"But while property is considered as the basis of the freedom of the American yeomanry, there are other auxiliary supports; among which is the information of the people. In no country, is education so general -- in no country, have the body of the people such a knowledge of the rights of men and the principles of government. This knowledge, joined with a keen sense of liberty and a watchful jealousy, will guard our constitutions and awaken the people to an instantaneous resistance of encroachments."

--Noah Webster, On Education of Youth in America, 1790
 
 
America's Principles in Public Policy

"History will also give occasion to expatiate on the advantage of civil orders and constitutions, how men and their properties are protected by joining in societies and establishing government; their industry encouraged and rewarded, arts invented, and life made more comfortable: The advantages of liberty, mischiefs of licentiousness, benefits arising from good laws and a due execution of justice. Thus may the first principles of sound politics be fixed in the minds of youth."

-- Benjamin Franklin, Proposals Relating to the Education of Youth in Pennsylvania, 1749

 
 
_"Without wishing to damp the ardor of curiosity or influence the freedom of inquiry, I will hazard a prediction that, after the most industrious and impartial researches, the longest liver of you all will find no principles, institutions or systems of education more fit in general to be transmitted to your posterity than those you have received from your ancestors...
The general Principles, on which the Fathers Atchieved Independence, were the only Principles in which that beautiful Assembly of young Gentlemen could Unite, and these Principles only could be intended by them in their Address, or by me in my Answer. And what were these general Principles? I answer, the general Principles of Christianity, in which all those Sects were united: And the general Principles of English and American Liberty, in which all those young Men United, and which had United all Parties in America, in Majorities sufficient to assert and maintain her Independence. Now I will avow, that I then believed, and now believe, that those general Principles of Christianity, are as eternal and immutable, as the Existence and Attributes of God; and that those Principles of Liberty, are as unalterable as human Nature and our terrestrial, mundane System. I could therefore safely say, consistently with all my then and present Information, that I believed they would never make Discoveries in contradiction to these general Principles."


-- John Adams, letter to the young men of the Philadelphia, 1798

 
 
_America's Party Principles In Public Policy -> Committee to Defend Marriage & the Natural Family

Home School Legal Defense Association

WASHINGTON, D.C.—Last night in his State of the Union address [Alleged] President Obama called on all states to raise their school compulsory attendance age to 18, unnecessarily adding to bureaucratic requirements for homeschoolers.

Homeschool advocates at the Home School Legal Defense Association (HSLDA) are dedicated to protecting the educational relationship between parents and their children. Parents—not the federal government and certainly not the president—are the ones who should decide how children are educated and when they’re ready to graduate from high school.

But [Alleged] President Obama presumptively spoke on behalf of parents and the states: “So tonight, I am proposing that every state—every state—requires that all students stay in high school until they graduate or turn 18.”

Michael Farris, founder and chairman of HSLDA, expressed the shock felt by homeschoolers: “There appears to be no limit to the president’s desire for power. Car companies, banks, doctors, and now schools and the family. He’s gone way too far this time.”

State-mandated attendance has not been the historical norm. In 1642, the Massachusetts Bay Colony stipulated that parents provide religious instruction for their children. For the next 200 years, most education laws were minimal and focused on family-centered education, giving children the tools to read, write, and do arithmetic, helping them understand what it meant to be virtuous citizens, and allowing them to learn a trade.

Ultimately, a formulaic and compulsory approach to education fails to instill in children a love of learning or a quality education. HSLDA President J. Michael Smith confirmed, “HSLDA has consistently protected homeschool families from the harmful effects of compulsory attendance education in their states, reinforcing the parental right to choose the method and duration of education most fitting to the individual needs and gifts of their children.”

Home School Legal Defense Association is a nonprofit advocacy organization established to defend and advance the constitutional right of parents to direct the education of their children and to protect family freedoms. Visit us online at www.HSLDA.org.



 
 
_"Every child in America should be acquainted with his own country. He should read books that furnish him with ideas that will be useful to him in life and practice. As soon as he opens his lips, he should rehearse the history of his own country."

-- Noah Webster, On the Education of Youth in America, 1788

 
 
_*Provided courtesy of the Committee to Defend Marriage & the Natural Family

CNSNews.com

January 17, 2012

Elizabeth Harrington

By the time they leave elementary school, children should be able to “define sexual orientation,” and by the eighth grade be able to “define emergency contraception and its use,” according to a report containing controversial new recommendations for sex education in U.S. public schools.

“Ideally, comprehensive sexuality education should start in kindergarten and continue through 12th grade,” says the “National Sexuality Education Standards” report, drawn up by a range of advocates, academics and public education officials. The Future of Sex Education (FoSE), an initiative started by sex education advocates, developed the standards “to create a strategic plan for sexuality education policy and implementation.”

Also involved are the American School Health Association, the National Education Association Health Information Network – the non-profit arm of the nation’s largest teacher’s union, the NEA – the American Association for Health Education and the Society of State Leaders of Health and Physical Education.

An advisory committee includes senior officials from Planned Parenthood and the Gay, Lesbian and Straight Education Network (GLSEN).

The 45-page report determines “age-appropriate” guidelines for comprehensive sexuality education in the areas of anatomy, identity, pregnancy, sexually-transmitted diseases (STDs) and others.

“Specifically, the National Sexuality Education Standards were developed to address the inconsistent implementation of sexuality education nationwide and the limited time allocated to teaching the topic,” reads the report.

The authors argue too little time is devoted to instruction in HIV, pregnancy and STD prevention – a median total of 3.1 hours in elementary school, according to the Centers for Disease Control and Prevention.

In its rationale for sex education in public schools, the report says there is “a pressing need to address harassment, bullying and relationship violence in our schools, which have a significant impact on a student’s emotional and physical well-being as well as on academic success.”

Standards to be introduced in kindergarten and be met by the second grade include: “Identify different kinds of family structures” and “Demonstrate ways to show respect for different types of families.”

Recommendations for students by the time they reach age seven include that they use proper names for body parts, including male and female anatomy” and “provide examples of how friends, family, media, society and culture influence ways in which boys and girls think they should act.”

Starting in the third grade, and upon completion of the fifth – when most children are 10 years old – students should be able to “[d]efine sexual orientation as the romantic attraction of an individual to someone of the same gender or a different gender” and “identify parents or other trusted adults of whom students can ask questions about sexual orientation.”

By completion of the eighth grade, the report says, students should be able to “differentiate between gender identity, gender expression and sexual orientation,” “xplain the range of gender roles,” and “define emergency contraception and its use.”

Upon completion of middle school, students should be able to “analyze external influences that have an impact on one’s attitudes about gender, sexual orientation and gender identity”; “access accurate information about gender identity, gender expression and sexual orientation”; “communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations”; “explain the health benefits, risks and effectiveness rates of various methods of contraception, including abstinence and condoms”; and “describe the steps to using a condom correctly.”

And by the time they graduate from high school students should be expected to “define emergency contraception and describe its mechanism of action” and “assess the skills and resources needed to become a parent.”

Read this story at CNSNews.com ...