone to it.

The irony was as I analyzed those two different comments, they basically had expressed the exact same idea – the only difference being the style in which they presented it. Although I was intrigued by the first comment (touchy-feely) - it had merit and perspective that was worthy of consideration - however, when the second comment was made (religious verbiage), I resonated with it at a much deeper level of understanding. What I discovered about myself …? Similar to the fact that I am a visual learner, an introvert, or a #3 energy type - religion is my preferred language.  

On the same note, revelation is my preferred epistemology. If you talk to me about ‘studies have shown’ (imperisism) or ‘officials state’ (mandarinism) or ‘experts suggest’ (credentialism), I may or may not buy into whatever you are trying to communicate. In fact, I’ve seen these forms of evidence abused so much in comparison to what I view as the ultimate source of truth, that they really carry very little weight in my mind. However, if you tell me you had an impression, or quote one of the general authorities, or mention a scripture – I am much more easily persuaded to believe and act accordingly.

The irony, of course, is we live in a time when religion is under attack, and so my preferred voice may not be well received by others. I do find it interesting that avid anti-religionists shout about how oppressed people have been under the “reign of religion” and how much better they are now that “science” and “reason” have liberated them. I feel just the opposite. I am “offended” that religious expression is taken out of our schools and our government. And since science cannot “prove” anything (it can only disprove), and the interpretation of the ‘disproof’ can be twisted to whatever agenda they are wanting to promote, I question scientific backing. It just isn’t my preferred style of language.

I sometimes wonder how First Foundations Academy, with its emphasis on scriptural backing and defending the exercise of religion in the context of secular knowledge, can ever become a reality. What if I’m the only one who speaks that jargon? I also wonder how to create it without it being considered priestcraft due to the religious undertones and the need to be funded in order to function. There are still lots of questions in regard to my efforts to follow this prompting.

This much I do know. I know that we are experiencing and carrying out the great plan of Happiness. I know the gospel of Jesus Christ is true and eternal (beyond the academic trends of the day). I know that pure gospel has been restored and we live in the fullness right now.  I know I want to have a personal relationship with my Savior and follow the specific guidance I receive through the spirit.

And I know that my preferred vocabulary is the one that supports these truths the best. No disguise or universal generalities needed. No separation of secular truths from spiritual truths. No need to give my allegiance to Babylon when the invitation of Zion is before me. If religious verbiage is good enough for Heavenly Father to establish and promote, it is good enough for me to support in my usage. I speak religion.

Principles of Teaching in Zion

I’m confused... Uncertain... Wavering...

I just spent an entire semester studying the Principles of Teaching and Assessment. Since the class was in a private school, based on the Gospel of Jesus Christ, I somewhat expected the class format to be a little different than it turned out to be. The term “principle” had me excited because it is synonymous with truth - little packets of ‘general truth’ or ‘foundational proof’ which other truths can be built upon (Noah Webster 1828 Dictionary). I was excited to identify the core of the matter and be clear what principles were established by the Lord in regard to teaching.

What I found was...

Insightful…oh yeah.
Logical…absolutely.
Professional…yes, sir.
Scientifically supported… theoretically (puns intended).
There was even scriptural support.

Though I’m not sure I gained what I had hoped to attain. In fact, as so often seems to happen in higher education, I feel my very foundation may have been a little shaken. Now I understand that the purpose of the class was to prepare teacher-candidates to be able to work in the public schools and therefore, it would require concepts such as common core standards, testing, professional responsibilities, and technology to be included in the content and of course it had to be backed up by scientific research.  The University had standards in which it had to follow and conform to as well as public schools. I have to admit the content and presentation was really quite eye-opening and I was able to receive invaluable resources. Frequently, I left the classroom completely convinced that what I heard was true – unfortunately, it was in direct contrast to what I believed prior to entering the classroom.

For over 20 years, I have home educated my children with the absolute assurance that many aspects of the public school were not only unnecessary but could be harmful to the spiritual as well as academic well-being of the child. Now that I’ve heard the arguments, background, and logical reasoning for many of those aspects, I am unsure exactly where I stand.  And that is a very uncomfortable place to be.

I decided to immerse myself in the scriptures (as our prophet counseled) and search myself for the principles established by Heavenly Father. Apparently, the Lord has never endorsed the current application of the separation of church and state. Besides, it is impossible to do so as I pointed out HERE - Indivisible Education.

The following is an outline of the scriptures I found put into categories. Of course, this is only a starting point and will require additional studying and pondering to get a firm grasp on the principle. 

Principles of Teaching

Status Warning -
*Teaching/Example is either least or greatest in Kingdom of heaven – [pending content] (Matt 5:19)
*Trust no man to be your teacher except he be a man of God (Mosiah 23:14)

A Teacher’s Purpose - 
*To teach all nations (Matt 28:19)
*To teach others of the Lord [although this duty is temporary] (Jeremiah 31:34)
*The Lord teaches us to profit (1 Nephi 20:17)
*[Supportive]: Parents are primary teachers (D&C 68:25) Teach their children to pray & walk upright (D&C 
68:28) They had been taught by their mothers (Alma 56:47)
*Teaching is a gift of the spirit (Moroni 10:9; D&C 88:118)

Prerequisite –
*First seek to obtain my word (D&C 11:21)
*Appointment to office (D&C 38:23, 88:122)
*If ye receive not the spirit, ye shall not teach (D&C 42:14)
*Treasure up the words of life & it shall be given you (D&C 84:85)

Standards –
*Ordinances [Performances/rules] & laws [nature, government, commandments] (Ex 18:20) Duty (D&C 107:85)
*Statutes & judgments [Cultural rules & church policies] (Deut 4:5) Covenants (D&C 84:48) Traditions (2 Thes 2:15)
The learning of our fathers (1 Nephi 1:1) Keep the commandments (Mosiah 53:21)
*The doctrines of the Kingdom [the ‘WHY’] (D&C 88:77) Repentance (Moses 6:57) Ye ARE to teach of God
 (1 Thes 4:9)
*Principles of the gospel [the ‘WHAT’] (D&C 42:12)
*The word of God (Jacob 1:19) Scripture study (3 Nephi 23:14) Jesus’ teachings (Acts 1:1)
*The difference between holy & profane, discern between clean/unclean (Ezek 44:23) The good and the
right way, the way of wisdom (1 Sam 12:23,1 Kgs 8:36, Prov 4:11)
*Observe all things (Matt 28:20)
*Train up a child in the way he should go (Prov 22:6)
*Teach to pray (Luke 11:1) (2 Nephi 32:8)
*Sobriety (Titus 2:4)
*Do Good (2 Nephi 33:10)
*Walk in the ways of truth (Mosiah 4:15)
*Words of wisdom (D&C 88:118)
*Light & truth (D&C 93:42)

Curriculum -
Taught more perfectly in *theory [math], *in principle [truth], *in doctrine [purposes], *in the law of
the gospel [celestial law], *in all things that pertain unto the kingdom of God [all things are 
spiritual], *in Heaven and *in the earth [Science], *things which have been  [History], *things which
are [Current events], *thing which must shortly come to pass [Prophecy], *things which are at home
[Local news], *things which are abroad [global new], *wars & perplexities [Social Studies],
*judgements, *countries & kingdoms [Geography] (D&C 88:78-79) *Read & Write [Language Arts] (Moses 6:23)

Do Not –
*Teach for doctrines the commandments of men (Matt 15:9) Teach no other doctrine (1 Tim 1:3)World does not
want the teaching in the name of Jesus (Acts 4:18) Not which man’s wisdom teach, but what the Holy
Ghost teach (1 Cor 2:13)                  
*Teach for profit [to get gain] (Micah 3:11)      

Method -
* [Inspired from above] - I (God) will teach thee what thou shalt say (Ex. 4:12); It shall be given you what 
to speak (Matt 10:19) Holy Ghost shall teach you in the same hour (Luke 12:12)  As my father taught me (John 
8:28) Comforter shall teach you all things (14:26) Children are to be taught of the Lord (Isa 54:13, John 6:45) All
thy children shall be taught of the Lord (3 Nephi 22:13) Ye are to be taught from on high (D&C 43:16) That which
is taught them by the comforter (D&C 52:9) Shall teach them all things (D&C 75:10)
*Teach in Parables/Stories (Mark 4:2)
*Teach according to the perfect manner of the law  (Acts 22:3)
*Teach through symbol (Ex 13:14-18, Joshua 4:1-9)
*Teach & admonish each other in psalms (Col 3:16)
*Diligence (Deut 6:7) Cease not & teach diligently the things of the Lord (Acts 5:42; 18:25) Teach them the word 
of God with all diligence (Jacob 1:19) Teach ye diligently and my grace shall attend thee (D&C 88:78) Daily in 
the Temple (Matt 26: 55) (Luke 19:47)