On the Virtue of Knowledge and Trust

When I need my vehicle repaired, I am in the habit of taking it to Performance Place, an automotive mechanical repair company located in South Jordan, UT. Having mechanics that are ASE certified, with a shop that has been in the business of mechanical repairs to vehicles for 35+ years, is very important to me. I have a great deal of TRUST in their knowledge of automobile mechanical repair. 

Our family physician for 28 years, whom we TRUST with our health care, is well skilled in the arts and science of medicine. He has a Bachelor's Degree from the University of Utah, and Doctorate from the Texas College of Osteopathic Medicine. 

And I could go on. The point, however, is this: When I want a service, or a decision, or advice, I go to people whom I TRUST in their field of expertise. I certainly wouldn't go to Performance Place for my broken leg, nor would I ask our family physician to replace the injectors on my diesel. The automotive mechanic, and the physician, builds his/her clientele based on education, experience, and recommendations from satisfied customers. 

When Utah legislators write bills like HB374, the "Sensitive Materials In Schools" act, they adopt materials from ALEC and several conservative groups within Utah, such as Utah Parents United. The American Legislative Exchange Council (ALEC) consists of conservative state legislators and private sector representatives that draft and share model legislation for distribution to state governments, including Utah. Utah Parents United is a conservative group that works to drive legislation based on it's self-defined religious, sexual, and political "values." 

Neither of these group even pretends to have members who are certified, college-educated, degreed education specialists. None of the members of the Utah Administrative Rules Committee hold degrees in education. State Representatives Brammer and Strong accompanied by State Senators Anderegg and Bramble deemed it their right, privilege and duty to publicly abuse the Davis School District and its superintendent, Dan Linford for supposedly  'embarrassing the State on national and international levels' for removing the Holy Bible, King James version, from elementary and junior high schools following a parent challenge based on HB374. Here are some of the comments made in the 90 minute abuse of the district and its superintendent. 

You should be ashamed- from Rep Brammer.

This is offensive-Sen. Bramble.

Accepting the religion of atheism and hedonism-Rep Mark Strong.

Challenging the Bible's place in the district libraries is reprehensible-Sen Jake Anderegg.

In actuality (the world most of us live in), the "shame" and "offense" belong to the legislators for even proposing and passing the bill, and on Governor Cox for signing the bill. Putting the Bible to the same test as all other materials that are proposed to be banned is not accepting the religion of atheism, and I am unaware of any religion of hedonism. Perhaps Rep Strong could assist us with that religion? If you are going to ban or restrict access to  books because of sex, violence, genocide and racism, then the challenge to the Bible is well founded. 

Utah is being embarrassed on the national and international levels again, not because of the banning itself, but because a small ignorant, intolerant but vocal group wants their version of  morality, virtue, and religion imposed upon all who live in the State, and our state legislature is all to willing to comply.  

I leave you with this thought from the late 1700s. 

"Nothing is more dangerous than ignorance and intolerance armed with power" -Voltaire 

Thanks for reading, please share this with your friends and leave your comments below! 

R.M. "Bob" Hartman

Utah Makes International Headlines-Again!

 Well, Utah, our holier than God himself arrogance has done it again. I mean, it is very important to show the nation, and in this case the world, just how righteous and right-wing pandering a state can be when it really, really tries hard! This effort was so massive that even "average, right thinking" citizens got involved! How much more grass roots and hypocrisy-laden can it be! We are so much better at it than anybody else. No other state comes close to us in right-wingerery, I think we even outdid Florida, and that is saying a lot.

I am referring, of course, to the Davis county school board book banning controversy. A "lot of good, God-fearing, Bible loving" people are up in arms because someone wants the Holy Bible King James Version banned from schools due to the amount of racial discrimination, violence, child abuse, sex, adultery, homosexuality, etc, it contains. One could say the Bible is the worlds greatest porn book ever written, if one believes it is the greatest book ever written.

The crux of this issue is historical, and the old adage "those who fail to learn from history are bound to repeat it" is on open display. I say it is historical for this reason; every attempt to ban books that are offensive to the group or person currently in favor, ends up banning books that are favored by many, if equal application of the ban is applied.

In short, one persons great historical novel is sinful in another's eyes. While a vocal minority voices disapproval of books containing content they think might be harmful, their same litmus test also provides ample grounds for the banning of books they themselves approve of.

Would it not be better to allow individual parents or guardians to review or discuss the books their children read with the children, rather than sit as judge and jury on what books are available to all children? When an individual adult, or group of adults, sets themselves up as "The Committee For Public Safety" relative to the books available in school libraries, the virtual beheadings have begun. Libraries, free and open libraries, exist to allow dispersal of thought and ideas, yes, even the thoughts and ideas of those we disagree with. As a youth, I read Marx, Lenin, and Hitler; they assisted me in developing a firm belief in democracy and basic free market economies. Reading those books, which my parents would not approve of, allowed me to grasp, examine, and discard ideas I found to be unproductive. Reading stories of children who came from homes that were not 1950's "Leave it to Beaver" perfect encouraged me to think I could also do well, even if my upbringing was not whitewashed perfection.

In fine, the Utah right-wing person or people that want books banned because the ideas make them uncomfortable, the same ones that are now furious about the Holy Bible King James version being banned are reaping the seeds they have sown.

I can only hope there are some adults in the room.

Thanks for reading, please pass my article along and as always, your comments are welcome and encouraged.

R. M. "Bob" Hartman

Before you flame me: I do hold the Holy Bible in high degree. I also do not believe any books need to be banned.

Education, and Some Thoughts Thereon

Before I begin this article: I am not an educator, nor are my spouse or our children. I do have nuclear family that works, and has worked, in many aspects of education, for which I am grateful. 

Education, more specifically public education, is in the news almost daily. Loud voices shouting to be heard in a public square trying to be the dominate role in spending public money and educating the vast majority of America's youth. I've some thoughts I'd like to share with you; I hope this provokes thought on your part, and discussion between you, your families, neighbors, school boards, and politicians. And please, don't leave your children out of the discussion! 

A free, public education is an idea that was new and untried when this country was founded. The balance of the civilized world saw no need for the masses to know any more than was necessary for their daily lives and employments or servitudes. It took a long time, and a great deal of protesting, fighting, court action, governmental decrees and just plain old fashioned hard work for our educational system to reach the point it is at today. Now, don't stop reading at this point. Take a deep breath and continue with me. In no small part, America's experiment with an educated populace has lead to some of the greatest changes in education worldwide; it is now the norm for children to go to public schools in most developed, and many developing,  countries. (We could pause here to pat ourselves on the back for leading the world in this regard, but, we have other items on the agenda.)

It has become a revolting national pastime to fault public schools, and the teachers therein, for all of societies evils and ills; to accuse them with charges of malfeasance and dereliction of duty, improper education, grooming, etc., ad nauseam. Politicians, pundits,  TV personalities, podcasters, and commentators who should in fact have a better grip on reality jump on these perceived iniquities to rack up click points, ratings, and cash, spreading these and other perverse embellished fabrications to forward their own political, financial or social agendas.

Regarding the above, I can hear my Grandmother (who was, by the way, a teacher herself) saying "They are lying to you, Robert. Just lying to you."

It is abhorrent, to any rational mind, for school board meetings to be destroyed by a dullard with a microphone proclaiming without evidence or fact that K-12 educators are teaching Critical Race Theory. The idea, spread by nefarious individuals with an axe to grind and no wood that need splitting, that the educators of our youth are grooming them to some perceived homosexual agenda is disgusting beyond words. (I wrote about litter boxes in classrooms in a previous article.) Demanding that certain books be removed from classrooms on the basis of a sentence, paragraph, or character taken out of context displays not a high moral stance or great intellectual prowess; instead ignorance, fear of new or strange ideas, and lack of cognitive reasoning skills are showcased for the world to see. Clamoring for history, both world and American, to be taught as it was in 1950, is to ignore reality and places our youth at a great disadvantage relative to interaction with the peoples of other countries in our shared world. To declare that The United States of America is and always has been perfect in every detail, and that education should develop around that thought, is to deny the very first sentence in the Preamble to the Constitution of the United States:". . . in Order to form a more perfect Union. . . ".

At times, the people screaming the loudest at school board meetings about these perceived faults do not even have students in the schools controlled by that particular school board. They are simply following some item of interest from social media. (In Utah, our legislature just tried banning children under the age of 13 from using social media. Perhaps we should ban the parents from the same.) The inability of the protestors to show proof of the nonsensical claims they make evidently does not embarrass them in the least; it seems to be a badge of honor to say, "just do the research and you will find I'm right." Reality finds in most cases they are not right. It doesn't appear they have an agenda to correct the imagined faults (other than to fire teachers and school board members), they are just interested in causing confusion and disruption. Some, however, do have an agenda; they want education, and in fact the country, turned back to what they grew up with in the 1950's or early 60's. 

Our country, and the world around us, is changing at lightning speed. The internet, cell phones, satellite technology, even the pandemic cause structural and interpersonal changes unprecedented in our history. The factual changes in the demographics of our country, the increase of business and employment opportunities around the world, and the immediacy of today's news reporting, has laid open what is to some an unthinkable and unbearable reality; we are a more diverse nation than previously understood, and we are not a perfect nation by any standard of civilization. Education, more exactly public education is one tool we have as a country to help us keep up with the changes, innovations and discoveries rapidly affecting our lives. Rather than destroy the educational system that is addressing and teaching about these innovations, changes, discoveries and actualities, rather than strip educators of the tools and resources they need to prepare our youth to enter college, adulthood, employment and the challenges they will face in the near future, we need to enhance our children's educational opportunities, and support our public schools, the teachers, staff, and administrators therein, and push back against those who would, out of fear and ignorance, deprive our youth of the same opportunities we had growing up and being educated in public schools. Our parents, and the leaders of this country in the past, tried to provide us with the best education possible at the time. It is our responsibility to do the same for the youth of today; it is our duty to give all of our youth every opportunity possible to enjoy the Great American Dream.  

And before I leave you, dear reader, here are some FACTs for you to digest. Regardless of all the talk about how our schools are failing, how our children are not getting the same education we ourselves received, the facts tell a different story. 

The average SAT scores for high school students in 1972 were: Math, 509; Critical reading, 530. The average SAT scores for 2021 (the last year available) were: Math, 528; Critical reading, 533. The lowest average score for Math was 492, in 1981; for Critical reading 494 in 2016. The highest average scores for both were in 2021. 

I do have a response I use when someone tells me about the CRT education, the Great White Replacement Theory, the grooming of our children, etc. I simply and quietly ask for the source material they are sharing.  

Thank you for reading, I do appreciate your taking the time to hear me out, particularly on this divisive and challenging subject. I also appreciate any comments you would like to leave, just click on the word "comments" in the white box below. 

R. M. "Bob" Hartman

Edit: The SAT scores shown above are national averages, I have added the word average where appropriate. Thank  you PJA 02/05/2023 RMH

          

     

Read Any Good Books Lately?

 I owe an apology to my long-time readers for not creating this article earlier; it has been brewing (fermenting?) for some time. I will not apologize, however, if I upset your particular apple cart with this subject. 

Education, theoretically universally available to all American children, has long been valued as an integral part of the American Ideals; Thomas Jefferson (yes, that Founding Father) thought so highly of education he used his own money as a seed for the University of Virginia. The United States of America was the first country in the world to promote free education through 12th grade. Policies and discussions, sometimes of a very violent nature, have lead to the change and improvement of our system of education over the last 245 years. No one, of any rational thinking mind, can doubt the value of  compulsory K-12 education, or the benefits it has bestowed upon our democracy in general. 

The processes of education allow us to expand our minds, to open our thoughts to ideas outside the current local experience our childhood provides. Teachers, purveyors of wisdom and practice, have for generations waved away cobwebs of myth and illusion; instilling in students far and wide the need of, and appreciation for thought, study, and the practical application of knowledge. From the study of geometry and physics, we put a man on the moon; from literature and history, we learned of the great achievements and colossal failures of past generations. Without literature, history becomes statistics; as valuable as statistics are, they do not create passion in the hearts and minds of men.

It is consequently appalling to me when the desire of some citizens to ban "certain" books from libraries and reading lists becomes commonplace. I will be the first to agree that some subjects of common discourse today are uncomfortable for many; that is the first argument I think of for NOT banning books such as "The Adventures of Huckleberry Finn" and "The Adventures of Tom Sawyer." The vernacular, settings, and themes of books such as these are not of today, it is critical to remember these were the words and scenes of Samuel Clemens' time. A study of this historical literature provides ample opportunity to open discussion among students and parents regarding the realities of life in America at certain points in its past; as well as valuable discussion on our country's future potential. 

In the Canyon School District in Utah, nine books are currently "under review"  and have been removed from the libraries in the high schools until the review is complete; none are part of the required reading curriculum. The nine are: "The Bluest Eye" by Toni Morrison; "Gender Queer" by Maia Kobabe; "Beyond Magenta" by Susan Kuklin; "l8r,g8r" by Lauren Myracle; "Lawn Boy" by Jonathan Evison: "Lolita" by Vladimir Nabokov; "Monday's Not Coming" by Tiffany Jackson; "The Opposite of Innocent" by Sonya Sones; and "Out of Darkness" by Ashley Hope Perez. (I admit, I have not read all of these books.)  It's not hard to understand why the subject matter of these books makes some people uneasy; sex, race, sexual and racial orientation are not comfortable subjects for most adults. The availability of these books to high-school age students should be of unquestioned value: at worst, the books may encourage conversation between the parents and the teenagers; at best, the books may help students understand themselves, and others, better. I'm going to go out on a limb here, and slap down a common argument: reading a book about homosexual relationships will not make a person change their sexual identification.    

Banning books does not change the historical or social value of a book or a philosophy; rather it displays the ignorance and fear of the banner. It is human nature to fear the unknown; to want to reach back into our comfort zone. Rather than fear these books, and the ideas they contain, perhaps a better use of our time would be to read them and reach into ourselves, to lift up our fear, hold it to daylight, and let the light of reality and reason displace fear. 

Or, if you failed to learn from history, you could go to a meeting of like-minded people, light your torches and march to the library; when you get there, break down the door and burn the offending books on the street. 

Let me know how that works out for you. 

Thank you for reading, as always, your thoughts and comments are welcome. 

R.M. "Bob" Hartman