April Apprentice Class

APPRENTICE: Having a pure heart

Study/Learn

1 - Read chapter 9 and the conclusion in "Just Like Jesus" by Max Lucado.  

2 - Read "The Bulletproof George Washington" by David Barton

3 - Read Matthew 5:8

4 - Print out and read this workbook for writing your own personal mission statement.  (I know it is written for moms, but it's really good information.  So just ignore the "mom" part.)

5 - Read the talk "The Ministry of Angels" by Jeffrey R. Holland

6 - Read part of the talk given by Wendy Watson Nelson found here

Know/Understand

DO ALL OF THE FOLLOWING:

• Work through the steps in the workbook to create your own personal mission statement.  You will not have to share in class unless you would like to.

• Make a list of people from the scriptures and your ancestors who you feel close to.  Write their name down and why you feel drawn to them.  What character traits to they have that you admire?  What makes you feel closer to them than others?

Become/Serve

The following is from a speech that Ezra Taft Benson gave at BYU on March 04, 1979 entitled In His Steps.  How do you feel when you read these words?  Journal your feelings and read them often.

"For nearly six thousand years, God has held you in reserve to make your appearance in the final days before the Second Coming of the Lord. Every previous gospel dispensation has drifted into apostasy, but ours will not. True, there will be some individuals who will fall away; but the kingdom of God will remain intact to welcome the return of its head—even Jesus Christ. While our generation will be comparable in wickedness to the days of Noah, when the Lord cleansed the earth by flood, there is a major difference this time. It is that God has saved for the final inning some of his strongest children, who will help bear off the Kingdom triumphantly. And that is where you come in, for you are the generation that must be prepared to meet your God.

All through the ages the prophets have looked down through the corridors of time to our day. Billions of the deceased and those yet to be born have their eyes on us. Make no mistake about it—you are a marked generation. There has never been more expected of the faithful in such a short period of time as there is of us. Never before on the face of this earth have the forces of evil and the forces of good been as well organized. Now is the great day of the devil’s power, with the greatest mass murderers of all time living among us. But now is also the great day of the Lord’s power, with the greatest number ever of priesthood holders on the earth. And the showdown is fast approaching.

Each day the forces of evil and the forces of good pick up new recruits. Each day we personally make many decisions that show where our support will go. The final outcome is certain—the forces of righteousness will finally win. What remains to be seen is where each of us personally, now and in the future, will stand in this fight—and how tall we will stand. Will we be true to our last-days, foreordained mission?

Great battles can make great heroes, but heroes will make great battle. You will never have a better opportunity to be a greater hero in a more crucial battle than in the battle you will face today and in the immediate future. Be warned that some of the greatest battles you will face will be fought within the silent chambers of your own soul. David’s battles in the field against the foe were not as critical as David’s battles in the palace against a lustful eye. We will each find our own battlefield. The tactics that the enemy will use against us will vary from time to time; he will feel after our weak spots. We must be alert to the devil’s devious designs, to the subtle sins and clever compromises as well as the obvious offenses."

April Journeyman & Master

For our April afternoon class we will be having a guest speaker.  Samuel Fisher from Riverton, UT.  He teaches a class called "A Liberty Course for the Serious Patriot".  I've asked him to come and share part of that class with us.  He will be speaking on how to get leadership from history, how to drive your own leadership education, how to engage in current battlegrounds of virtue and morality in the public arena and how to be a messenger and stand up for a cause.

Everyone is invited to attend the afternoon class and hear Mr. Fisher that day.  Please do all (or at least make an attempt at part) of the following introduction items.  The more you do, the better of a foundation you will have.

1 - Read Ether chapters 2-4

2 - Read this article: "Why Study History?"

3 - Read the excerpt of the article "True Americanism" by Carl Schurz found here

4 - Reread or review The 5000 Year Leap principle 1 "The Role of Natural Law"

True Americanism by Carl Schurz

excerpt of the article "True Americanism" from the book Speeches, Correspondence and Political Papers of Carl Schurz, Volume I  

(Article found here)

TRUE AMERICANISM

SPEECH DELIVERED IN FANEUIL-HALL, BOSTON, ON

THE 18TH OF APRIL, 1859.

The speaker had been invited to Boston to participate in a public dinner on the anniversary of Jefferson's birth-day. Several prominent gentlemen of Massachusetts arranged for him a public reception in Faneuil Hall, which took place a few days after the Jefferson dinner, Hon. Henry Wilson, United States Senator, presiding. The speech was made in response to the introduction by Senator Wilson. The line of argument pursued in the speech was not without a special object. The Legislature of Massachusetts had adopted an amendment to the constitution of the State, by which foreigners should not be permitted to vote until two years after they had become citizens of the United States. This amendment, generally known as the "two-years' amendment," was soon to be voted upon by the people. It was one of the measures brought forth by the so-called "Know-Nothing" or "American" movement, which had met with surprising successes in many parts of the United States. It was against this spirit of proscription on account of birth, creed, or opinion, styling itself "Americanism," that the speaker directed his arguments.


"Thus, I say, was founded the colony of free humanity on virgin soil. The youthful elements which constitute people of the new world cannot submit to rules which are not of their own making; they must throw off the fetters which bind them to an old decrepit order of things. They resolve to enter the great family of nations as an independent member. And in the colony of free humanity, whose mother-country is the world, they establish the Republic of equal rights, where the title of manhood is the title to citizenship. My friends, if I had a thousand tongues, and a voice strong as the thunder of heaven, they would not be sufficient to impress upon your minds forcibly enough the greatness of this idea, the overshadowing glory of this result. This was the dream of the truest friends of man from the beginning; for this the noblest blood of martyrs has been shed; for this has mankind waded through seas of blood and tears. There it is now; there it stands, the noble fabric in all the splendor of reality.

They speak of the greatness of the Roman Republic! Oh, sir, if I could call the proudest of Romans from his grave, I would take him by the hand and say to him, Look at this picture, and at this! The greatness of thy Roman Republic consisted in its despotic rule over the world; the greatness of the American Republic consists in the secured right of man to govern himself. The dignity of the Roman citizen consisted in his exclusive privileges; the dignity of the American citizen consists in his holding the natural rights of his neighbor just as sacred as his own. The Roman Republic recognized and protected the rights of the citizen, at the same time disregarding and leaving unprotected the rights of man; Roman citizenship was founded upon monopoly, not upon the claims of human nature. What the citizen of Rome claimed for himself, he did not respect in others; his own greatness was his only object; his own liberty, as he regarded it, gave him the privilege to oppress his fellow-beings. His democracy, instead of elevating man kind to his own level, trampled the rights of man into the dust. The security of the Roman Republic, therefore, consisted in the power of the sword; the security of the American Republic rests in the equality of human rights! The Roman Republic perished by the sword; the American Republic will stand as long as the equality of human rights remains inviolate. Which of the two Republics is the greater — the Republic of the Roman, or the Republic of man?

Sir, I wish the words of the Declaration of Independence "that all men are created free and equal, and are endowed with certain inalienable rights," were inscribed upon every gate-post within the limits of this Republic. From this principle the Revolutionary Fathers derived their claim to independence; upon this they founded the institutions of this country, and the whole structure was to be the living incarnation of this idea. This principle contains the programme of our political existence. It is the most progressive, and at the same time the most conservative one; the most progressive, for it takes even the lowliest members of the human family out of their degradation, and inspires them with the elevating consciousness of equal human dignity; the most conservative, for it makes a common cause of individual rights. From the equality of rights springs identity of our highest interests; you cannot subvert your neighbor's rights without striking a dangerous blow at your own. And when the rights of one cannot be infringed without finding a ready defense in all others who defend their own rights in defending his, then, and only then, are the rights of all safe against the usurpations of governmental authority.

This general identity of interests is the only thing that can guarantee the stability of democratic institutions. Equality of rights, embodied in general self-government, is the great moral element of true democracy; it is the only reliable safety-valve in the machinery of modern society. There is the solid foundation of our system of government; there is our mission; there is our greatness; there is our safety; there, and nowhere else!"

Wendy Watson Nelson Talk

Excerpt from the talk

“…My soul delighteth in the covenants of the Lord.”

 by Wendy Watson Nelson

This address was given Thursday, April 30, 2015 at the BYU Women’s Conference

You can read the full talk here, or watch it here.

As we keep our covenants, to what else do we have access? Joseph Smith declared that if we
as covenant women “live up to (our) privilege,” the angels will not be able to be restrained from
being our associates. Our “privilege” includes our covenants. Our covenants are a “privilege”!
Therefore, as we live up to our covenants, the angels will not be able to be restrained from being
our associates. (Relief Society Minute Book, Nauvoo, Illinois, Apr. 28, 1842, Church History Library, 38)

We could also say it this way: As we keep our covenants, we can ask for angels to help us.
Literally!

It was during Elder Jeffrey R. Holland’s April 2010 general conference talk that I first learned
this truth. He said, “Ask for angels to help you.” He said it with such clarity, and yet in a manner
that implied this was something we all knew. But for me it was an entirely new principle. I
wanted to call out, “Wait! Wait! What? You mean I could have been asking for angels to help
me all this time?”

Without intending to sound too dramatic, I can say with all candor that Elder Holland’s six
words changed my life. “Ask for angels to help you.” That counsel changed my prayers, changed
my understanding of the very real help from heaven that is always available to us as we keep our
covenants.

I started to ask for assistance from those on the other side of the veil from that moment on. Now
I’m not talking about praying for fantasy angels with wings to magically fairy-dust our problems
away. I’m not talking about praying to angels. I’m talking about praying to your Heavenly
Father, in the name of Jesus Christ, for those on the other side to be “dispatched” (Elder
Holland’s word) to assist you. Perhaps a loved one or two could be sent to help you with
whatever you need.

Can you imagine the effort it took those angels who pushed from the rear of handcarts as they
helped the pioneers over the steep, snowy, windy, freezing, jagged terrain of Rocky Ridge? If
angels can manage that, they can certainly help you and me over our present Rocky Ridges. We
know the Lord gets His work done with the help of His angels. So could you use a little more
help in your life? If so, keep your covenants with more exactness than ever before. And then ask
for angels to help you with whatever you need. Or ask for them to be dispatched to help those 
you love.

Does your child need help? Is your husband in trouble? Does your aunt need comfort? Does your
best friend need direction? Ask for angels to be assigned to help them. As a covenant-keeping
woman, you can do just that!

One of my former institute students, let’s call her Barbara, followed through with that suggestion
with thrilling results. Barbara has served as proxy for many of my ancestors. During a few
particular temple sessions, Barbara had special experiences with a woman named Genevieve and
with Genevieve’s sisters. Barbara felt a deep connection with them. So she prayed and asked if
Genevieve and her sisters, who now live on the other side of the veil, could be dispatched to help
Barbara’s own sister, who lives on this side of the veil. Barbara’s sister had not been active in the
Church for years, and she was having heart-wrenching difficulties with some rigorous life
events.

Here are Barbara’s words: “I prayed that my sister could find peace in this world; that she could
find direction back to Heavenly Father; that the sisters of Genevieve could help her find her way
back, and watch over her in this process. A few weeks later my sister told me that she was taking
her three boys to church! Later she asked me how to get her patriarchal blessing. The eldest boy
turned eight this summer and was baptized. And my sister is now attending temple preparation
classes.”

How can we explain such miracles? Mormon tells us, “My beloved [sisters], have miracles
ceased? Behold I say unto you, Nay; neither have angels ceased to minister unto the children of
men. . . . And the office of their ministry is to call men [and women] to repentance, and to fulfill
and to do the work of the covenants of the Father.” (Moroni 7: 29, 31)

March Apprentice Class

APPRENTICE: Having a hope-filled heart

Study/Learn

1 - Read chapter 10 in "Just Like Jesus" by Max Lucado.  

2 - Read "The Family: a Proclamation to the World"

3 - Read Moroni 7:41

4 - Girls:

• Read this article: "Mothers Who Know" by Julie B. Beck

•  Read this article: "The Moral Force of Women" by Elder D. Todd Christofferson

• Find principles as you read and record them in your commonplace book.

Boys:   

• Read this article: "Fatherhood—Our Eternal Destiny" by Larry M. Gibson

• Read this article: "Fatherhood, an Eternal Calling" by Elder L. Tom Perry

• Find principles as you read and record them in your commonplace book.

Know/Understand

Choose 1 of the following:

• Reread "The Family" paragraph 7.  Journal in your commonplace book about the different responsibilities of each family member: What are the responsibilities of a mother? A father? A brother or sister? A grandparent or other extended family member? What should a father and mother do together?   Why do you think God divided the roles like He did and why do you think He gave different strengths (and weaknesses) to men and women?  What kind of mother or father do you want to be?  Make a list in your journal to refer back to often.  Come prepared to teach the class what you learned and find a creative way to share.

• Read about the stripling warriors (found in Alma 56–58), and how they were taught in their homes to be obedient and righteous. What do you think their homes were like? Make a list in your journal about the important things you want to have in your own home when you grow up.  Why are these things important to you?  Make a list of 5 things that you can do now to make those things come to pass in the future.  Come prepared to teach the class what you learned and find a creative way to share.

• Think about the skills that it takes to be a parent.  Choose a physical skill (something you DO, cooking, cleaning, art, laundry, reading, decorating, etc) that you aren't strong in.  Use your imagination.  Learn how to do it this week and bring a demonstration to class to teach the class what you learned.  (If you choose cooking, you can bring us something to eat if you want to.  ;)  

Become/Serve

In "The Family" paragraph 7, we see a list of principles that successful marriages and families are established on (faith, prayer, repentance, forgiveness, respect, love, compassion, work, and wholesome recreational activities). Choose one of these principles and set goals to work on it this week.

March Journeyman Class

This course is an attempt to strike at the root.

--- The ten Boom Institute

Principles of Liberty - Threats to Liberty

Study/Learn

1 - Watch Lecture 5 (from the CD) and take notes.

2 - Read "The Proper Role of Government" by Ezra Taft Benson

3 - Watch this video by Ezra Taft Benson about America

4 - Watch this video of Ezra Taft Benson speaking about Socialism

Know/Understand

Write down your favorite quotes or thoughts from the videos and reading.

And choose one or more of the following, being ready to share it in class:

• In your own words, summarize each of the principles from The Proper Role of Government.

• In your own words, summarize each point Ezra Taft Benson makes in the other two videos.

• Create a skit, poem, story, or comic strip that shows examples of some of these principles of righteous government being followed or not being followed.

• Do some research on Ezra Taft Benson. Why do you think he felt so strongly about promoting freedom and rejecting socialism and communism?  What was his position in the government? What was his position in the LDS Church afterward? What role did he play in Germany after World War II?  Be ready to give the class a presentation on all you learned about him and why he was so passionate about the proper role of government.

January Apprentice Class

APPRENTICE: Having a compassionate heart

Study/Learn

1 - Read chapter 3 in "Just Like Jesus" by Max Lucado.  

2 - Read Psalm 145:8

3 - Copy this month's memorization (scripture and part of "The Family") onto note cards and study them every day.  You can find this month's memorization on the main page of the blog.

4 - Read the following article: "The Merciful Obtain Mercy" by Pres. Uchtdorf

Know/Understand

DO ALL:

Each of us have things of worth to share. Your perspective on life is unique – no one else has had exactly the same experiences or thought the same thing about every book, movie or situation you've encountered. Because of this you have valid insight that is both similar and different than others around you. When we find ways to positively communicate our thoughts and feelings to others we change the world and the people around us for the better.

- Think of a time when you found the courage to speak up even though it felt hard or was embarrassing. Be prepared to share it in class. If you can find a way to show that experience in a creative way, it will make it more memorable.

- Read D&C 88:122

- Read two of the following articles:
       - "Beyond Debate"
       - "Becoming an effective missionary: Open you mouth"
       - "Open your mouths: The Courage to share the gospel"
             (Read the article but don't do the questions afterwards.)

We are going to have a debate. You need to research and come prepared to defend both the affirmative and negative sides. Which side will you have to defend? You'll find out in class. :)

- To learn the way debates are typically run and to get good advice on how to prepare, please read the following:
       - "Debating: An introduction for Beginners"

The topic of our debate will be:  

All high school age children should have an after school job

You may agree or disagree with the debate topic, but be prepared to argue both sides.

This is more of a "spar" than a speech. Plan on preparing a 3-5 minute defense both for and against.

January Journeyman

This course is an attempt to strike at the root.

--- The ten Boom Institute

Study/Learn

1 - Read "Amazing Grace in the Life of William Wilberforce" by John Piper.  This is the 80 page version of the book.   

 

Because the book we are reading is condensed, we don't get a lot of Wilberforce's life story and it makes it a little confusing.  Do some research on him as a man and on slavery in Britain and the fight he undertook.

2 - Take notes and mark your book as you read.  There are a lot of quotes you will love!

Know/Understand

DO ALL:

1 -  Choose one of your favorite quotes from the book and design a poster with it to hang in your room.  For class, we will be sharing the quotes, telling why it was your favorite and then displaying them on "the wire".

2 - Elder Quentin L. Cook said the following in Oct. 2010:

"William Wilberforce, the great British statesman who was instrumental in outlawing the slave trade in Great Britain, is an excellent example. “Amazing Grace,” the touching hymn, and the inspiring movie of the same name capture the feeling of the early 1800s and describe the account of his heroic effort. Wilberforce’s untiring efforts were among the first steps in eliminating this terrible, oppressive, cruel, and venal practice. As part of that effort he, together with other leaders, set out to reform public morality. He believed that education and government had to be morally based. “His … vision of moral and spiritual enrichment was what he lived for, whether in defending the institution of marriage, attacking the practices of the slave trade or emphatically defending the Sabbath day.” With great energy he helped mobilize the country’s moral and social leaders in a nationwide struggle against vice."

What do you think had more of an impact on the society of Great Britain, the end of the slave trade or the moral reform taken up by Wilberforce and his contemporaries?  Write a 3 paragraph essay explaining your answer and defending your opinion.  Be prepared to share your opinions in class and turn in your written paper.

3 - William Wilberforce in one of my very favorite people to learn about.  He is one on my heroes.  Choose one of your heroes and plan a 5 minute presentation for the class on this person.  They can be living or dead and from any period in the history of the world.  To find out how prepare a presentation for class, click here.  This will be a presentation without electronics, ie... prezi, power point or projector.  And as always, do not bore us!

Become/Serve

The song, "Amazing Grace" was written by the friend of Wilberforce, John Newton.  Listen to the song several times while reading the words.  How does it make you feel?  Journal about your feelings about the song and your feelings towards the Savior for giving you His "amazing grace".

There are many versions of this song online you can listen to.  You can find one or listen to this one.  It's my favorite, done by Alan Jackson.

Amazing grace! how sweet the sound,

  That saved a wretch; like me!

I once was lost, but now am found,

  Was blind, but now I see.

’Twas grace that taught my heart to fear,

  And grace my fears relieved;

How precious did that grace appear

  The hour I first believed!

The Lord hath promised good to me,

  His word my hope secures;

He will my shield and portion be

  As long as life endures.

When we’ve been there ten thousand years,

  Bright shining as the sun,

We’ve no less days to sing God’s praise

  Than when we first begun.

January Master

Study/Learn

1 - Spend at least 30 minutes on the website exploring and reading about LDS Charities.  Since 1985, LDS Charities has provided assistance to millions of people in 185 countries.  (There are 196 countries total in the world.) You will be amazed at what the church is doing.  I was!

2 - Research one of the other top humanitarian groups in the world.  You can research any one you would like.  Here are some if you don't know of any:

• Action Against Hunger (AAH)
• CARE
• Caritas Internationalis
• Catholic Relief Services (CRS - USCC)
• Doctors Without Borders 
• Emergency Nutrition Network (ENN)
• Food For The Hungry International (FHI)
• Hunger Plus, Inc.
• Interaction
• International Committee of the Red Cross (ICRC)
• International Federation of Red Cross and Red Crescent Societies (IFRC)
• International Organization for Migration (IOM)
• International Rescue Committee (IRC)
  
• Lutheran World Federation
• Mennonite Central Committee (MCC)
• Mercy Corps (MC)
• Overseas Development Institute (ODI)
• Oxfam
• Refugees International
• Relief International
• Save the Children
• The Office of U.S. Foreign Disaster Assistance (OFDA)
• United Nations Children's Fund (UNICEF)
• United Nations High Commissioner for Refugees (UNHCR) 
• United Nations Office for the Coordination of Humanitarian Affairs (OCHA)
• US Committee for Refugees (USCR)
• World Vision International

Know/Understand

Write a one page paper on the charity that you researched.  Please remember to include the following:

• What do they do?
• Who do they serve?
• How they get their funding?
• Would you donate to this charity?  Why or why not?

Email it to Sis. Cloward and I will put it on the blog since we won't have time in class to share.  

Become/Serve

Ponder on the following scripture and journal what it  means to you.

November Apprentice Class

APPRENTICE: Having an Honest Heart

Study/Learn

1 - Read chapter 8 in "Just Like Jesus" by Max Lucado.  

2 - Read chapter 9 (IX) "Plan for obtaining moral perfection" in "The Autobiography of Benjamin Franklin" by Benjamin Franklin (It's in the public domain and can be read online here)  Find principles as you read and record them in your commonplace book.

3 - Read Job 27:5

4 - Read this article "Three Towels and a 25-cent Newspaper"

5 - Copy this month's memorization (scripture and part of "The Family") onto note cards and study them every day.  You can find this month's memorization on the main page of the blog.

Know/Understand

Choose 1 of the following:

• Choose 1 of the following virtues that Ben Franklin wanted to attain in his life:  (E-mail me so that I can put your name by it so that we don't double up).  Do a word study on the virtue.  Understand it well and come to class ready to teach us about this virtue and whether or not you believe it is valuable to attain, or not.  Be creative with your presentations! 

                       1. Temperance: Eat not to dullness; drink not to elevation - SETH

                   2. Silence: Speak not but what may benefit others or yourself; avoid trifling conversation. - MACK

                   3. Order: Let all your things have their places; let each part of your business have its time. - LUKE

                   4. Resolution: Resolve to perform what you ought; perform without fail what you resolve.

                   5. Frugality: Make no expense but to do good to others or yourself; i. e., waste nothing.- JESSICA

                   6. Industry: Lose no time; be always employ'd in something useful; cut off all unnecessary actions.

                   7. Sincerity: Use no hurtful deceit; think innocently and justly; and, if you speak, speak accordingly. - EMMA M

                   8. Justice: Wrong none by doing injuries, or omitting the benefits that are your duty.

                   9. Moderation: Avoid extremes; forbear resenting injuries so much as you think they deserve.- EMMA H.

                   10. Cleanliness: Tolerate no uncleanliness in body, cloths, or habitation.

                   11. Tranquility: Be not disturbed at trifles, or at accidents common or unavoidable. - ADRIANNA

                   12. Chastity

                   13. Humility: Imitate Jesus and Socrates.

• Did Ben Franklin have a good system for attaining these virtues?  Try out his system for 2 days and come to class prepared to tell us whether or not it worked for you.  If it didn't work, what would have worked better?  

• Did Ben Franklin list all necessary virtues on his list?  If so, journal on why you think this is a complete list.  If not, what virtues would you add to his list?  Come to class prepared to defend your point of view.

• Why is honesty important?  Do a word study on honesty.  Create and teach your family a FHE on what you've learned about honesty.  Come to class prepared to teach your FHE lesson to us.

Become/Serve

In the article we read, Elder Edgley says:

"There will never be honesty in the business world, in the schools, in the home, or anyplace else until there is honesty in the heart."

What does it mean to you to have an honest heart?  Journal on having an honest heart and what you can do to have more of an honest heart.

November Journeyman

This course is an attempt to strike at the root.

--- The ten Boom Institute

Principles of Liberty - The Founder's Education

Study/Learn

1 - Watch Lecture 2 (from the CD) and take notes.

2 - Read The 5000 Year Leap Principle 23

3 - Read “Education and the Pursuit of Happiness” by Mortimer Adler

Know/Understand
CHOOSE ONE OF THE FOLLOWING:

• Since we are duty bound to care for the poor, what is wrong with current news and legislation?Should we stop this trend? If so, what ideas do you have for stopping it? Will your ideas work?  Come prepared to share what you learned in class.

• Watch the news and consider the following concepts from the lecture.  Journal on what you learn and come to class ready to share.

             1. How Constitutional forms become Democratic through a focus on the interests of the poor. Look deeper at the news stories and the legislation that is being passed and constantly ask yourself if the issues are motivated by taking care of the poor.
             2. The ideas about relativism. In the stories where relativism is supported and encouraged, try to see if people are still being held to moral standards. Think about how confusing this can be when you are faced with important decisions.
             3. In light of the Tytler cycle and Aristotle’s forms, notice how often the word “issue” is used in comparison to the words “principle” and “form.” As you read through the material for this course, keep in mind which words earlier Americans used. Consider what difference our use of words makes.

• Go through the list of Educational Principles below and decide if you believe they are true educational principles. Look for them in the readings for this month.  Back up your decision with facts and come to class ready to share.

Educational Principles:

1) Parents are primarily responsible for the education of their children.

2) Young children learn best in a nurturing home environment.

3) Children should be given freedom within bounds in their educational pursuits.

4) Character development should be a primary focus and outcome of education.

5) Children should be given great role models to follow.

6) Education should be as simple as possible.

7) Parents educate their children best when they provide structure and choice.

8) Children should be shown what there is to learn and given the skills to learn it.

9) Understanding is more important than facts.

10) Knowledge is only valuable if applied appropriately.

11) Education should focus on the pursuit and application of truth.

12) Learning should aid in self-discovery and the development of talents.

13) Education should promote the use of talents in the service of others.

14) Skills for lifelong learning are more important than information.

November Master

Study/Learn & Know/Understand

1 - Research Horace Mann; Robert Hutchins; Mortimer Adler and John Dewey
2 - Journal in your commonplace book the following on each one:
          - What each of these men about education and which of the educational
                   principles (from journeyman) they honored.
          - At least 5 things that each of these men did to influence American public education.
          - Were their ideas good or bad for education?
          - Are their ideas still being used today?  Is that good or bad?

You may use the following links in your research:

Horace Mann

Horace Mann
 From Biography.com, Horace Mann’s 6 educational principles which can be compared to the educational principles list.
 This is extracts from the Common School Journal by Mann published 1891.
 Thoughts, a collection of ideas on education by Horace Mann published 1917.

John Dewey

John Dewey
 “My Pedagogic Creed” by John Dewey.   This is pretty short and is one of his most important writings.
 “Moral Principles in Education” by Dewey.

Robert Hutchins

Robert Hutchins

 Highly recommended for learning about Robert Hutchins: The Higher Learning in America published by Transaction Publishers has an introduction by Harry S. Ashmore which discusses the Hutchins-Dewey debates on education in the early 1930’s. You could purchase it or get it from the library. Read the Introduction and the last chapter “The Higher Learning.” You’ll find many great ideas there pertaining to principles and morality in education.
 Listen to this Mike Wallace interview of Hutchins.
 An article on the Hutchins-Dewey debates, compare this author’s conclusions to what you have learned about these two men.

Mortimer Adler

Mortimer Adler
 Since you’ve already read several articles by Adler, it might be a good idea to look over the Great Books of the Western World set either in your home if you own it or at a local library. Adler is responsible for all 102 articles in the Syntopicon on each of the “great ideas” discussed throughout the set.
 Here’s a funny video of Adler talking about what a bad idea it is to speed read.
 There are many interviews with Adler on YouTube that you can watch.





Become/Serve

• What do the scriptures tell us about education.  Find 5 scriptures about education and copy them in your commonplace book.  Ponder on them and then journal your thoughts.

October Apprentice Class

APPRENTICE: Having an Enduring Heart

Study/Learn

1 - Read chapter 12 in "Just Like Jesus" by Max Lucado.  

2 - Read "The Living Christ: The Testimony of the Apostles"

Find principles as you read and record them in your commonplace book.

3 - Read Doctrine & Covenants 20:25

4 - Read at least one, or as many as you want, of the four gospels in the New Testament (Matthew, Mark, Luke or John) about the life of Jesus Christ.

5 - Do a character T-chart on Jesus Christ.  Use your reading from the Bible as reference.  List at least 5 character traits in your chart.  Bring it to class to share.  (You can find out how to do a T-chart in the "tools" section of the blog.)

6 - Copy this month's memorization (scripture and part of "The Family") onto note cards and study them every day.  You can find this month's memorization on the main page of the blog.

Know/Understand

Choose 1 of the following:

• Read this article by Pres. James E. Faust.  In the article, Pres. Faust tells us 5 things that we can do to have a personal relationship with Jesus Christ.  Evaluate yourself and set at least 2 goals to better live these 5 things.  Come to class prepared to teach us what you learned.

• Choose one of the following divine missions of Jesus Christ (email me so that I can put your name by the one you choose so we don't double up).  Do a word study on the word(s) and study how Jesus Christ fulfilled this mission and how it affects us today.  Prepare a presentation for the class on what you learned. (Hint: you can look to the visiting teaching messages in the Ensign for 2014 for details on each one to use as a starting place for your research.)

Advocate - MACK

Exemplar

Good Shepherd - ADRIANNA
 Light of the World

Savior & Redeemer

Minister - ISAAC

Messiah

Comforter

Bread of Life

Prince of Peace

•  Create a poem or piece of artwork depicting your relationship with the Savior.  Bring it to class to share.

• Study artistic depictions of the Savior throughout time.  Choose your favorite, make a copy/print of it to bring to class to show.  Be prepared to tell us who the artist is and why you love it so much.

• Choose your favorite story from the life of Jesus Christ.  Come to class with a creative way to present the story.  Tell the story and why you like it so much and the lesson that can be learned from it.

Become/Serve

In 1984, Pres. Ezra Taft Benson said:

"I testify to you that there is no greater, more thrilling, and more soul-enobling challenge than to try to learn of Christ.  “What would Jesus do?” or “What would He have me do?” are the paramount personal questions of this life. Walking in His way is the greatest achievement of life. That man or woman is most truly successful whose life most closely parallels that of the Master.

Using all that you have learned about the life and mission of Jesus Christ this week, how can you better "walk in His ways"?  Journal for 15 minutes about why you would want to walk in the ways of the Savior and how your life can better parallel that of the Master.

October Journeyman

 This course is an attempt to strike at the root.

--- The ten Boom Institute

Principles of Liberty - Natural Law

Study/Learn

1 - Watch Lecture 1 (from the CD) and take notes.

 Write down your thoughts and questions about the Tytler Cycle

2 - Read The 5000 Year Leap Principles 1 & 5

3 - Read “The Nature of Natural Law” by Mortimer Adler

Know/Understand

CHOOSE ONE OF THE FOLLOWING TO DO AND JOURNAL FOR 15 MINUTES AFTER YOU WRITE THE ANSWERS TO THE QUESTIONS:

COME TO CLASS PREPARED WITH A CREATIVE WAY TO DEMONSTRATE OR SHOW THE CLASS WHAT YOU LEARNED.

- Answer the following questions about Lecture 1:

      - How is history cyclical?

      -  How is history linear?

      -  Which is the right view of history?

      -  Why is the change in the meaning of happiness important?

      -  What is the most important thing you learned in this lecture?

- Compare the Forward (that you read last month) to "The 5000 Year Leap" to Lecture 1.  Write down your thoughts and questions as you consider the following:

      -  What similarities did you find between the lecture and the reading?

      -  Why are these similarities important?

- Choose an examples of natural law and come to class with an original, fun way to teach us about it.  What makes it a "natural law"?  How have people tried to violate this natural law?  What have been their results?

- Read an article on current events from one of the following news sources:
       - Imprimis newsletter (by Hillsdale College, conservative)
       - your local newspaper
       - The Economist (liberal)
       - The New American (conservative)
Come to class prepared to share the thoughts and insights you gained from the article you read.  How is natural law being respected and obeyed?  How is it not?  What things would be changed to better obey natural law?

October Master

Study/Learn

1 - Briefly research the life of John Winthrop.

2 - Read “On Liberty” by John Winthrop

3 - Think about the following questions and write your conclusions in your common place book:
- How is Winthrop’s definition of natural law different than
                the other author's you've read?
- Is Winthrop’s ‘civil law’ the same as natural law?


Know/Understand

Think about it for a while.  Write your conclusions in your commonplace book:

- Discus the characteristics of natural law. Discuss the relationship between natural law and Christian beliefs. What did Cicero warn against by passing laws that violate “the laws of nature”?

September 2015 Apprentice Class

APPRENTICE: Having a Listening Heart & a Heart Led by God

Study/Learn

1 - Read "dear friend" or the intro (different printings have one or the other) and chapters 1, 4, & 5 in "Just Like Jesus" by Max Lucado.  

2 - Read the book "On Wings of Faith" by Frederick Babbel.  As you read, make a list of instances where people heard and were led by God.

3 - Read Doctrine & Covenants 1:5

4 - Read the article "An Unspeakable Gift from God" by Elder Craig C. Christensen

5 - Copy this month's memorization (scripture and part of "The Family") onto note cards and study them every day.  You can find this month's memorization on the main page of the blog.

Know/Understand

Choose 1 of the following:

• Sis. Julie B. Beck, (General President of the Relief Society from 2007-2012) said:  “The ability to qualify for, receive, and act on personal revelation is the single most important skill that can be acquired in this life.”  Read this quote 5 times, really internalize it.  Do you agree or disagree?  Ponder and then journal for 15 minutes on whether you agree or disagree.  Come prepared to class to defend your position.  If you agree, make a list of 5 things you can do to more effectively hear and act on promptings from the Holy Ghost.  If you disagree, write a paragraph about what you think is "the single most important skill that can be acquired in this life".

• There are many stories and miracles told in "On Wings of Faith".  Choose your favorite one and ponder on why you liked it so much.  Come to class with a visual representing the story or miracle and tell the class the story and why it's your favorite and what you learned from it.

• Do a hero study on Pres. Ezra Taft Benson.  As you learn about him, choose 3 character traits that he possessed that you would like to posses and set 2 goals for each one that will help you build those traits into your character.  Come to class ready to share.

• If you don't already have one, find a place that can be your special, quiet, scripture-reading-spending-time-with-God place.  Maybe it's your bed, maybe it's outside.  But find a place where you can regularly read your scriptures and spend time listening to God.  Organize that place if it is messy and make it beautiful, peaceful and inviting.  Set a goal to spend 30 minutes each day this week in this space with God.  Read the scriptures and listen to what He has to say to you.  

Become/Serve

This week, carry around a small notebook with you everywhere you go.  Each time you feel a prompting from the Holy Ghost, write it down.  Write them all down, no matter how insignificant they may seem.  Leave a blank space after each entry.  At a later time record in the blank space whether you obeyed the prompting or not and the results of your obedience (or disobedience).   As you do this you will start to notice a pattern and will start to recognize how the Spirit speaks to you.  

September Journeyman

This course is an attempt to strike at the root.

--- The ten Boom Institute

Principles of Liberty - Introduction

Study/Learn

1 - Read The 5000 Year Leap Preface, Introduction & Part 1

2 - Research the author of the 5000 Year Leap, W. Cleon Skousen.  What type of man was he?  What motivated him to write this book?

3 - Watch this 10 minute video.  It brings together what Skousen is talking about in part 1 of the 5000 Year Leap.

4 - Read the article "Your Standard of Truth" from the CD (the terms "core book" and "central classic" mean the same things and will be used interchangeably as we go forward.)

Know/Understand

Choose one of the following:

• In the article "Your Standard of Truth", she talks about the core books/central classic of many different cultures and parts of the world.  What would you consider to be your core book?  Read through the eight action steps for using a core book found on page 12 of the article.  Choose one of the things from the list that you aren't already doing and write down 2 things you can do to better use your central classic in your life.  Come to class ready to share your central classic and how you plan to study it better.

• In the article "Your Standard of Truth", she talks about the core books/central classic of many different cultures and parts of the world.  What would you consider to be your central classic?  From your central classic, find your favorite story.  What lesson does this story teach?  Come to class prepared to share the story with us (in a fun, original way) and teach us the lesson(s) found there.

• Come to class with an interesting, creative way to teach us about the 11 characteristics of Rulers Law found in The 5000 Year Leap: Part 1.

• Come to class with an interesting, creative way to teach us about the 9 characteristics of People’s Law found in The 5000 Year Leap: Part 1. 

• Come to class with an interesting, creative way to teach us about the characteristics of People’s Law of ancient Israel, and note the  similarities to the laws of the Anglo-Saxons found in The 5000 Year Leap: Part 1.

• Come to class with an interesting, creative way to teach us about why the Articles of Confederation were unsuccessful, and the weakness that was exposed during the battle of Valley Forge. 

• Choose a 3 members of the Constitutional Convention and come to class with an interesting, creative way to teach us about their basic beliefs, their varied backgrounds and the people that inspired them. 

Become/Serve

In the Preface of The 5000 Year Leap, the author tells us what he learned about the Founders while writing the book.  He says:

"Never before have I fully appreciated the intellectual muscle and the quantum of solid character required to produce the first modern republic.  I have gained a warm affection for the Founders.  I have learned to see them as men imbued with all of our common weaknesses called "human nature," and yet capable of becoming victorious at the task which would have decimated weaker men."

And Pres. Ezra Taft Benson said of them:

"Yes, I thank God for the sacrifices and efforts made by these Founding Fathers, whose efforts have brought us the blessings of political liberty and economic prosperity we have today. Their lives should be reminders that we are the blessed beneficiaries of a liberty earned by great sacrifices of property, reputation, and life."

Our Founding Fathers were put in the right place, at the right time by our Heavenly Father to accomplish a great work for this nation and for the gospel of Jesus Christ.

In your prayers this week, thank your Heavenly Father for these men and for the liberties they gave to us.