MINUTES OF THE MEETING EDUCATION AND CULTURAL RESOURCES COMMITTEE

MONTANA STATE SENATE

February 4, 1983

The meeting of the Senate Education and Cultural Resources Committee was called to order by Chairman Bob Brown on February 4, 1983, at 1:00 p.m. in Room 325, State Capitol.

ROLL CALL: Roll was called with all committee members present.

SENATE BILL 331: Senator Keating, District 32, sponsor of the bill, stated the bill is not a home school bill, it only addresses private, parochial, and religious schools. He stated the only ~ change the bill makes is deleting "institution" and inserting "parochial or church school" and describes an organized course of study that includes mathematics, science, social studies, and language arts, including reading and writing. He stated the bill mainly addresses the course of study in private schools and will allow children to be exempted from public school by attending a private school that includes the previously mentioned subjects in its curriculum. He further stated the bill gives the schools a little more latitude in choice of subjects as well as those subjects the Board of Public Educa-tion asks for. He stated parents know what is best for their children and have the right to make the choice of the school their children will attend.

PROPONENTS

Doug Kelley, representing the Montana Association of Church Schools and Grace Gospel, Helena, stated he believes God created three things: family, church, and civil authority with Jesus Christ Lord over all three. He asked the committee to keep all three free noting the issue is one of control. He stated if it is legal to compel all children to be educated then it is also legal to have an educational alternative. Before recodification, private schools stood shoulder to shoulder with the public schools but following recodification that was all changed. He noted a legitimate religious education in a private school is a freedom guaranteed by the Constitution. He stated, however, the compulsory attendance law is hazy and muddy and does need to be clarified. He noted the truancy law remains unchanged and is not being challenged. He urged support of the bill.

James Moore, representing New Covenant Christian School, Kalispell, stated certainly we all love our children and want them to be well educated. He stated christian schools are

EDUCATION AND CULTURAL RESOURCES Page 2 February 4, 1983

and public schools still have room for improvement. He pointed out Christian schools and home schools are two separate entities. He also felt the question is ultimately one of control. He sees the issue is really one of whether regulation is really needed at all at this time.

Pastor Joy Paul Schwenke, Bible Baptist Church, Sidney, presented his testimony in support of the bill (attached exhibit #1).

Yvette Worth, Grace Gospel Academy, Helena, a ventriloquist, introduced her friend Corky. They had a discussion about religious freedom, pointing out the Colonists came to America to escape religious prosecution. Yvette noted Jesus Christ is Lord over all and Corky pointed out Yvette was to him, in her own way, comparable to the Lord, because only with her hand on him did he live and without her he would fall to the floor. The Chairman allowed applause following this delightful and thoughtful presentation.

Charles E. Wissenbach, Principal, Parents High, Hamilton, stated his support for the bill (exhibit #2).

Hidde Van Duym, Executive Director, Board of Public Education, spoke in support of the bill with some reservations (exhibit #3) and presented the committee with a copy of "Constitutional Protection of Christian Schools" by William Bentley Ball (exhibit #4).

~oger Koopman, representing the Christian Education Association of Montana, presented his testimony in support of the bill (exhibit #5).

Mike Proffitt, representing the Cross Currents Christian School, Whitefish, presented his testimony in support of the bill (exhibit #6).

Time havingexpired for proponents, Senator Brown asked further proponents to introduce themselves and leave their testimony, if any, with the Secretary. Those proponents were James Maple­doram, Missoula, (exhibit #6); Mrs. Ronald Hale, Laurel, (exhibiit #7); Pastor Donald P. Kelley, Grace Gospel Church, Joplin, (exhibit #8); Chip Erdmann, Montana School Boards Association, (exhibit #9); Rose Mary Rodgers, Helena, (exhibit #10); Rev. A. L. Millenberger,

EDUCATION AND CULTURAL RESOURCES Page 3 February 4, 1983

Butte; Gary Ray Miller, Butte; Dallas Doyle, Butte; Louis Allred, Pine's Academy, Pinesdale (exhibit #11); William Whorton, Missoula, (exhibit #12); Nola Rogers, Laurel; Kristi Lauvier, Park City;

Marlene Wells, Park City; Robin Stewart, Laurel; Avonne Johnson, Billings; Joyce Joki, Laurel; Mrs. Evalene Bare, Laurel; Dwight Bare, Laurel; Walter Lacy, Laurel; Mrs. Jerry Spicher, Shepherd; Russell Lergis, Laurel; Bev Doherty, Laurel; Curtis Doherty, Laurel; Ronald Hale, Laurel; Nick Fuller, Miles City, (exhibit #13); Ron Kautzman, Butte (exhibit #14); Lee Barrows, Great Falls, (exhibit #15); Mr. and Mrs. Patrick Aliperto, Great Falls, (exhibit #16); Kenneth Wise, Miltown; Pastor Russell Johnson, Seventh Day Adventist Church (exhibit #17), Namoni Powell, Corvallis, (exhibit #18); Earl D. Hargis, Florence, (exhibit #19); Michael A. McGovern, Missoula, (exhibit #20); Steve Valentine, Missoula, (exhibit #21); John Fried, Great Fal~s, (exhibit #22); Mrs. Mary Doubek, Helena, (exhibit #23); Virgil D. 'McNeil, Americans for Action, (exhibit #24); Erik C. Berg, Darby, (exhibit #25); Sharon Sutton, Broadview, (exhibit #26); Mrs. Roxanne Sporleder, Valier (exhibit #27, Linda Holden, Valier, (exhibit #28); Justin L. Fulton, Darby, (exhibit #29~; Libby Levitt, Kalispell, (exhibit #30); Mrs. Virginia Baker, Fairfield, (exhibit #31); and Tom Mahugh, Kalispell, (exhibit #32).

OPPONENTS

Rod Svee, Assistant Superintendent of Public Instruction, presented his testimony in opposition to the bill to the committee (exhibit #33).

Richard Trerise, Lewis and Clark County Superintendent of Schools, and representing the Montana Association of County Superintendents, spoke in opposition to the bill. He said the state must determine the proper education for all children of the state without infringing on religious beliefs. He said there is no recourse to ina~equate education in this bill and an enforcement policy must be formulated. He urged the committee to delay action until all the bills could be considered together (SB 253, SB 331, and SB 635).

Chip Erdmann, representing the Montana School Boards Association, spoke to the bill saying the Association supports the bill but only with amendments and therefore rose to testify on both sides of the matter (exhibit #9).

Larry Stollfuss, Fort Benton, presented his testimony in opposition to the bill to the committee (exhibit #34).

There being no further opponents, Senator Keating closed. He noted that under the Constitution equality of educational oppor­tunity is guaranteed to each person of the state.

EDUCATION AND CULTURAL RESOURCES Page 2 February 4, 1983

He said if the state prescribes a single form of controlled education for every type of school it precludes the parents choice and freedom of education the parents want.

ADJOURN There being no further business, the meeting adjourned at 2:59 p.m.

Senator Bob Br0Wn, Chairman

jdr

ROLL CALL

EDUCATION AND CULTURAL RESOURCES COMMITTEE

48th LEGISLATIVE SESSION -- 1983

NAME PRESENT ABSENT EXCUSED

Senat-or Roh Rrown C"hrlirmrtn X

Senator Ed Smith, V. Chairman y

Senator Roger Elliott V

Senator Delwyn Gage k

Senator George McCallum L

Senator Elmer SeverRon V

Senator Harry Berg y

Senator Chet Blaylock -r

Senator Jack ~affey k

Senator Joseph Mazurek y -

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I ...... el~~:,the order 0:' the day is a call to :,e r~3."'o:1qtlf;. 1:1 r< ":i;:'.e -"t!en

rep::'3.ce level-headednes's--;{e need. te, be rea "cna'bJ~.

I would like the con:rdttee to understan:: cur Y'e·:::.s.

c. bill ~uch as this and oiJposbg a b..:.ll sucr. '.:"S .332530

say the children belong tc the parents, c:.hers s;oy L!.lt~~atel~r tr.ey , -~e..LO!1g

~o the government. The se are both vlI'oni:. "' r . . = - .. , •

says: "Ch~~en are an heritage of tte Lorci." •

I idll a150 argue tr:',t the chil-

dren are '&:i:v:en:~ the parents to raise. They are directl~· :~es~':-nsible

God for tb~~~:'icti~ns. -:-.)j i:<..:S told us what to do. "Tr&ir: Uf- .:1 ~rild to

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Proy. 22:6. Eph. 6:2 says: Fc..tterc, ~ __ rovoke 1:.ct j;C,'.lr

.~:. ':' .~~?~~~,,-: tbenF'up in the di5ci;;lins anc. a:i::',::J:1ition ~!' the :.': !'d."

... ",~~,~~et·li~look e.t t.he area :xt e:iuc~tion. Eere al:::o is an area :;f :;·:;t;.~·,;:~;·~; ',~"; - :~,. , .. '

disagreement:;~,disagreement centers ('n whetber education is "ec~12r or ,ir~'·· ,

spiri tual. Some tell us that it is okay t:) ba VE cburch on Stm-:ay, rr;ornir.g . .,( "

'. , •• Ii .. " •

~ .... ~.u.·",· 'to. have prayer r.-.eeting on 'hec.nesday night, but " "'\ ~ " "...

You woulc.n!t dreatlLof

sday prayer meeting, or Vacation

Eible carr.p, but sorrer.OI'! the Christian

same goals <in:': p:-.Eosorhy is

.the e.ducation of my children is !"let secular, it'h

., ~ -;; "~,:,,~~::"~,,", .... ~.

us to "learn not

evolution instead O~~~blical "'~:'

-2-

situation ethics rather than Biblical standards,

e goodness of m~n, rather than God's love for

hie a new man, I have sinned against God.

other. My practice

or constitution.

Another church. The church belongs to :Cd,. Jesus

Christ is the headi

' ',He bought it. He is Lord. There can be no other

head of the ch~rch. Yet, the government by a.ttempting to approve or accred:.t

the churchministrr,ls1n actuality putting itself above the church. Although

we would the reeulations of SB253, that

bill is' I"ny'rt"."'1i ,"Q.!,~ ..... _, ... cal principle of the church. It is also contrary

to the constitutio~: .';

;~sa.;-,,~t what about the BibJ..i.cal commanc to be obedie!1t , " ~ : ,~' :':-

to We recogniz:e that vie have a respon-

'. the higher powers. We also recognize that

a terror to evil works. In the area of

education, ve a responsibility to prosecutathose who

legitimately are There are channels now to

pursue_~-·t~~z#r~7riOl,l.J as evidenced by some lawsuits today. \~e have no '. ~. 'I -: ••

We find it hard to conceive that

public school or some SChool,~~;1~

We J!lUst have t~~ OPportunit:!¥:" :~- .. J.v.'.:.,

",.,: .,,:\:i..-, ::. ,';'>\".~"" <,

by the Bible and the .'consititution

We ,urg~;Y.9U.,to adopt this bili,. , .... " O'j'.'i' .

(This sheet tf be u~ed by those test~ry~rn on a O~ii.)

1'- (,

DATE: J' - II lej, l\:,Y\C{ -\'I-J)\t

., i

~?~SENTING ~OM?~r~~~\~(~l~~~~~(~~ta~~~·~~~~\~~~~~'~G~o~{~i~~~~~~~~~~~_ APPEARING ON MilCH PROPOsAL: ______ ~ .. -=~~~~··~l~ __ ~ ____________ _

00 YOU: SUPPORT? ~ AMEND? ----- OPPOSE? ~~~~'~~~~_ ....: . . \ ,I ;, \ " ."\ ,

CO~~ENTS: ____ ~.~\~~(~.~\~~~x~·--~~~~1~j\~'~~~~l~}~\~\~Q~or~~C~:n~c~r~~~~·Q~~~~~0~(~¢~;-----

b \>k is I:f ~\1 (~li~ }A!:: ~ ~I ~ iJ !\,Ui~e;l,~~_bd

PLEASE LEAVE ANY PREPARED STATEMENTS WITH THE COMMITTEE SECRETARY.

~~;q-:;:( -~ - - - - - - - - -- --.£

~,~/~3 NAME: __ uHllf1JE-s E. j¢>.5CA/.I3It-Ct/ DATE: A/~/!j3 ---

PHONE: 76/ - 387 ? RE?RESENTING WHOM? flftJc"v7'5 1116-lf

APPEARING ON WHICH PROPOSAL: /3J/,/., 3>"3 J --~~~~~--~------------

00 YOU: SUPPORT? /' ---- AMEND? ---- OPPOSE?

COM."1ENTS: h!oUL--D fl?({pr8 $"E"CTICN Of. c k ~L .ip ~ aif ~~4Ie ~~j4~d~~~ ~_It

.... 6:{lfA-TPIT tv I$J~J~ c- - f?,/if tlt+Tt;'

. 5 C)-fcJcJ t-- C cs e ,PC 6't1'l k!..-zl

.. COof/?"f!1-Tf O.-1/ M i. k

PLEASE LEAVE ANY PREPARED STATEMENTS WITH THE COMMITTEE SECRETARY.

VV~/ ~./ WITNESS STATEME~T ~, i/J.f£3

co

NAME ______ ~H~~~d~de~v~a~n~D~U~ym~----t-.------------ BILL·No. ------~

SB 331

ADDRESS ___ 3_3-:-So-::-:.--=.La_s:....:.t_C_h_a_nc..:...e ___ G..:...u1:,.:c:,.:h _______ DATE . Feb 4, 83

WHOM DO YOU REPRESENT Board of pub1 ic Education

SUPPORT ________ ~x~xLx _________ OPPOSE ______________ ~AMEND _____ X_X_X ______ __

PLEASE LEAVE PREPARED STATEMENT WITH SECRETARY.

Comments:

~~~1 I I speak in favor ofv'this bill with some reservations. JOiMe ~VWNt,~ .·wd b-k~. I call your attention to the fact that this bill addresses the same issues as.did SB 253 which you heard on Wednesday. It amends the same statute_ and sets out some criteria for exemption the same way SB 253 did .

. These bills_.address·the issue of compulsory education and excuses. We are not ·talking about public versus private ·education •. The fact that there are problems in public schools does not excuse children from not attending st·hool. My reservations with 5B 331 are two~ J ~tlr-~~ P;t/l M~t'lAylW.;l.; : (1) the bill does not solve the problem wh~h exists now, which 's-whe~er

parents teaching their children at home come under the private school exemption. That issue needs to be addressed. .

(2) the bill does not give any guiQance as to who checks whether an organized course is offered a !Il~~~~i~m~~~sted. .

I hope you will . ' . You may remember that during the hearing on 253 several speakers mentioned the name of William Bentley Ball, the attorney who argued on the non-public school side in the Wisconsin vs Yoder case. I brought his pamphlet with me for you.

o

-

E'ORt1 CS - 34 ,

...

...

... I'~~his sheet to be used by those testifyina on a bill.) ;1 1i ry ( (

N~2~(r- t!P0ffM,Vt.. DATE: ___ _

A;DRESS: Vi s: rY-acy~ Rly;tMh. l-I-!':. r ~ ·

., PHONE: ~r7- 7rr~

:r:?RESENTING WHOM? c/tny/ul( S/(f(J;i/IH..IlsS"dC,ltm!t. at&~It~ 'APPEARING ON WHICH PROPOSAL:_5i:""~~...I3o£...:;3....;.! ___ -=---_____ _

/' -~ AMEND? OPPOSE? -------00 YOU: SUPPORT?

.. '-' --------------------------------------------------------..

PLEASE LEAVE ANY PREPARED STATEMENTS WITH THE COMMITTEE SECRETARY .

I I

Ct-

,:kf

#t'

I •

I I

{~, '1

/ /9P~

.. -

"

I I ~. 1 ! I I " ;. ! I T

. i

• I

I I

r 'f

I

('

I

Con

stit

uti

onal

P

rote

ctio

n of

Chr

isti

an S

choo

ls

by

Will

iam

Ben

tley

Bal

l

Ass

ocia

tion

of

Chr

isti

an S

choo

ls I

nter

nati

onal

Ull.M~

, "

Con

slil

ulio

nal

Pro

tect

ion

of C

hris

tian

Sch

ools

e 19

81 W

illi

am B

. B

all

Pri

nled

in

Ihe

Uni

led

Sia

ies

of A

mer

ica

.,

"

Exe

cuti

ve D

irec

tor

Pau

l A

. K

iene

l an

d A

tto

rney

Wil

liam

B.

Bol

l

Mr.

Bal

l is

a c

onst

itut

iona

l la

wy

er w

ho h

as b

een

lead

co

unse

l in

lit

igat

ions

in

20 s

tate

s an

d in

. 19

case

s in

the

S

upre

me

Cou

rt o

f th

e U

nite

d S

tate

s, i

nclu

ding

the

la

ndm

ark

deci

sion

in

the

Am

ish

Cas

e, W

isco

nsin

v.

Yod

er a

nd

Cal

ifor

nia

v. G

race

Bre

thre

n et

01.

He

is a

m

embe

r of

the

bar

s of

New

Yor

k, P

enns

ylva

nia,

S

upre

me

Cou

rt o

f th

e U

nite

d S

tate

s; U

.S.

Cou

rt o

f A

ppea

ls,

7th

Cir

cuit

; U

.S.

Cou

rt o

f A

ppea

ls,

3rd

Cir

cuit

; U

.S.

Cou

rt o

f A

ppea

ls,

5th

Cir

cuit

; U

.S.

Cou

rt

of A

ppea

ls,

9th

Cir

cuit

; U

.S.

Cou

rt o

f A

ppea

ls f

or t

he

Dis

tric

t of

Col

umbi

a C

ircu

it.

" "

'0

Con

stit

utio

nal

Pro

tect

ion

of C

hris

tian

Sch

ools

b

y W

illi

am B

entl

ey B

all*

Tw

o vi

ews

are

gain

ing

curr

ency

in

the

Uni

ted

Sta

tes

thes

e d

ays

wit

h re

spec

t to

"th

e th

ings

th

at a

re C

aesa

r's:

' O

ne i

s th

at w

hich

has

app

eare

d w

ith

rene

wed

an

d

dang

erou

s em

phas

is a

mon

g th

e fe

dera

l an

d s

tate

bu

reau

crac

ies

thes

e p

ast

five

yea

rs -

nam

ely,

th

at

ever

ythi

ng i

s C

aesa

r's

-th

at i

s to

say

; th

at a

lmos

t al

l hu

man

act

ivit

y m

ust

take

pla

ce b

y p

erm

issi

on o

f go

vern

men

t an

d th

at,

in p

arti

cula

r, t

he a

ctiv

ity

of

educ

atio

n is

a p

rero

gati

ve o

f th

e st

ate

(whe

ther

th

at

educ

atio

n is

rel

igio

us o

r no

t).

I ne

ed n

ot d

eal

wit

h th

is

conc

ept

at g

reat

len

gth

here

: th

ree

stat

e su

prem

e co

urts

(i

n V

erm

ont,

Ohi

o an

d K

entu

cky)

hav

e di

rect

ly

cont

radi

cted

tha

i vi

ew.

The

Sup

rem

e C

ourt

of

the

Uni

ted

Sta

tes,

in

its

1972

dec

isio

n co

ncer

ning

Am

ish

pare

nts,

wen

t a

grea

t di

stan

c::e

in

doin

g th

e sa

me

thin

g.

Tha

t C

ourt

has

not

yet

pas

sed

upon

all

the

iss

ues

whi

ch h

ave

aris

en c

once

rnin

g re

ligi

ous

libe

rty

in

educ

atio

n, a

nd t

hai

is o

ne o

f th

e re

ason

s w

hy

it i

s cr

iti­

call

y im

port

ant

Ihal

all

per

sons

eng

aged

in

reli

giou

s,

educ

atio

nal

or w

elra

re w

ork

need

a v

ery

exac

t un

der­

stan

ding

of

wha

l go

vern

men

t m

ay a

nd

may

not

do

unde

r th

e U

nite

d S

late

s C

onst

itut

ion.

Par

enth

etic

ally

, I

mus

t he

re w

arn

aga

inst

hip

-sho

otin

g li

tiga

tion

. It

is v

ery

easy

, w

hen

trou

ble

com

es a

long

, to

sa

y "

Let

's g

o to

cou

rl"

and

to

add

the

ral

lyin

g cr

y, "

We'U

ta

ke t

his

all

the

way

to

the

Sup

rem

e C

ourt

if

we

have

* P

artn

er.

Bal

l &

Ske

lly,

Han

isb

urg

. PA

{ C

Oll

slil

uli(

//1I

I1 I

'ro

lm:l

ioll o

f

to!"

But

her

e's

the

rub:

the

Sup

rem

e C

ourt

has

not

de

fini

tely

spo

ken

on a

num

ber

of c

onst

itut

iona

l is

sues

re

late

d to

rel

igio

us e

duca

tion

. A

nd w

e ha

ve n

o gu

ar­

ante

e th

at t

he S

upre

me

Cou

rt (

or a

ny o

ther

cou

rt i

n th

e U

nite

d S

tate

s) w

ill

nece

ssar

ily

rule

rig

htly

in

test

li

tiga

tion

s w

hich

are

bro

ught

. A

s an

atl

orne

y w

ho h

as

been

inv

olve

d in

muc

h co

nsti

tuti

onal

lit

igat

ion

in t

he

fiel

d of

rel

igio

us l

iber

ty,

I ca

n sa

y th

at t

he f

irst

rul

e to

be

obs

erve

d is

one

of

grea

t ca

utio

n to

war

d st

arti

ng

law

suit

s. L

itig

atio

n is

a l

ast

reso

rt.

Som

etim

es i

t is

bes

t to

def

end

in l

itig

atio

n ra

ther

tha

n to

sta

rt l

itig

atio

n.

Lit

igat

ion,

in

any

even

t, s

houl

d be

und

erta

ken

only

w

hen

it i

s pe

rfec

tly

clea

r th

at a

ll o

ther

met

hods

are

ha

zard

ous,

an

d l

itig

atio

n sh

ould

nev

er b

e un

dert

aken

un

less

it

is s

olid

ly p

repa

red,

wit

h pa

inst

akin

g ef

fort

. A

nd h

ere

I sh

ould

add

, th

at t

he p

repa

rati

on o

f li

tiga

­ti

on i

s ne

cess

aril

y a

tim

e-co

nsum

ing

busi

ness

and

tha

t th

e bu

rden

of

cond

ucti

ng e

ven

one

cons

titu

tion

alli

tiga

­ti

on m

ay b

e gr

eat

enou

gh t

o in

volv

e m

ost

of t

he t

ime

of

two

or t

hree

law

yers

for

pro

trac

ted

peri

ods.

Has

te i

n li

tiga

tion

may

pro

duce

im

mea

sura

ble

woe

s, n

ot o

nly

in

term

s of

the

par

ticu

lar

clie

nt's

int

eres

ts b

ut a

lso

in

term

s of

pre

cede

nts

whi

ch m

ay p

rove

rui

nous

to

ever

yone

.

All

of t

he f~regoing

tie

s in

to t

he s

ubje

ct o

f th

is p

aper

, w

hich

rel

ates

to

the

basi

c qu

esti

on o

f w

hat

righ

ts,

if

any,

gov

ernm

ent

has

wit

h r

espe

ct t

o re

ligi

ous

scho

ols.

T

hat

brin

gs m

e to

the

sec

ond

view

to

whi

ch I

ref

erre

d ab

ove.

I \ Th

ere

has

been

wid

ely

circ

ulat

ed i

n fu

ndam

enta

list

I

! ci

rcle

s, o

ver

the

pas

t tw

o ye

ars,

the

vie

w t

hat,

sin

ce

God

has

fou

nded

the

Chr

isti

an s

choo

l, go

vern

men

t ha

s no

rig

hts

wha

teve

r re

spec

ting

it.

Thi

s vi

ew i

s w

itho

ut

2

, C

hri

slio

ll S

chuo

ls

{

any

foun

dati

on w

hate

ver

in t

he C

onst

itut

ion

of t

he

Uni

ted

Sta

tes.

And

her

e I

am r

efer

ring

to

a vi

ew o

f ou

r C

onst

itut

ion

whi

ch r

egar

ds r

elig

ious

lib

erty

as

the

mos

t sa

cred

of

ou

r li

bert

ies.

Th

e st

art

of o

ur

inqu

iry

mus

t be

wh

at I

oft

en c

all

"the

pr

eam

ble"

to t

he P

ream

ble

of t

he C

onst

itut

ion

-na

mel

y, t

he D

ecla

rati

on o

f In

depe

nden

ce.

The

Jew

ish

libe

ral

cons

titu

tion

al l

awfe

r, L

eo P

feff

er,

has

ofte

n re

mar

ked

that

ou

r C

onst

itut

ion

has

a co

mpl

etey

sec

u­la

r pu

rpos

e, a

s is

evi

denc

ed b

y th

e P

ream

ble,

whi

ch

now

here

men

tion

s G

od.

But

it

is m

y o

wn

vie

w t

hat

th

ere

is a

pre

ambl

e to

th

at P

ream

ble

-na

mel

y, t

he

Dec

lara

tion

of

Inde

pend

ence

. T

he

Dec

lara

tion

ver

y pl

ainl

y st

ates

tha

t o

ur

righ

ts c

ome

from

God

, no

t fr

om

the

stat

e. B

ut t

he D

ecla

rati

on a

lso

reco

gniz

es t

he c

on­

cept

of

gove

rnm

ent.

It

say

s "t

hat

to s

ecur

e th

ese

righ

ts,

gove

rnm

ents

wer

e in

stit

uted

am

ong

men

, de

rivi

ng

thei

r ju

st p

ower

s fr

om t

he c

onse

nt o

f th

e go

vern

ed:'

Her

e w

e se

e it

rec

ogni

zed

that

gov

ernm

ent

has

a jo

b to

do

-"t

o se

cure

the

se r

ight

s:' W

e al

so s

ee it

sta

ted

th

at

gove

rnm

ent

only

has

pow

ers

whi

ch a

re "

just

" po

wer

s.

Wha

t ar

e th

ese

righ

ts?

The

y ar

e st

ated

bro

adly

: "l

ife,

li

bert

y an

d th

e pu

rsui

t of

hap

pine

ss:'

Ou

r co

urts

hav

e,

from

the

ver

y be

ginn

ing,

rec

ogni

zed

that

tho

se t

hree

bu

ndle

s ar

e re

late

d to

a t

hing

whi

ch p

hilo

soph

ers

have

ca

lled

"th

e co

mm

on g

ood"

-o

r th

e go

od o

f ev

eryb

ody.

If

the

com

mon

goo

d is

not

rec

ogni

zed,

the

n ev

eryb

ody'

s in

divi

dual

rig

hts

are

plac

ed i

n j

eopa

rdy.

Let

me

illu

stra

te:

supp

ose

that

in

the

mat

ter

of t

raff

ic

safe

ty,

we

forg

et a

bout

the

com

mon

goo

d an

d t

hat

th

eref

ore,

the

re w

ould

be

no s

peed

lim

its

and

no

traf

fic'

si

gnal

s. E

ven

if a

ll c

itiz

ens

wer

e vi

rtuo

us a

nd t

ried

th

eir

best

to

driv

e w

ith

care

, th

e ch

aos

and

car

nage

3

( C

on

slil

uli

on

o/l

'ro

h!c

lio

n o

f

resu

ltin

g fr

om t

he a

bsen

ce o

f tr

affi

c la

ws

w'o

uld

be

stup

efyi

ng.

And

I t

hink

you

wou

ld a

gree

tha

t th

ere

wou

ld s

till

be

a lo

t of

trou

ble

if o

ne g

roup

-na

mel

y cl

ergy

men

-w

ere

exem

pted

fro

m t

he t

raff

ic l

a w

s. o

r ev

en i

f th

e ex

empt

ion

exte

nded

onl

y to

cle

rgym

en

enga

ged

in a

tri

p fo

r re

ligi

ous

purp

oses

. N

ow t

he

traf

fic

law

s do

not

exi

st j

ust

to p

rote

ct m

e. I

der

ive

grea

t be

nefi

t fr

om t

hem

ind

ivid

uall

y. b

ut s

o do

es e

very

­bo

dy e

lse.

The

y se

rve

a co

mm

on g

ood.

I co

uld

mul

tipl

y ex

ampl

es.

as t

hey

pert

ain

to m

any

cr

imin

al l

aws.

the

nat

iona

l de

fens

e. e

tc. If

you

wil

l no

w

take

a l

ook

at t

he a

ctua

l P

ream

ble

to t

he C

onst

itut

ion.

yo

u w

ill

see

a w

hole

ser

ies

of "

com

mon

goo

d" p

urpo

ses

stat

ed a

s to

whi

ch g

over

nmen

t -

for

the

sake

of

the

com

mon

goo

d -

is g

iven

pow

ers

and

as t

o w

hich

ver

y ca

refu

l re

stri

ctio

ns a

re p

lace

d up

on g

over

nmen

t in

the

ex

erci

sing

of

thos

e po

wer

s.

The

lon

g an

d sh

ort

of it

is

that

if

we

do n

ot h

ave

gove

rnm

ent

for

the

purp

ose

of p

rote

ctin

g th

e co

mm

on

good

. w

e ha

ve a

soc

iety

of

chao

s an

d da

nger

. a

jung

le

in w

hich

eve

ry p

erso

n h

as t

o lo

ok o

ut f

or h

imse

lf in

or

der

to s

urvi

ve.

In t

erm

s of

rel

~gio

us l

iber

ty -

and.

in

part

icul

ar.

wit

h re

spec

t to

the

Chr

isti

an s

choo

l -ar

e th

ere

any

"com

­m

on g

ood"

con

side

rati

ons

whi

ch o

ught

to

be o

bser

ved

and

as t

o w

hich

gov

ernm

ent

may

pla

ya

role

? I

real

ize

that

som

e pl

eas

for

defi

ance

of

gove

rnm

ent

are

har

d t

o re

sist

. es

peci

ally

whe

n th

ey a

re m

ade

wit

h hi

gh

emot

ion

and

con

tain

cit

atio

ns to

the

Bib

le a

nd t

he

Con

stit

utio

n. A

sor

t of

eup

hori

a ca

n ta

ke o

ver

as o

ne i

s m

ade

to f

eel

that

he

is i

n t

he e

xact

sam

e sl

ot a

s th

e ea

rly

Chr

isti

an g

oing

to

face

the

lion

s in

the

are

na.

Wel

l an

d go

od. i

f w

e ar

e ri

ght.

But

God

gav

e us

rea

son.

an

d

4

, .'

Ch

risl

ion

Se/

wu

/s

.: w

e ou

ght

to a

pply

ou

r re

ason

ing

pow

ers

very

so

lem

nly.

car

eful

ly a

nd d

elib

erat

ely

befo

re w

e m

ake

our

deci

sion

to

defy

the

sta

te.

An

impo

rtan

t st

ep i

n th

e re

ason

ing

proc

ess

is t

o in

quir

e w

het

her

the

sta

te's

in

tere

st i

s on

e w

hich

is

trul

y fo

r th

e co

mm

on g

ood.

•

So

far

as r

elig

ious

edu

cati

on i

s co

ncer

ned.

the

"c

omm

on g

ood"

are

a in

whi

ch t

he s

tate

may

act

is

very

sm

all

inde

ed.

The

tw

o br

oad

prin

cipl

es a

re t

he

foll

owin

g:

1.

Gov

ernm

ent

ma

y no

t di

ctat

e. c

ontr

ol o

r su

per­

vise

the

rel

igio

us m

issi

on o

f a

reli

giou

s sc

hool

. w

heth

er t

hat

scho

ol i

s op

erat

ed b

y a

chur

ch o

r no

t.

2.

Gov

ernm

ent

may

pos

e re

ason

able

req

uire

men

ts

pert

aini

ng t

o he

alth

. sa

fety

. san

itat

ion

and

a ba

sic

core

of

lear

ning

.

The

se t

wo

prin

cipl

es r

equi

re e

xpla

nati

on.

Und

er t

he

firs

t he

adin

g. i

t is

ver

y cl

ear

that

gov

ernm

ent

may

not

di

ctat

e. d

irec

tly

or i

ndir

ectl

y. t

he c

urri

culu

m o

f a

Chr

isti

an s

choo

l (e

xcep

t as

to

the

"cor

e" w

hich

I d

efin

e he

rein

afte

r). It

may

not

dic

tate

tea

chin

g m

etho

ds.

It

may

not

im

pose

tea

cher

qua

lifi

cati

ons

(inc

ludi

ng.

of

cour

se.

teac

her

cert

ific

atio

n). I

t m

ay n

ot d

icta

te t

ext­

book

s or

iQ.s

truc

tiona

l m

ater

ial.

It

may

not

req

uire

go

vern

men

tal

appr

oval

. ce

rtif

icat

ion

or

any

othe

r fo

rm

of li

cens

ing

of t

he s

choo

l. It

may

not

con

duct

ins

pec­

tion

s of

the

sch

ool

wit

h re

gard

to

any

of

the

fore

goin

g m

atte

rs o

r w

ith

rega

rd t

o pu

pil

perf

orm

ance

or

teac

her

perf

orm

ance

. It

may

not

req

uire

the

sch

ool

to b

elon

g to

su

rrog

ate

priv

ate

accr

edit

ing

agen

cies

or

to b

e p

asse

d

upon

by

them

. It

may

im

pose

onl

y ve

ry l

imit

ed r

epor

t­in

g re

quir

emen

ts a

s di

scus

sed

late

r. I

t m

ay n

ot c

ontr

ol

or

dict

ate

wag

es o

r ho

urs

of e

mpl

oym

ent

wit

hin

the

scho

ol.

It m

ay n

ot d

icta

te i

ts le

gal

stru

ctu

re (

for

5

,

Con

stit

utio

nol

Pro

tect

ion

of

exam

ple.

to

be i

ncor

pora

ted

or c

hart

ered

). I

t m

ay n

ot

play

any

rol

e w

ith

res

pect

to

labo

r re

lati

ons

wit

hin

the

scho

ol o

r ce

rtif

y th

e te

ache

rs o

f th

at s

choo

l as

a

barg

aini

ng u

nit

unde

r th

e N

atio

nal

Lab

or R

elat

ions

Act

or

any

sta

te l

abor

rel

atio

ns a

ct. G

over

nmen

t m

ay n

ot

appl

y to

the

sch

ool l

aws

rela

ting

to d

iscr

imin

atio

n on

ac

coun

t of

rel

igio

n. s

ex o

r ha

ndic

ap.

Whi

le s

erio

us

ques

tion

s re

mai

n to

be

solv

ed w

ith

resp

ect

to d

iscr

im­

inat

ion

on a

ccou

nt o

f ra

ce.

so f

ar a

s th

e ad

mis

sion

of

stud

ents

is c

once

rned

. gov

ernm

ent

has

no p

ower

to

impo

se o

n th

e C

hris

tian

sch

ool a

pro

gram

of

affi

rm­

ativ

e ac

tion

suc

h as

was

pro

pose

d by

IR

S in

197

9 in

its

P

ropo

sed

Rev

enue

Pro

cedu

re r

espe

ctin

g ra

cial

di

scri

min

atio

n. •

As

to c

ompu

lsor

y at

tend

ance

law

s. o

r tr

uanc

y la

ws.

se

riou

s qu

esti

ons

rem

ain

to b

e re

solv

ed b

y th

e co

urts

. T

he c

ompu

lsor

y at

tend

ance

law

s of

sev

eral

of

the

stat

es a

re p

lain

ly u

ncon

stit

utio

nal

and

coul

d no

t pr

oper

ly b

e co

mpl

ied

wit

h. T

hose

sta

te t

ruan

cy l

aws

whi

ch r

equi

re a

chi

ld to

hav

e a

basi

c m

odic

um o

f ed

ucat

ion

in a

saf

e an

d he

alth

ful

envi

ronm

ent

are.

in

my

view

. va

lid.

I r

egre

t th

at.

to e

xpos

e th

is w

hole

su

bjec

t in

pro

per

deta

il.

wou

ld t

ake

far

grea

ter

spac

e th

an t

he p

lan

of t

his

pape

r pe

rmit

s.

As

to t

he s

econ

d pr

inci

ple:

gov

ernm

ent

may

im

pose

re

ason

able

fir

e re

gula

tion

s. "

Rea

sona

ble"

-no

t ev

ery

fire

reg

ulat

ion

is r

easo

nabl

e. I

n on

e st

ate

rece

ntly

the

st

ate

fire

mar

shal

l at

tem

pted

to i

mpo

se u

pon

a C

hris

tian

sch

ool

a S

tate

Fir

e C

ode.

The

Cod

e w

as

draw

n br

oadl

y en

ough

to

cove

r ev

ery

sort

of

inst

itu-

-Th

ere

are

som

e di

cta

in U

.S.

Sup

rem

e C

ourt

dec

isio

ns w

hich

lir

e co

ntra

ry t

o th

e fo

rego

ing.

But

tho

se d

icta

app

eare

d in

con

lext

s re

lali

ng 1

0 st

ate

aid

to r

elig

ious

sch

ools

and

did

nol

con

side

r th

e is

sue

of g

over

nmen

t "e

ntan

glem

ent"

wit

h r

elig

ion.

6

Ch

rist

ion

Sch

ools

tion.

pub

lic

or p

riva

te.

Res

earc

h di

sclo

sed

that

the

C

ode

had

been

dev

elop

ed e

ssen

tial

ly w

ith

resp

ect

to

indu

stri

al b

uild

ings

. It

con

tain

ed m

any

prov

isio

ns

whi

ch m

ade

no s

ense

wha

teve

r as

app

lied

to

a sm

all

scho

ol b

uild

ing.

It

cont

aine

d re

fere

nces

to

a na

tion

al

safe

ty c

ode

whi

ch h

ad b

een

deve

lope

d by

saf

ety

expe

rts

-a

rem

ote

body

whi

ch h

ad w

orke

d up

a s

et o

f re

gula

tion

s w

hich

. in

the

ir s

ubje

ctiv

e ju

dgm

ent.

wer

e id

eal.

The

sch

ool

coul

d no

t ha

ve b

egun

to

com

ply

wit

h al

l of

the

se r

egul

atio

ns.

To

sust

ain

even

par

t of

the

cos

t of

mak

ing

the

chan

ges

whi

ch t

hey

requ

ired

wou

ld h

ave

put

the

scho

ol o

ut o

f bu

sine

ss f

inan

cial

ly.

Fur

ther

mor

e.

a nu

mbe

r of

the

reg

ulat

ions

wer

e co

mpl

etel

y un

wor

k­ab

le i

n te

rms

of a

sm

all

scho

ol s

etti

ng.

Mai

nly.

the

y w

ere

unne

cess

ary

for

the

prot

ecti

on o

f th

e ch

ildr

en.

Hav

ing

said

all

tha

t. i

t is

nev

erth

eles

s cl

ear.

tha

t go

vern

men

tal

auth

orit

y m

ay m

ake

requ

irem

ents

for

th

e pr

otec

tion

of

scho

ol c

hild

ren

agai

nst

fire

. T

he

reas

onab

lene

ss o

f th

ese

regu

lati

ons

is u

sual

ly b

est

dete

rmin

ed b

y ex

peri

ence

d. c

omm

onse

nsic

al l

ocal

of

fici

als

or. if

the

ques

tion

bec

omes

one

inv

olvi

ng

wit

ness

es i

n co

urt.

pra

ctic

al-m

inde

d. e

xper

ienc

ed e

ngi­

neer

s or

con

trac

tors

. F

ire

prot

ecti

on i

s cl

earl

y a

"com

­m

on g

ood"

mat

ter.

and

it i

s ne

cess

ary

that

gov

ernm

ent

requ

ire

reas

onab

le f

ire

prot

ecti

on f

or a

ll c

hild

ren.

I s

ee

no v

iola

tion

of

cons

titu

tion

al p

rinc

iple

her

e at

all

. F

urth

er.

I se

e a

very

im

port

ant

poin

t w

ith

resp

ect

to

pote

ntia

l li

abil

ity

of t

he s

choo

l in

dam

age

acti

ons

by

pare

nts

who

se c

hild

ren

have

bee

n ki

lled

or

inju

red

due

to f

ire.

If

the

scho

ol i

s ab

le t

o sh

ow c

ompl

ianc

e w

ith

.

fire

law

s. s

o fa

r as

the

se a

re r

easo

nabl

e, t

he s

choo

l w

ill

like

ly b

e pr

otec

ted

from

suc

h li

abil

ity

clai

ms.

The

sam

e co

nsid

erat

ions

app

ly t

o ot

her

aspe

cts

of

chil

d sa

fety

. A

gain

the

re m

ust

be t

he m

ost

care

ful

7

.. C

onsl

ilul

iona

l Pr

nlf)

(:lio

n of

scru

tiny

to a

ssur

e, o

n th

e ba

sis

of c

ompe

tent

pro

fes­

sion

al a

dvic

e, t

hat

the

stat

e or

loca

l re

quir

emen

ts a

re

reas

onab

le.

An

aspe

ct o

f sa

fety

req

uire

men

ts w

hich

of

ten

com

es u

p is

the

que

stio

n of

whe

ther

a p

riva

te

reli

giou

s sc

hool

may

be

requ

ired

to

repo

rt t

o so

me

publ

ic o

ffic

ial

the

nam

es a

nd a

ddre

sses

of

stud

ents

en

roll

ed t

here

in.

Thi

s is

a "

gray

" ar

ea,

but,

if w

e ag

ree

on t

he c

once

pt o

f a

reas

onab

le c

ompu

lsor

y sc

hool

at

tend

ance

law

, th

en I

bel

ieve

tha

t w

e co

uld

agre

e to

th

e m

akin

g of

suc

h re

port

s. T

he r

easo

ns f

or t

he r

epor

ts

-or

, to

put

it

diff

eren

tly,

t~e

onl

y va

lid

reas

ons

for

such

rep

orts

-ar

e (a

) to

hel

p lo

cate

a c

hild

who

may

.

be'm

issi

ng,

(b)

to a

ssur

e th

at t

he c

hild

is

in c

ompl

ianc

e w

ith

the

com

puls

ory

atte

ndan

ce l

aws.

Whi

le t

he l

atte

r re

ason

see

ms

to m

e to

be

of p

ossi

ble

ques

tion

able

va

lidi

ty,

the

form

er r

easo

n ap

pear

s to

me

stro

ng e

spe­

cial

ly i

n th

is d

ay o

f so

muc

h m

oles

tati

on o

f ch

ildr

en.

Imm

edia

tely

, ho

wev

er,

I no

te t

his

war

ning

sig

nal:

I

cons

ider

the

sta

te e

ntit

led

to t

his

info

rmat

ion

sole

ly f

or

the

abov

e tw

o pu

rpos

es a

nd n

ot f

or a

ny o

ther

pur

pose

. In

no sens~

shou

ld t

he C

hris

tian

sch

ool,

in m

akin

g su

ch r

epor

t, i

ndic

ate

that

it

is t

here

by s

ubsc

ribi

ng t

o th

e id

ea t

hat

the

publ

ic e

duca

tion

al a

utho

riti

es h

ave

supe

rvis

ory

cont

rol

over

the

rel

igio

us s

choo

l. T

hat

poin

t be

ing

mad

e cl

ear,

I d

o no

t se

e an

y co

nsti

tuti

onal

di

ffic

ulty

in

the

scho

ol's

mak

ing

it kn

own

to s

ome

publ

ic o

ffic

ial

that

a c

erta

in c

hild

is e

nrol

led

in,

and

wil

l be

dai

ly io

cate

d in

, th

e sc

hool

.

As

to h

ealt

h re

quir

emen

ts,

a w

ord

of s

tron

g w

arni

ng a

t th

e ou

tset

. U

nder

fed

eral

leg

isla

tion

sta

tes

are

devi

sing

S

tate

Hea

lth

Car

e P

lans

and

und

er s

ome

of t

hese

w

hitc

h I

have

see

n, t

he d

efin

itio

n of

"he

alth

" is

so

broa

d as

to

embr

ace

virt

uall

y an

y k

ind

of h

uman

con

diti

ons

-m

enta

l, p

sych

olog

ical

, so

cial

, eco

mon

ic,

sexu

al, e

tc.

I

8

, C

hri

slia

n S

choo

ls

{

see

the

stat

e's

"hea

lth"

req

uire

men

ts a

s va

lid

only

in

an

extr

emel

y n

arro

w a

rea.

The

se r

easo

ns a

re r

easo

ns

clos

ely

alli

ed t

o th

e fi

re a

nd s

afet

y co

nsid

erat

ions

ex

pres

sed

abov

e. R

easo

nabl

e ki

tche

n, f

ood

and

lav

a­to

ry r

equi

rem

ents

may

be

impo

sed

-an

d fo

r al

l of

the

re

ason

s I

have

sla

ted

abov

e. L

aw,

prop

erly

und

erst

ood,

ha

s an

edu

cati

onal

dim

ensi

on.

For

exa

mpl

e, t

he f

act

that

we

stil

l ha

ve.

in a

few

sta

tes,

law

s ag

ains

t fo

rnic

a­tio

n, r

epre

sent

s a

leac

hing

tha

t o

ur

soci

ety

cond

emns

fo

rnic

atio

n. H

ere

the

law

exp

ress

es a

Bib

lic'a

l pr

inci

ple,

an

d it

is w

ell

that

it

shou

ld.

Als

o, t

here

fore

, w

hen

the

law

pro

vide

s th

at a

kit

chen

in a

sch

ool

not

be a

sou

rce

of d

isea

se,

and

prov

ides

ele

men

tary

im

plem

enti

ng

requ

irem

ents

, th

is u

ndou

bted

ly s

erve

s a

usef

ul e

duca

­ti

onal

fun

ctio

n. C

ompe

tent

loc

al m

edic

al a

dvic

e ca

n or

dina

rily

be

obta

ined

as

to t

he r

easo

nabl

enes

s of

the

im

posi

tion

in

ques

tion

. Im

mun

izat

ion

pres

ents

cer

tain

sp

ecia

l pr

oble

ms.

Cer

tain

ly w

here

the

re i

s an

epi

dem

ic,

the

stat

e ha

s co

nsti

tuti

onal

pow

er to

im

pose

im

mun

iza­

tion

req

uire

men

ts.

We

mus

t be

war

e, h

owev

er,

of th

e w

ord

"epi

dem

ic:'

Cur

rent

ly,

heal

th a

utho

riti

es a

re c

om­

plai

ning

of

an "

epid

emic

" of

ven

erea

l di

seas

e. V

ener

eal

dise

ase

is i

ndee

d of

"ep

idem

ic"

prop

orti

ons,

bu

t it

is

spre

adin

g m

ainl

y th

roug

h th

e vo

lunt

ary

acts

of

indi

­vi

dual

s. W

e sh

ould

be

war

y o

f an

y at

tem

pt o

f he

alth

au

thor

itie

s to

im

pose

. w

ithi

n C

hris

tian

sch

ools

, an

y

form

of

vene

real

dis

ease

con

trol

.*

As

to c

urri

culu

m,

it i

s un

doub

tedl

y co

nsti

tuti

onal

tha

t go

vern

men

t re

quir

e th

at a

ll c

hild

ren

phys

ical

ly a

nd

m

enta

lly

capa

ble

rece

ive

a ba

sic

educ

atio

n (a

s I

wil

l

"I d

o n

ot h

ere

deal

wit

h t

he g

igan

tic

prob

lem

s po

sed

by

the

eff

ort

s o

f pu

blic

au

tho

riti

es t

o us

e th

e ta

x m

oney

s of

all

cit

izen

s. a

nd

the

ap

par

atu

s fir

gove

rnm

ent

itse

lf.

to i

mpu

se r

equ

irem

ents

upo

n pu

blic

sch

ools

whi

ch

are

atw

mp

lete

var

ianc

e w

ith

Ch

rist

ian

mor

alit

y.

9

( C

Oll

slil

ulio

llU

l I'

rulm

:lio

ll or

,

idef

ine

the

term

"ba

siC

").f

ther

e w

ould

app

ear

to b

e a

\com

pell

ing

stat

e in

tere

st t

hat

a c

hild

lea

rn t

he l

angu

age

lof

his

cou

ntr

y (

read

ing,

wri

ting

, sp

elli

ng),

its

his

tory

, ~eographY

and

for

m o

f go

vern

men

t, a

nd h

ow t

o co

m­

jPut

e. O

ur

soci

ety

wou

ld b

e ch

aoti

c if

peo

ple

lack

ed

ithe

se f

orm

s ,?

f kn

owle

dge

-es

peci

ally

Eng

lish

com

­mu

nica

tion

~,'!

I th

ink

you

can

see

evi

denc

e of

the

cha

os

as y

ou n

ote

the

grow

ing

illi

tera

cy o

f ch

ildr

en e

mer

ging

fr

om t

he p

ubli

c sc

hool

s. T

he

grow

ing

depe

nden

ce u

pon

sens

at.i

on,

audi

o-vi

sual

so

un

d a

nd

im

ager

y in

su

bst

itu

­ti

on f

or t

rue

educ

atio

n, t

he u

se o

f re

ason

ing

po

wer

s an

d r

elia

nce

upon

the

min

d, i

s a

very

gre

at d

ange

r to

o

ur

soci

ety

at t

he p

rese

nt.

It w

ou

ld a

pp

ear

that

th

e C

hris

tian

sch

ool

wou

ld w

ill­

ingl

y co

~ced

e th

at t

here

is'

a ve

ry s

tron

g "c

omm

on

good

" in

tere

st i

n ch

ildr

en's

lea

rnin

g th

e "b

asic

br

anch

es;"

how

ever

, be

yond

thi

s, a

ll s

ubje

cts

mus

t pl

ainl

y be

opt

iona

l. A

s w

e br

ough

t ou

t in

the

cas

e w

hich

the

Chr

isti

an s

choo

ls o

f N

orth

Car

olin

a so

cO

'ura

geou

sly

wag

ed a

gai

nst

the

Nor

th C

arol

ina

com

pe­

tenc

y te

stin

g st

atut

e, t

here

is

no a

gree

men

t in

the

ge

nera

l co

mm

unit

y as

to

anyt

hing

bey

ond

the

basi

cs,

and

th

at p

rove

s th

at t

here

is

no c

ompe

llin

g st

ate

inte

rest

in

impo

sing

an

yth

ing

bey

ond

the

basi

cs.

Abo

ut

ever

y fi

ve y

ears

som

e p

ress

ure

gro

up c

omes

fo

rwar

d

and

say

s th

at a

par

ticu

lar

subj

ect

is c

riti

call

y n~

ces­

sary

. W

e ha

ve s

een

thes

e vo

gues

of

the

New

Mat

h,

cour

ses

in C

onsu

mer

ism

, E

nvir

onm

ent,

Fre

e E

nter

­pr

ise,

etc

. M

any

Ch

rist

ian

sch

ools

fee

l th

ey c

anno

t, i

n co

nsci

ence

, of

fer

cour

ses

in C

onsu

mer

ism

-w

hich

are

es

sent

iall

y co

urse

s in

mat

eria

lism

.

May

a C

hri

stia

n s

choo

l be

req

uire

d by

the

sta

te t

o re

port

lev

els

of a

chie

vem

ent

by i

ts p

upil

s in

the

"ba

sic

bran

ches

"? T

he

ques

tion

is

not

an e

asy

one

to

answ

er.

10

" (:

hri

sliu

ll S

dll

lols

,

On

the

one

hand

, su

ppos

e th

at a

sch

ool

adve

rtis

ing

itse

lf a

s a

"rel

igio

us"

scho

ol,

is i

n fa

ct a

her

ding

pla

ce

for

chil

dren

in

a w

areh

ouse

or

gara

ge.

Sup

pose

, fu

rthe

r, t

hat

the

scho

ol a

dver

tise

s th

at i

t te

ache

s th

e "b

asic

bra

nche

s" a

nd

,tha

t, in

fac

t, it

doe

s. b

ut

in h

it-o

r­m

iss

fash

ion

-ve

ry b

adly

-th

e en

d r

esul

t be

ing

that

th

e ch

ildr

en l

earn

lit

t Ie

or

noth

ing.

Is

not

the

stat

e en

titl

ed t

o so

me

evid

ence

th

at t

he

cour

se o

ffer

ing

is n

ot

a fa

ke?

If it

can

not.

the

n w

hat

is

the

poin

t of

req

uiri

ng

the

"bas

ic b

ranc

hes"

at

all?

If

a p

aren

t ca

n co

mpl

y w

ith

co

mpu

lsor

y at

ten

dan

ce l

aws

by

sen

ding

his

chi

ld t

o a

scho

ol w

hic

h m

erel

y sa

ys

that

it

offe

rs t

he b

asic

br

anch

es.

bu

t in

rea

l fa

ct d

oes

not.

wh

at's

the

poi

nt o

f th

e co

mpu

lsor

y at

tenc

lanc

e la

w?

On

the

othe

r ha

nd,

jf t

he s

tate

can

mea

sure

the

sch

ool's

pe

rfor

man

ce i

n th

e "b

asic

bra

nche

s:' d

oes

this

not

re

ally

pu

t th

e st

ate

in t

he p

osit

ion

of r

unni

ng t

he

scho

ol?

If a

sta

te l

aw w

ould

mer

ely

requ

ire

that

the

sc

hool

s su

bmit

ach

ieve

men

t re

sult

s in

the

bas

ics

to

stat

e au

thor

itie

s. w

hat

wou

ld b

e th

e po

int if

the

stat

e co

uld

not

then

P(J

SS

upo

n th

e le

vel

of a

chie

vem

ent?

W

hy g

ive

the

stat

e th

at i

nfor

mat

ion

if th

e st

ate

can

do

noth

ing

wit

h i

f? S

uppo

se t

hat

the

scho

ol m

akes

an

ho

nest

rep

ort

to t

he s

tate

aut

hori

ties

th

at s

ho

ws

that

it

s ch

ildr

en a

re p

erfo

rmin

g be

low

sat

isfa

ctor

y le

vels

on

the

Sta

nfo

rd A

chie

vem

ent.

Tes

t: w

hat

wou

ld b

e th

e po

int

of a

law

whi

ch g

ave

the

stat

e th

at i

nfor

mat

ion

but

prov

ided

no

cons

eque

nces

? B

ut if

the

stat

e sh

ould

be

em

pow

ered

to

pas

s up

on t

he r

esul

ts,

whe

re d

oes

the

pow

er o

f th

e st

ate

end?

If

it ca

n i

mpo

se s

anct

ions

, th

en

it c

an i

mpo

se s

anct

ions

rep

rese

ntin

g th

e st

ate'

s st

and

ard

s.

My

answ

er t

o th

ese

oppo

sing

pol

icie

s is

to

say

th

at t

he

stat

e sh

ould

not

be

deem

ed t

o h

ave

pow

er t

o re

view

11

{ C

on

s/j

llI/

ju/I

'"

I'ro

lm:/

joll or

achi

evem

ent

resu

lts

in t

he s

choo

ls.

Whi

le I

rea

lize

tha

t fa

ke a

nd f

raud

ulen

t sc

hool

s m

ay b

e es

tabl

ishe

d an

d

that

it

is q

uite

pos

sibl

e th

at s

ome

priv

ate

reli

giou

s sc

hool

s w

ill

do a

bad

job

in

the

educ

atin

g of

chi

ldre

n, I

be

liev

e th

at t

here

are

tw

o im

men

sely

im

port

ant

fact

ors

whi

ch p

rote

ct t

he "

com

mon

goo

d" i

n th

is m

atte

r: (

a) t

he

pare

nt m

arke

t, (

b) e

xist

ing

stat

e la

ws

rela

ting

to

frau

d,

safe

ty,

and

hea

lth.

Th

e pa

rent

mar

ket

is c

riti

call

y im

port

ant.

The

se a

re d

ays

of h

orre

ndou

s in

flat

ion,

tax

-. a

tion·

and

los

s of

em

ploy

men

t. P

aren

ts a

re n

ot l

ong

goin

g to

inv

est

mon

ey i

n sc

hool

s w

hich

are

wor

thle

ss.

Par

ents

who

car

e en

ough

abo

ut t

heir

chi

ldre

n to

enr

oll

them

in

priv

ate

scho

ols

are,

by

and

larg

e. p

aren

ts w

ho

are

keen

ly i

nter

este

d in

the

ir c

hild

ren

and

wil

ling

to

sacr

ific

e fo

r th

em.

Th

is i

s a

prac

tica

l fa

ct o

f lif

e. I

n ca

se

afte

r ca

se I

hav

e se

en p

riva

te s

choo

l pa

rent

s w

ho a

re

men

an

d w

omen

of

exce

llen

t in

tell

igen

ce a

nd d

eep

love

fo

r th

eir

chil

dren

. I

beli

eve

that

the

par

ents

~ th

e ·c

hild

ren

and

the

publ

ic a

re w

ell

prot

ecte

d by

the

"p

aren

t m

arke

t" f

acto

r. T

here

are

ple

nty

of l

aws

to p

ro­

tect

par

ents

an

d c

hild

ren

agai

nst

frau

dule

nt o

r da

nger

­ou

s sc

hool

s. T

hese

law

s ca

n be

, an

d ar

e, e

nfor

ced

in a

ll

fift

y st

ates

, an

d t

here

is

not

good

rea

son

for

impo

sing

an

ove

rlay

of

addi

tion

al s

truc

ture

s of

law

in

view

of

that

fac

t. W

eigh

ed a

gain

st t

he d

ange

rs o

f st

ate

supe

r­vi

sion

, su

rvei

llan

ce,

insp

ecti

on a

nd c

ontr

ol o

f pl

'ivat

e re

ligi

ous

educ

atio

n, i

t is

ver

y cl

ear

that

the

sch

ools

m

ay n

ot c

onst

itut

iona

lly

be r

equi

red

to s

ubje

ct t

hem

­se

lves

to

eval

uati

on b

y pu

blic

off

icia

ls -

whi

ch c

an

only

mea

n th

e im

posi

ng o

f pu

blic

sch

ool

stan

dar

ds

on

priv

ate

reli

giou

s sc

hool

s -

and

ther

efor

e m

akin

g th

em

a ca

rbon

cop

y of

the

sch

ools

whi

ch t

he s

tate

ow

ns

and

ru

ns.

It m

ust

neve

r be

for

gott

en t

hat

the

Bib

le-c

ente

red

Chr

isti

an s

choo

l w

as n

ot f

ound

ed b

y th

e st

ate

and

is

12

\ (:

hrj

s/j

u/I

Hdl

llol

.~

{

not

fund

ed b

y th

e sl

ale.

It

is n

ot a

cre

atur

e of

the

sta

te

and

may

not

be

run

hy t

he s

tate

.

Las

tly,

it

is i

mpo

rt a

ni t

o no

te t

hat

publ

ic e

duca

tion

is

100

perc

ent

stat

e-co

ni ro

lled

and

sta

te-f

unde

d. Y

et i

t is

pr

ecis

ely

in t

he p

uhli

c sc

hool

tha

t ed

ucat

ion

fail

ure

has

been

so

noti

ceab

le -

in t

erm

s of

illi

tera

cy,

low

ac

hiev

emen

t. d

ropo

ul s.

pus

h-ou

ts,

viol

ence

an

d d

rugs

. T

hat

mer

ely

prov

es I

hat

no a

mou

nt o

f go

vern

men

t co

ntro

l of

edu

cal i

on -

even

10

0 p

erce

nt c

ontr

ol -

appa

rent

ly g

ives

Ihl

! sl

ight

est

guar

ante

e of

qua

lity

in

educ

atio

n. *

* *

* *

* *

* *

* T

he f

oreg

oing

con

sl it

ute

s a

sum

mar

y o

f th

e c.

onst

itu­

tion

al p

rinc

iple

s w

hich

I b

elie

ve t

o be

inv

olve

d w

ith

re

spec

t to

"th

e th

ings

tha

t ar

e C

aesa

r's:

' Not

man

y th

ings

are

, w

hen

it co

mes

to

Chr

isti

an s

choo

ls.

Intr

u­si

ons

by t

he s

tate

in

I he

"pro

hibi

ted

area

s" w

hich

I

have

dis

cuss

ed m

ust

be v

igor

ousl

y re

sist

ed.

But

als

o w

e m

ust

abju

re e

mot

iona

l cr

usad

es w

hich

wou

ld

plun

ge t

he C

hris

tian

sch

ools

int

o ne

edle

ss -

and

• w

rong

ful

-as

sau

lts

upon

gov

ernm

ent.

We

mus

t ne

ver

forg

et t

hat

whe

n W

I! sp

eak

of "

gove

rnm

ent:

' we

are

spea

king

of

sOl1

wl h

ing

that

is

ours

. W

e m

ust

alw

ays

keep

rem

indi

ng A

mel

'ican

s th

at t

hey

own

thei

r go

vern

men

t. T

he g

over

nmen

t is

not

"th

ey;'

and

wh

en

publ

ic o

ffic

ials

go

astr

ay,

we

mus

t re

buke

the

m a

nd

bi

nd t

hem

dow

n to

I he

ir r

ole

as o

ur

serv

ants

. I

am

grea

tly

dist

ress

ed b

y t

he e

ssen

tial

ly u

nAm

eric

an c

har­

acte

r of

sta

tem

enls

I h

ave

rece

ntly

rea

d w

hich

wou

ld,

on t

he b

asis

of

a la

ck o

f un

ders

tand

ing

of o

ur

cori

stit

u­ti

onal

law

, m

ake

it a

pp

ear

that

no

thin

gs a

re C

aesa

r's

-th

at i

s, t

hat

ther

e is

no

"com

mon

goo

d" a

rea

whi

ch

13

{ C

onst

ilut

iono

l P

rote

ctio

n of

we

the

peop

le,

as a

peo

ple,

hav

e a

resp

onsi

bili

ty t

o pr

o­te

ct.

As

a ve

tera

n of

sev

eral

dec

ades

of

figh

ting

off

go

vern

mer

ital

int

rusi

ons

on p

riva

te l

iber

ties

(no

t on

ly

in t

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area

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ee e

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ate

sect

or.

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ing

Wor

ld W

ar I

I I

reca

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hich

a

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man

der.

ins

pire

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ith

zeal

to

figh

t th

e N

azis

. in

­ad

vert

entl

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used

his

ow

n A

mer

ican

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ops

to b

e sh

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e co

uld

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t th

is m

an's

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was

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nt z

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pers

onif

ied.

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tro

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was

tha

t he

was

al

l ze

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and

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e hf

s en

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had

exp

ende

d it

self

th

roug

h hi

s gu

n ba

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car

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g ou

t hi

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ders

, it

w

as n

ot t

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nem

y w

ho g

ot h

urt

but

his

own

troo

ps.

The

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ovem

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f th

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hat

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14

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J'.,th:/d'p 0 -rl/!.- ' fI/ /~~.'3

TESTIMONY OF THE CHRISTIAN EDUCATION ASSOCIATION OF MONTANA

Represented by Roger Koopman, Bozeman

Senate Education Committee February 4, 1983

"Freedom is the right to choose, the right to create for oneself the alternatives of choice. Without the possi­bility of choice and the exercise of choice, a man is not a man but a member, an instrument, a thing."

Those words by Thomas Jefferson strike at the heart of what America and Americans are all about. It can be summed up in one word -- freedom.

Those of us testifying in support of S.B. 331 are not asking for special favors and we're certainly not asking for money. We are simply asking that our freedom as Americans be respected and honored and upheld. We're asking that our government recognize our God-given right to freedom of choice in the education of our own children.

The philosophy of freedom under God has worked pretty well for this nation. While the rest of the world has been generally engulfed by one form of authoritarianism or another, Americans have lived in freedom -- the freedom to think, the freedom to choose, the freedom to invent, the freedom to excel. The result has been an incredible explosion of the human spirit, of creativity and of productivity in all fields of endeavor, including education.

Unfortunately, in recent years we have seen an educational elite rise up that is no respecter of academic freedom and is certainly no respecter of the faith of our founding fathers. This .elite represses free thought and only tolerates certain narrow points of view Christianity not being among them. As a consequence, we have seen the quality of public education literally fall through the floor.

But thank God we still live in a free country. And so, as a response to this sad state of affairs, we have witnessed Christian and other private schools springing up by the hundreds each day all over this land. Increasingly, parents are being afforded an educa­tional alternative -- a choice.

But it's hardly surpr1s1ng that this same discredited educational elite would be doing everything possible to bring the private education movement firmly under its thumb -- to squelch it, to squash it, to destroy it. This establishment has a vested interest in resisting competition, in resisting innovation, in resisting progress, in resisting change. A.nd if freedom should be banished in the process, then so be it.

I'm reminded of the words of Dr. Martin Essex, Superintendent of Public Instruction for the State of Ohio, who in the Whisner vs. Ohio case saidl "If defendants have presented evidence sufficient to support the claim of religious infringement by the State through its Minimum Standards, must the religious freedom necessarily prevail? Clearly not ••• the State's interests in providing a compulsory minimum standard of education clearly outweighs whatever minor infringement on the defendants' religious practices may result."

Stop and think about that statement for a moment. Recognize that this is the attitude of most public educators and then consider the ramifications.

And so, the battle lines are drawn. On the one side is human freedom -- the freedom to think, to teach, to worship and to learn. On the other side is the drive for conformity, compulsion, oppression and tyranny.

Who ) lose? We

liThe

is affected? We all are affected. all do.

,I is •• ,,~om.·1 I

Who stands to wi' ,. \ I I :~ I J

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Michael L. Proffitt Testimony - Support of Senate Bill #331 Friday, February 4, 1983 - 1:00 P.M.

Dear Chairman Brown and Members of the Senate Education Committee:

Several weeks ago Judge Hotchkiss in a Michigan case

regarding Christian school freedom said that state regulation

of any private school presents "an incredible conflict of

interest".

This conflict of interest is one concerning dollars ·10' •

and cents. The state is attempting to regulate a competitor.

The reason this is being done is bo control education (both

private and public) in order to save the state system of

education (the public schools).

The average amount of money lost from the stabe level

to the local district is as follows:

Avg. Amount Annual

i,l,

Elementary $1,563.03

Sr. High 1,944.09

The above average cost was given to me yesterday February 3,

1983 from Mr. Bob Stockton, Administrator of State Equalization

Aide.

I encourage you to vote for S. B. 331. If private education

is allowed to operate freely without state regulation, the cost

to the taxpayer of Montana will decrease.

\..-Gueit~coltlmn-------------.

· urg~s 'No' vote on bill to !-,.. ... i • II

· cOQt~olpriv~te schools It

•

By MIKE PROnnT . " . PrlaclpaI of CIou Carreata am.tIan School

Webster's New World Dictionary defines monopoly as 1) exclusive control of a commodity or service in a given . market, or control that makes possible the fixing of Prices Ilnd the virtual elimination of free com~tition; 2) an ~kdusive privilege of engaging in a particular 'business or ~1I'ovlding a service, granted by a ruler or by the state. ll<resently the public school system has an educational monopoly in Montana and America because the State has granted this control.

~y IN MONTANA THE STATE SENATORS • lI.Ie {aced with an tssue of whether to increase this

monopoly control or to allow the private schools to 'OIltinue to compete in a free market to educate the

ChUdren of Montana. Private schools have an excellent • trade record of educatipg children at a lower cost and

producing successful results. Children attending private ~chools are scoring above the national average scores

• u,inB national standard achievement tests. Senate Bill 253 has been sponsored to require strict

i/.overnment control of private schools. The State Board of Public Education was the initiator of this bill and according

• to. quote from State Representative Tom Hanna from Billings, "Money is the motivating factor behind the !JlAte's proposal".

The state board wants to control the process of educa· .. uon in private schools. The private. schools believe that all

ac:hooIs should test the child to determine if the school is doing the job. However, the state believes that the process

• lIlust be controUed and has resisted the. private sch~l proposal to ad!JUnls~.a test to determine wh~ther ~ private ~001 Or p.ublic school is doing the best job of

•

...

•

III

educating children. ec:t Argenbright, the State . Superintendent of Public Instruction has stated that the school laws regarding private schools are adequate. Therefore, further government control is not needed.

THESEQ~ONSWDLBEASKEDATTHE Senate education committee hearing on Wednesday, Feb. 2 at 1 p.m., at the Capitol in Helena.

1. Why do you want to control the process of education in the private schools of Montana?

2. Will you be willing to reveal test scores of all children in the state in both private and public schools to the people (who are taxpayers) so they may determine which schools are producing the best result (an educated child)?

3. Can the state prove through statistical evidence that state certified teachers are the best qualified to teach children?

4. Are the public school teachers' unions behind this bill to control private schools?

I urge the Concerned citizens of Montana (especially the taxpayers of Montana) to be actively involved on this important issue. Private education, if permitted to operate freely, wID Dve the Montana taxpayer money this year and this tax savings will increase each year. The private school desires to operate free of to money and the pabUe school reqalres your money in taxes to educate cblldren.

. You, the citizens have a real choice to make concerning this important issue of freedom and lower taxes. Contact the State Senate Education Committee by letter at Capitol Station, Helena, Montana 59601 or by phone at 449-4800. The first minute is $.44 and $.34 for each additional ~ute. EncOurage the Senators to vote NO against Senate Bill 253. If you have questions you may contact me at ~2.S8751·

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tTor::'- , • CI \If'T 5930 1 ",n ,T PRESlDEl'IT mR.t rison 80>19

at F'- NT 59403

~ DDtECTOR8: RLMfSSICK ,."1" IX 1248 ~.f 59923

~VI"'DWAROS ;)'Box 428 lillO'.\. MT 59523

:V.BARreL

IoIf PoInt. NT 59201

IENRV NotJ.MEYER iIIW#; 1262

~ lA!wtalown. MT 59457

;Al.I<;'lULLY

~~~JIan Road M MT59801

KENNETH BANDELIER 74Q, ~ Bannack SI. Ollt MT59725

I TJ..v HALL 6734 Gooch HID Road S-:man. NT 59715

~ ~ .IE ESHLEMAN

2L Vanda Lan~. Rt. 8 BI1IIIrgs. NT 59101

;0 ROBERT SHORT 1"Tompy ~' • City. MT 59301

____ AI.:

m.LDIG8 DIRECTOR l1r -:HAEL YOUNG : 15 Burlington A~n~ iWngs. MT 59102

M1t1'S DIRECTOR ROBERT GOODMAN

.JO Sampeon St. me. MT 5970 1

• FALLS DIRECTOR DARLENE MEODOCK t145 Park Garden Road

real FaDs. NT 59404

~ULA DIRECTOR <i" ,ES BRIGGS 1~lverslty A~ ·UOIIOula. MT 5980 I

MONTANA SCHOOL BOARDS ASSOCIATION

Testimony of Chip Erdmann

Senate Bill 331

501 North Sandelll

Helena. Montana 59601

Telephone: 406/442-2180

Wayne G. Buchanan. Executive Director

This bill would revise the current compulsory enrollment section of the Montana school law. It would create an exemp­tion for parochial or church schools which provide "an organized course of study that includes mathematics, science, social studies and language arts, including reading and writing."

The School Boards Association supports the concept of this bill. Requiring a basic course of study will ensure that all children in Montana have an opportunity for a basic well­rounded education.

We do see some problems in the bill however which should be addressed. The current controversy surrounding non public schools in Montana was caused, in part, by a lack of definition in the law. This bill would not solve that problem. Who would determine whether the organized course included the specified subjects? Keep in mind the Board of Public Education is charged with the constitutional responsibilities in this area.

As stated, the concept of this bill is good. What it needs is some language defining who is responsible for deter­mining that the parochial or church schools meet the basic requirements set forth in the bill. Unless this is addressed, I'm afraid we will be in much the same uncertain situation we currently find ourselves.

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TESTIMONY ON SENATE BILLS 253 AND 331

am Nick Fuller, superintendent of the Baptist Tabernacle Academy in

Mi les City. am currently enrolled as a graduate student at Eastern Montana

College, and am in the process of researching my thesis topic, which is the

statels legal relationship to private, church related schools. support

SB 331 and oppose SB 253 for the following reasonsr

REASONS FOR OPPOSING SENATE BILL 253

1. It's constitutionality is questionable, at best. Most of the Christian

schools in the state are administered by the pastor. Section four of this

bill requires written contracts for administrators of private schools-- a

clear infringement on the free excercise of religion by the congregation in

the selection of Jts pastor. That same section requires contracts for teachers,

who are-also church employees in these schools.

2. Those in the church schools are concerned about the education of children.

They are not trying to "get away" with something. It is not a "guise"-- it's

a sincerely held belief. They take their children"s education very seriously, -

putting their money where their mouth is by financially supporting the school

which their children attend.

3. This law goes beyond "r~asonablell regulation. While it is true that

reasonable regulation of private schools has been upheld in many courts, this

bill is over regulation, and goes well beyond what is really necessary or

reasonable.

4. The state has yet to demonstrate that its control of the public schools

has in fact gauranteed a quality education to anybody. While no one would nc.e,.-e

argue that many cJ~ good educations, neither would most of us say that everyone

does.

2

5. Conflict of interest. At least one court, in the State of Michigan,

has recently held that state control of private schools puts the state in the

enviable position of being able to control its competition.

6. Children are not the mere creatures of the state. They belong to God

and are entrusted by Him to the care of the parents, not to the State of

Montana. The state may legitimately interfere only when parents have clearly

violated that trust.

7. Even assuming its constitutionality, which we have noted is doubtful, it

has not been proven that regulation is necessary. Of the eleven who have

graduated from our school in the last four years, nine went on to various

Bible colleges. Two have worked as cooks, another as a bookeeper in an auto-

mobile dealership, another in a bank. One graduate is in the Army and another

recently Joined the Marines. One who has not yet graduated is now taking

evening courses in computer science at Miles Community College.

REASONS FOR PASSING SENATE BILL 331

1. It accomplishes what the proponents of SB 253 say they want to accom~lish:

I Namely, the state can be sure that children are ~ttending a schooythat teaches

those subjects normally considered essential.

2. The state is not given controybver the hiring of staff or selection of

curriculum in private church schools, and thus is kept from potential constitu-

tional problems.

3. It will be argued that the abuse~ evident in the recent River of Life

Tabernacle case in the northeastern part of the state must be prevented, and

surely they must. But people who abuse children physically will not be concerned

about any compulsory education law. These people were successfully prosecuted

under other, already existing, law.

4. Any private school that fails to live up to the expectations of parents

is soon out of business. Parents will no~ support, either by sending their

children or by sending their money, a school that fails to educate.

5~ We live in a pluralistic society. It is one of the strengths of our

country and should be encouraged. SB 253 restricts pluralism, while SB 331

promotes it.

6. Concerning home education. I am personally very sympathetic. While

3

some have no doubt gotten into home education and found it to be more difficult

than they had bargained for, and others have no doubt used it to avoid

educating their children at all, many have also proven themselves successful

educators. I would like to see some way found to encourage those who have

the courage to get involved on a personal and daily basis in their children's

education.

7. Finally, our society is essentially free. Freedom always involves risk-­

the chance that somebody will abuse it or take advantage of it in some

inappropriate way. Nevertheless, we treasure our freedom to keep and bear

arms, to attend or not attend church, to speak freely in public on any issue.

We need to place the same high value on our freedom to choose the place of

our children's education.

CONCLUSION

Please keep the Department of Public Education limited to public education.

urge your support of Senate Bill 331.

Ul1 Cl 'u..L..L..L. )

DATE: 2/ i.J 1...;;....~_3'---_

ADORESS: ___ ¥3~q~~~O~-L~~~~~~W~R~y---+J.--~Bu'~)~7~T~G _______________________ _ I

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DO YOU: SUPPORT? __ ~X~ __ AMEND? ------ OPPOSE? --------

CO~~ENTS: ____ ----------------------________ _

PLEASE LEAVE ANY PREPARED STATEMENTS WITH THE COMMITTEE SECRETARY.

'-" ,...--" ....... v-- ... ~

~-/t ' 71/ /-f i'-3

February 4, 1983

Mr. Chairman and Members of the Senate Education Committee:

Summit Valley Christian School has been 1n existence 8 years. During that time we have demonstrated the ability to both provide a quality education with an organized accelerated course of study and give parents an alter­native to public education. To, this pOint we have controlled ourselves, without anY help from the State, and our test records show that we have done an excellent job. At the present time we have students in the 8th grade who haVe never attended a public school. These students test from 1~ to 3 years above grade level using a national standardized achievement test with 1963 norms - which are much more difficult than present day tests. Our entire school averages 1.5 years above grade level.

From my understanding of the recodification that took place in 1971, it was never intedded ,that 'the intent of the la\,1 be changed. Until 1971 private schools were an accepted alternative to mandatory attendance in public schools. We believe that this is where our church school belongs,. We do not take this responsibility lightly, and we will continue to strive to provice a quality education. Our graduation requirements equal or exceed state standards and it is impossible to merely spend time in school and be promoted because there is a required amount of work that must be completed. Unless this requirement is fulfilled the child' cannot graduate.

To my knowledge, not one individual has been criticizing the quality of educa­tion that established chur~h schools are providing. Even ~1r. Al Gunderson said las Fall that the Board of Public Education isn't worried about church affiliated schools. In this day, when so many things are wrong - declining moral standards, riSing crime, etc. - let's take a positive step forward and make r-1ontana a leader in edacation by allowing church schools to freely function and continue to provide the quality education that we have for the past decade.

Thank you for your consideration.

Mr. Ronald L. Kautzman Summit Valley Christian School Butte, Montana 59701

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l:r. Chairmana Committee members:

s. B. 331

Friday , February 4, 1983

My name is Russell Johnson, jastor of the Seventh-day Adventist' Cpurch. I represent Adventist schools of liontana and Adventist parents involved in home school situations.

Public servants are elected to protect the ri~hts of the citizens. This is a precious American heritar,e and must not be abused.

1 believe this b1,ll protects the riGhts of Lontana's parents and school ar,e younr: people and. does not trample on anyone else's. rights. At the same time it allows for quality education. I believe, in fact, that this bU provides what S. B. 253 failed to provide.

It would not be fair to provide home study opportunities only to isola t­ed families (page 2, lines 12 to 14). I believe the transportation pro­visions need to be clarified.

With this in mind. I favor the passage of this bill.

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ADDRESS: S -5 - j /frtl-d'

PHONE: C/b/ - 1/3 9- 7

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PLEASE LEAVE ANY PREPARED STATEMENTS WITH THE COMMITTEE SECRETARY.

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TftSlDE CHAPEL FOURSQUARE CHURCH

Mr. Chairman and Members of the Senate,

601 North Fourth West Missoula, Montana 59801 (406) ~ 721-6884

February 3, 1983

Before you today is SB-33l, an act to revise the compulsory enrollment clause and exempt children attending private, parochial, or church

.. schools, which offer an organized course of study. A course of study that includes mathematics, science, social studies, and language arts, including reading and writing, is a good·piece of legislation and worthy of your endorsement.

What this bill does is maximize the freedom for parents to exercise their God-given, inalienable right to train their children in a manner

.. they deem correct, without unneeded state interference.

This bill, I believe, will also reduce the very serious conflict of .. ~ interest that exists when a tax-supported public education system has

say in a competitive and non-tax-supported Christian school. There is too much room for collusion when a public board of education rules over a private concern.

No parent is going to send their child to a church or private school at great additional cost to them if that school is not producing a solid

.. core of education for their child.

This bill provides even the freedom for exempted schools to seek to be controlled by the public education system, if they would desire.

I ask that this committee give its full support to SB-331 and pass it on quickly to the full senate.

Thank you and may God direct your decisions.

Sincerely,. ._

0~4d(J .~Vt~ Michael A. McGovern Pastor

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' ......... i·:f1i~8H'~ .. fomm"nity.Q1aPClI: ,"til "OUt'" 4th West, Mlssou,la;a.4oritana 5980f~.::Phone (406) 721-7804' • Stephen RVaientlne, Pastor

Fe~~uary3, 1983' ';;:;':'~ , " ., " ,

· 'S}iii\{);~l~~' ~·ir .. Senate Education Committee Capitol Station Helena, Montana 59620

HE: Senate Bill 331

Senators,

SB-253 and SB-331 are two bills concerning the quality of educa­tion the students in our Stat~ are receiving.

SB-253 is endeavoring to insure the quality of education in both the private and public sector by means of state controls and regulations. This is taking away the God-given responsibility of the parents to make sure their children are receiving a quality education and putting it in the hands of the state.

SB .... 331 allows parents the freedom of ,choice to place their, child­ren in a state~regu1ated public school or in an'unregu1ated church, priv'ate or parochial school depending on where the parents, not the,state, believe their children will rec~ive the best education.

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'1 <'Urge youto~ote yes on SB~331 and let the parents' freedom of choice on how their children should be educated remain just that . . freedom of choice.

'Stephen R. Valentine

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"Prea.,chlng and Teaching the Gospel of the Lord Jesus Christ"

those testifyirn on a b1LL.)

DATE: .,;;L/?).l6-S ADDRESS: ~e,,- i ;:; 1/-;,) ~ ~"~/-=-. _

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DO YOU: SUPPORT? ~. AMEND? ---- OPPOSE?

•

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Testimony By: John Fried

Re: Senate Bill 331 Hear-ing Date:

Februar-'y 4~ 1983

Principal of Emmanuel Christian School 3400 11th Avenue South Great Falls~ Montana 59405

Mr. Chairman and members of the Board, I urge your acceptance and support of Senate Bill No. 331 for the following reasons:

1. Religious freedom is at stake. Biblical faith places authority in the triune God, and in God's inspired and infallible word, the Bible. Every law presupposes a basic authority. We were established, one nation, under God indivisible. New;)law makers are saying "Let us make god in our o\l'm image, a'ft.er-' our 1 i keness. " As a resul t. t.he humanistic state as the new god is seeking to control every facet. of life including t.he education of our children. To teach is to mold the minds of children. This is why we as Christian Educators are totally committed to the complete education of our children, mental, physical and spiritual. We as Christians maintain our libert.ies in this area in order to provide the foundations for our faith in God.

2. Academic freedom is at stake. The quality of education provided by private schools is not the is~ue. The records speak clearly, clouded only by isolated cases in isolated areas with inadequate information. Private school students consistently score higher in achievement testings than their public school counterparts. Academic freedom means that a school or academy is free to establish and propagat.e its own ideas and tenants. How strong is a society that is afraid of ideas? How st.rong is a society fearful of challenges? The issue is a social issue. Why do parents find it necessary to withdraw their children from public schools and instate them in private Christian Schools? The answer is simply: drugs, alcholism, sexual abuse, humanism, immorality, permissiveness, overloaded classrooms, apat.hetic teachers and a low quality of education. We as educators must maintain our academic liberties in order to achieve academic excellence.

3. Parental freedom is at stake. My son, my daughter, my child -- used with prnouns of possession. Children are given by God to parents in order that the parents may jealously guard and provide for that child's welfare. This is an awesome responsibility. Granted, this responsibility is abused by some. But the few may not dictate for the many. In order to provide for our children the finest education available~ we as Christian parents are willing to sacrifice a great deal of material wealth to pay tuitions for this academic freedom of choice. Not forgetting that we also as tax payers provide our share of the public school burden. We are committed parents - committed to our Lord, our children, our families, and to an excellence of education we find in the private school sector. We also care. We care enough to keep constant vigilence on our own schools that they not fall below the standards which we have set. We as parents must maintain our parental freedom in order to provide the best educational environment possible for the training of our children.

Our Christian school is an integral part of our church. Our church is an integral part of our lives. We must maintain religious freedom to issure the liberties upon which our nation was established. I again urge you to vote for Senate Bill 331.

RE?RESENTING WHOM? if1.~~I./~ / APPEARI NG ON WH I CH PROPOSAL: _,=-5""",,"13,,,,-' -.,;3~3..::;< --L./ __ ----'-________ _

DO YOU: SUPPORT? ~~--

AMENOr--- OPPUSE?-----_·_-___

PLEASE LEAVE ANY PREPARED STATEMENTS WITH THE CO~ITTEE SECRETARY.

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To: Montana Sta-te. S(~rw.tl'. Erlul'uti.oY[ ('omm-i U('(1 . FJtom: BOMd 06 Vi.Jre('.tal1~ AlA Ille.

On Janua--'uj 13, 1983, the. rne.mbe/l,!lYltp tJ~ A,'lfRICMJS FLlR ACnON votC'.d ul1an.i..mou..6.fy to c.onDntte e~"o'[ls{H dc,~('~)!){' ()~ t:fH!. \~'tC'c oP(Jjuztlol! of, pJrA.vate ~c.hooL~.

AC.cohrUYl9 .to (Ul AP 'l.tU'[li ('(It un iletcno, tUJO V(!.ltlOc/la{:.{( 5 .... I1£1tO!-<-6,

Pat R.egan and Chet'~Cayeocl.' 1)(1\1(' (HUwdUCl'd i'egL6fatil!YI if I the ,~(,!1r11 o~ Senate Ri.ll. 253 wh~.ci1 would :J"(('o.tfy ~f1tC.!I.~(J.Jte ({litil :t"'.(6 ba~t(' anri CO Mti.tu t...i..cmaUy gu((/wl1tecd t1 'l (' ('dum.

nUl, )J!lOpo!.led len·Lstat{ol! ~l}()[ltd'L('qlt{'[(, ((V'. "non--pabf-tc M'IICO.L6" -tn ,'.fontana to pJrOV(' to ti!('. F(l(ltrd (l~ Pubt-{'l' education t{ltJ.t thc.U ClILe. {Tl

c.ompuance wUh the JrC'.q(L{!ll'..mevlt.~ (L~ )tif.)((latediHtlll:S bi.l'f. '<-;,:'nJ(' ,SUdl

JteqLUAem(~ytth wft-cc.h we u6 AFA Inc.., [w('tc\,l' to bet)? 1.).ioCatJ.oH of. the baJ.,-i.c 6undamentaL~ o~ Uiv ('OVlst{t(t.tcOr! Ct"C (t6 floeeOlt·.!J:

1. AU te.aC.he.Jr.6 {I'l p.'lA.\'llte M~/wl·e.S l':i U be "State c.e~tLtlicd", a.nd w.-i.il teac.h a--t .teaM: oHI!-hatfJ c·~ the t'{J7lC -tv! MtbJc.c.t~ nOll whic.h they have a c.oLfegc deg~cc. 2. All pll-lvate. M.hoo e Adrnt ni6 tl-ui.tOJI..!J m(l~ t be c(Yr..ti6Le.d teache:u.l. 3. AU J.Jchooi fre.coJtdJ.J a.hC. to be OpCfi tc (( COUYl.tlj St!peJt.i.ntendent.6 hev-tw

In M much M we on AFA IHC., beUc\.'(' that theJte hal.> l'Iot be.en al1~! -5ignifliuen.t Jteta.t {on..6hip e.6.tabLil:!he.d betwee.1'I gove/wmen.t c.on:tJw.t 06 educ.at-toYl al'ld the. quaLLtlj 0 n ed(1.c.cttia H, and a.6 we. nuuheJt bweve that the ba.6ic hehpOn..6~.biJ'Ltu {jOlt a dl.Ltd' 6 edu.ca tioYl Jte!.l.th with the. paJte.Yltl:! and not the goveJtnme.l'lt, we W.C6f! to va.icC' Ott.'!. oppO~'<U.OI'I to SF 253, and Wtge you to Jte..6.{.1:Jt the. pa.6Mqc () fl thi.s biCC.

(tIe 1.tI.L6h aRl:!(1 :toinfluJrm U(lll, tIl<' membe'z:-' Un :the. Education C'clmm'<t/ce, that Sel1.atoJt Tom KC'.a.t...i..H9, 06 f3ifLLngh, 170.6 agJteed to hpOnl.>OJt fc.gihia.tiol1 p!top0.6ed by the Montana A~Mc.ia.U.oH 06 elm/cdl Sc.hooL6. Tlt-0S b~t.t, M yet un-numbe}le.d, wouid exe.mp.t afe. PIl{\.'Ct.te. and pMOcJuaf.6dlOofl:! ~Jtcm State co ntJtol , and, we. bweve, !((>-c6tabR.G)i1 the. .ught 06 paJle.nt.6 :to oveJt.6c.e. ;(:(1 Q. educauo VI 0 (, the)JL du.-td.'U!Jl {f! :th e tJt(lcU ... t{O IUJ (1 fI ,~!Le.c.dol1l <"l1te.l1d e.d by the. doc.ume.11/0:\ wdh wh.i.clt ou·'( Hat~.on wa6 e.~:tctbwhe.d.

We. thVr.e.n0it('. il1no!r.m /fOIt, bl} mal'ldo te (l ~ OLUl. membeMhLJ-' ct.6 ILe.qubted -in :the Jt[terl:! ~lO\.'c"n<'Vl0 tlte (lp('~ati(lYl (~~ AMFR.7('ANS !=OR. AC'TI<\"J, that we . v-i..go.'tow..ty app(Me. S8 253, (UlI' Ilt(,{H a~lJrcement wLth ac.t<..on to be taQen by Seflato·'l Ke.aU.vtg.

We a fl:!o {ct thi61C me' tV i.~ i( t c' '!l'm i fIef ('({ c f.r 0 t1 ycwtha t (.({Jt)(-b a JtC.P/l<!hC'Htati\)e. fOlun on guvv'Inmrl'tt, and :tfla1 <!Jlc.h 0& ~rou ha.6 be.en el.e.c.:te.d to'le.11IU'.M'.vlt tlii:' pr...{\!Gtr (' iti ~{'r16 (1 n the State. a£ \~()n.t(lna. To p.'topV1i~! a('c.olflpf.i)l~ tl!-i.6, we o.j'~ that 'flllt cf1006i' that whtcllih .thc. wLtt 0:\ tire yJeoy.1fe.{ii tflC (;lLf:<i.U.mC'J1t ('~ I!I'U': duti.c/s.

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..-- ", .. '--:>

ADDRESS: DcI" iK_il(~I.d.·r

APPEARING ON WHICH PROPOSAL: c-:, ~ ;">:; f ----~~--~~----~----------------

DO YOU: SUPPORT? ------ AMEND? ------ OPPOSE? ------------

COMMENTS: ______________________________________________ _

PLEASE LEAVE ANY PREPARED STATEMENTS WITH THE COMMITTEE SECRETARY.

TESTIMUNY

TO: the Senate Committe~ on Education

CONCERNING: Senate Bill #331

BY: Erik Berg Darby, Montana

INTRODUCTION

I appreciate this opportunity to present my views to the Montana

State Senate Committee on Education. My purpose in being here today is:

1. to explain my convictions regarding educational testing of children

and the educational authority granted to the State by the Constitu­

tion of the State of Montana

2. to urge you to support SB #331, without additional criteria added to

the bill, like testing.

I am a father of three boys, two of whom attend Darby Baptist Temple

church school.

THE STATE'S AUTHORITY IN EDUCATION

I would like to draw your attention to the educational authority

granted to the state by the Constitution of the State of Montana.

Following are some major points from the constitution:

Article II Section 1 " ••• All government of right originates with the people, is founded upon their will only, and is insti­tuted solely for the good of the whole."

Government is instituted for the "good of 'the whole." This parallels '.

Romans 13:3, "For rulers are not a terror to good works, but to the evil."

Government's responsibility is to spend their time being a "terror ••• to

evil," not harassing parents who are bringing up their·children "in the

nurture and admonition of the Lord."SB #331, as written,seeks to make

clear that these parent~ and church school~ do not fall within the con­

trol of the State.

Article X'Section 6 speaks to the prohibition of .financial aid to " ••• any church, school, academy, seminary, college, university, or other literary or scientific institution, con­trolled in whole or in part by any church, sect or denomiM­tion."

Please notice that the constitution speaks to the control that a

church has over its own ministry. The constitution does not give the

State authority over church ministries, such as day schools.

",

Article X Section 9 (a) 'fhere is a board of public education to exercise general supervision over the public s£h0Q.~ s}L~~~.

The constitution does not grant the board of public education "

authority over private schools, including parental instruction in homes.

In summary, the Montana State Constitution grants authority to the , State over public school systems only~-not private, parochial, or church

schools.

EDUCATIUNAL TESTING UF CHILDREN

I would like to draw the committee's attention to a possible amend­

ment that some would wish to add to SB #331. This potential proposal

would call for testing of children to determine Sducational acceptability

and subject proficiency. I urge you to not include testing as a pro­

vision of this bill. Testing implies the State's authority in determining

what constitutes an_ acceptable education.

Authority to educate children is granted SOlely to parents by the

Word of God (Deuteronomy 6:1-9.) If testing were to be done, let it be ,

done on the basis of performance/in life, not on paper.

The Bible speaks of a young man who passed a test based on his

performance in life. That y~ung man was Daniel, a prince of Judah,

"well favored, and skillfull in all wisdom." Daniel, who was car~fullv

nurtured in the Word of God, was taken captive by the Babylonians, where

he shc..'Wed himself to be superior in all ways. Daniel proved himself

based on his ability to thrive on simple vegetables instead of the king's

rich fare, which was unclean to God's covenant people. Daniel showed

himself to be in better physical and mental shape than the others who

had eaten the king's meat, because he trusted in God's abundant pro­

vision. His victory demonstrates the effectiveness of performance

discerned from an exam based on observance of life. (Daniel 1.)

I urge you to evaluate children based on the evidence shown by a

Changed life, not by a State-sponsored paper exercise.

• • • * * I urge you to support Senate Bill #331, withoyt additional amend­

ments or changes. Thank you for your time and patience.

used by those testifying on a bill.)

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., APPEARING ON ~iICH PROPOSAL:

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,:'I. I;/' . / (This sheet to be used by those testifyino on a bill.) l ,<I I~ --<7 '

~<:~~;~~ ~R~ ~) DATE: ",,-</-33

ADDRESS: 1Jn; 9t/o ,qd~f m~~ \.Y9f4'cO

PHONE: _--.:.;2~7~'i-_3_¢_' _"_1 _________________ _

~?~SENTING ~OM?~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ PROPOSAL: .~ Ii..u.. 3:3) APPEARING ON WHICH

SUPPORT? __ ~~ __ __ DO YOU: AMEND? --~-

OPPOSE?

PLEASE LEAVE ANY P~?ARED STATEMENTS WITH THE COMMITTEE SECRETARY.

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APPEARING ON WHICH PROPOSAL: ---------~---------

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1~;;J2~,:f~~ r~L;:;e;~ £YX.{I &A(j ~ >~lf 11 t.

PLEASE LEAVE ANY PREPARED STATEMENTS WITH THE COMMITTEE SECRETARY.

DATE: ,;<,/~ 6-3 __ _

ADDRESS: eO, Box SD t: ) 'Va. T- by /i', r.

APPEARING ON ~iICH PROPOSAL: __ =S~B~-_~:?~3~/~ _________________________ __

00 YOU: SUPPORT? t: s AMEND? ------- OPPOSE? ---_._---

COMMENTS: ______________________________________________________ _

PLEASE LEAVE ANY PREPARED STATEMENTS WITH THE COMMITTEE SECRETARY.

l.;_ J l £ /, w.. .. __ ~ / • - /. // //)'_L 7'it" . "// /7-" ~

TESTIMONY

TO: Senate Education Committee/SB 331 BY:

DATE:

Pastor Justin L. Fulton, Darby Baptist Temple, Darby, MT

February 4, 1983 First, I would like to thank you for the privilege of coming

before you today to explain my reasons for urging your support

of SB 331. In the midst of a controversy which has been characterized

by much reasoning and rationalization, it is of utmost importance that decisions be based upon principle. It is as evident in this case as in most others that evil always has many "good" reasons for existing. Reason without the proper foundational principles is as a house built upon sand. No institution, be it home, church, or government can stand for long upon the sands of reason.

I. SCRIPTURAL ORDER OF AUTHORITY All those ruling in homes, business, worship, and government

must understand that it is God who has established "the powers

that be." Dan. 4:17, 32 states, " .•. that the most High ruleth in the kingdom of men, and giveth it to whomsoever he will."

This is true regardless of their personal morals of religious

convictions, for verse 17 states," ..• and setteth up over it the basest of men." I t is God, therefore, who has ordained l'the powers

that be." (Rom. 3:2) According to this passage, all are to be subject to the higher powers. Colossians 1:15-19 speaks of Jesus Christ and the preeminence He holds: "Who(Jesus) is the image of the invisible God, the first born of every creature:

For by him were all things created, that are in heaven, and that are in earth, visible and invisible, whether they be thrones or dominions, or principalities, or powers: all things were created by him, and for him: And he is before all things and by him all things consist. And he is the head of the body, the church: who is the beginning, the first born from the dead; that in all

things he might have the preeminence. For it pleased the Father

that in him should all fulness dwell;" Please note his preemi­

nence includes "thrones, dominions, principalities or powers." He is the creator and sustainer of all things. He is the Head

of the institution of the local church which has outlasted all

governments, families, churches, and individuals. In our govern­

ment, the highest power under God is the constitution, which in turn declares that "All political power is vested in and derived

from the people ... " One reason for SB 331 is that the people

of Montana have allowed the public servants (Board of Public

Education) to excede their delegated authority over public educational institutions (Article X) and to extend their authority to include all educational institutions.

II. PROTECTING THE CONSCIENCE OF THEI PEOPLE

Governments responsibility to God is clearly expressed in

Rom. 13:2-4. The powers are to be consistent with the "ordinance of God." They are to be the "ministers of God." Their purpose is

to be a "terror to evil': "a~venger to execute wrath upon him that doeth evil." The purpose of subjection to the higher powers,

therefore, is two-fold: 1) to bring wrath upon evil (evil by God's definition)-clearly church education does not fit God's definition of evil; 2) to have a clear conscience void of rebellion against God's authority. No Christ honoring local church can

with clear conscience subject its educational and training program to the dictates and standards (authority) of government, when

God has clearly stated that christ is the Head. When there arises a conflict, because of humanistic men who ignore or usurp God's

sovereign position by dictating the curriculum and staff require­ments of churches and families, we must say with the Apostle Peter,

"We ought to obey God rather than men." Acts 5: 29. SB 331 is

a good positive step towards protecting the good conscience of

God £earing people.

III. PROTECTING THE PEOPLE FROM TYRANNY The evils to which you are to be a "terror" are innumerated

in Rom. 13:9-10. "Thou shalt not commit adultery; ... Thou shalt not covet; and if there be any other commandment, it is breifly comprehended in this saying, namely, Thou shalt love thy neigh-bour as thyself." Sl? 331 would help to protect the citizens and churches of Montana from those who would violate two of these com­mands. For men to seek to usurp the supreme authority of Christ over a church by certifying the staff and prescribing its curriculum; to usurp the priviledges, responsibilities, and authority of

parents for the training of their children in a godly manner by

assuming~state parentage"; to desire my children because of the

dollars they are worth to the public school system, is the

heighth of coveteousness. The citizens of Montana should fully

expect that you will protect us from this type of tyranny. No respectable man and certainly no God fearing parent would con­

sider it loving for his neighbour to dictate how he should train his children, and accordingly, relinquish his parentage to that

neighbour. Neither would we call it love if our neighbour began to assume "parentage" of our children and began to demand control

of their minds. Please protect us from those who consider our children their most valuable resource. God says they are my

heritage from him. IV. IS TESTING A SOLUTION? --- - ~=-~~

As to the question of testing by the state officials, two problems exist. 1) If a state official determines and adminis­ters the test, the state is still exercising authority over the churches or individual homes, as the case may be. 2) Testing is

only another means, though more subtle, to control curriculum and/ or staff. An official of one of Montanas many educational

beauracracies stated to a meeting of parents January 31, 1983, that, " ..• by giving the test they can also manipulate the curric­

ulum." This is true. As anyone trained in, the field of education knows, one of the purposes of testing is to find~strength~and »weaknes~ in 'curriculum: This is one reason we do test our

students now. No, we are not interested in having our curricu­lum "manipulated" by state officials, and we cannot permit that authority to be exercised over us by anyone outside of Christ.

Again, SB 331 is a good step in the right direction, and I ask for your vote and support in favor of this bill. Thank-you.

!//:,i ;::)-:~/!~17 ~ ~-' '-''­-~'i ~// /1;(~,

NA."1E: __ ~...1..' L.!L.~¥l---1.<:l..~~..J.......::..~ _______ DATE: ;) - L(--({j

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AP PEARl NG ON WH I CH PROPOSAL: _r:>""-' -"""h __ .-...'3=.-·3...:......;\;,--_-'--________ _

DO YOU: S UPPO RT? -----.ii--/~~· _ AMEND? ---- OPPOSE? ------

PLEASE LEAVE ANY PRE?ARED STATEMENTS WITH THE CO~ITTEE SECRETARY.

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~?~SENTING ~OM?~~~~~_~~-~'~~~~~~~~~~~~~~~~

APPEARING ON WHICH PROPOSAL: ___ 7<..~' / ----~~~----~------------

00 YOU: SUPPORT? ~ -/~--

AMEND? ~ OPPOSE?

CO~~ENTS: ____ ~~~ __ ~~~~~--~~~~~~~ __ ~ ________ _

;L C:~-~<-~£ ~k ~ ~ r-~. Xld--a:b,

PLEASE LEAVE ANY PRE?ARED STATEMENTS WITH THE CO~ITTEE SECRETARY.

) PRIVATE EDUCATION IN THE HOME ")

I have been a successful home educator since 1972. roy husband and I wanted a Christian education for our children. Since we have lived in several locations. usually in rural areas. ·and our residence was not near a Christian school of our choice. we chose home schooling for the reasons outlined in my pamphlet. You Ask Me Why? and for continuity in the children's education.

In the beginning. when other schools failed. I taught my own children how to read at.least 5 grades above their grade level. by using a program of sequential. intensive. articulated phonics. I devised my own curriculum. although now there are many excellent correspondence courses. I stressed reading. grammar. lots of arithmetic. and history. The children were not isolated from "society" and were involved in music lessons. Little League baseball. church and neighborhood activities. and so on.

Because the children were under my supervision all day long on a one-to-one basis. it was not necessary for me to spend more than 2) or 3 hours actively teaching. I gave adequate homework assignments every day. which the children could complete either in the afternoons or evenings. whichever pattern they felt more comfortable with. just so they got the work done. Because of the intensity of instruction. I probably averaged no more than 8 months of school per year. Yet. my children still scored higher than average on their academic tests. The details of my curriculum and schedules are given in my manual. Teaching Your Children At Home.

My oldest daughter is now married with three children of her own. My college children had no problems getting into the colleges of their choice. They took the national A.C.T. and scored several points superf.or to th~ college~bound students from the State's public schools. And now. my son. after 7 years of home schooling. is a senior at Texas A&M. majoring in science with a 3.3 grade-point average. He hopes to be a veterinarian. My other daughter is in her second year of accounting and music and hopes to be a Certified Public Accountant. She attends the very fine Covenant College at Lookout Mountain. Tennessee. after 9 years of school at home.

At.! my children have been socially popular with persons of all ages. They are mature. self-reliant. ambitious. and self-assured. They all have adjusted beautifully to life away fron, home. whether it is in a home of her own. or in dormitories over a thousand miles away.

To say that a home-schooled child cannot function in society is fiction; the home schooled-child has proven to be a strong contributor to SOCiety. To say that a parent is neither capable nor qualified to impart knowledge to his own children is pure poppycock! The education of children is not the big mystery the public school officials and members of the public school teachers' union would like for you to believe.

QUESTIONS:

?~L~ h/~/~ L-Mrs. Vi l'?1/11a:aker Z -'1-73 Route 1. Box 25 Fairfield. Montana 59436

1. Whg are the public school teachers' union (NEA) and the Office of Pub! ic Instruction so an.o:iOUB to control non-publ ic education, which is clearlg out of their jurisdiction?

2. Once the easilg-compelled attendance at some facilitg or program of the pub! ia school has occurred, whvare there no statutorv obl igations of the State to educate (impart knowledge)? Whg doesn't the Office of Public Instruction guarantee that everg child will learn how to read, for e:romple?

{Ptnission to ~ote is gr .. ted.]

'!

I I • • .1

~ - - - --- --------and of the pa.·ent§ who operate tynt 1 Mllny 01 our , •• de,. respond_ 10 Gunn., A. Qu.,ev",,', SChools (listed in order of their Importance):

u."ionnai,e lind we.t N.A.H.E. thought you would be/nt.r •• ted .) Concern for the moral health and character development in his IIndlngs. -M.B. of their children

A DI ••• rta.1on Ab"ract Andra.s URI".,.lty

br Gunnar A. Qusta",.n, Ed.D a.-rlen Sprlngl, MICll03

IN'

Introduction The "great American dream" was to provide every citizen

with an equal opportunity in education. personal development, and prosperity. providing the world with a model thereby, not only 'or government. but for living.

The American public school system ha. enjoyed phenomenal success, assuming greater and greater r.sponsi­bililies 'or Ihe education of children and youth. The expenses have reached staggering proportion. which have had to be met through taxalion. Cons8quenlly. an elaborate and comprehen­sive educational system has resulted.

It appears. howeYer. that this public service no longer enjoys the popularity and confidence II once knew. Major weekly news magazines have given conslderabte attention to the home schOOl movement and other alternaUve. to public education.

Problem The home school movement in Am_lea preHnts a

rapidly-emerglng .lternative to conventional educational systems. Th. purpose 0' this study was to Identify selected characteristics of home schoofa .nd the parent. who operate them.

Method The sample population used in this study were the names of

312 home school oper.tors obt.,ned from a numer of home school parent groups aeross the naUon. through the cooperalion of Ihe Hewitt Research Foundation, aerrien Springs. Michigan.

The parents were asked to respond to a mall questionnaire designed to provide answer. to five lpaclflc research questions:

1. R.asons for operating home achooJs 2. General nature 0' home schools 3. Essential elements for IUCce.S In homa schools 4. Psychographic charlCloristicl of home schools 5. Oemogra(>hlc charactorlstlca of home schoofs. In order to maintain respondent anonymity. the question­

naires were sent out wilhout ,.sponse Identification COding. At the lime of the procesllng dudline, 10.8 percent of the questionnaires had been returned. Responses were sorted into two categories as usable or non*ulable.

Since the major purpose 0' the research was the development of a profile of home schools and home school operators. no hypothes.s were developed or tesled. The study employed central 'endencies such a. mean, median and mode, rank and percentao.s. •

The responses to the structured question. were tabulated and categorized according to the research design and analyzed employing tables and displays.

Finding. The data analysiS of thll study produced the fOllowing

findings: • 1. Rea.ona lor operating home school.: Respondents raled

12 possible r.asons. The following proved to be (he most relevant in the respondents' decision to operate their own

Page 4

(Continued from page 4)

tend to be individualistic, 'aw-abiding, concerned about their parent role, dissatisfied with avall.ble options in contemporary education, and ac;U.ely eng.aged In implemenllng lheir own solution. They desire to r .. stabllsh the home as the basic unit in a free enterprise society and are wUUng to confront social opposition In order to meet lhelr personal goals.

The curriculum of home schools was not significantly different Irom that of conventional schOOls. another fact that suggests thai It is not the courses. bUI the way lhose courses are laught. that has a negative impact on the children's moral heallh as perceived by the participants of the Itudy.

The maner of parent', perceplion about excessiv" government oonlrol and standardization In public schools presents a chaUenge to administrators and teachers in public and private schools, reminding them not to become preoccupied with techniques and procedure. to the point that they overtook one ot the major objectives o' educalion - characler educalion

,., deve .clof chll J J

b) Prevalence of exc ••• riYalry and ridicule In conventional sChools c} Concorn over poor quality of education In public schOOls d) Desir. to enjoy the chUdren at home In thei, •• rly years 2. 0 ... .,.1 n.tur •• , hom. school.: Summary Itatament.

below show participants' r •• pon, •• concerning typical home school charlete,istlcl:

a) A family enterprl .. operated for the mOlt part by bOth parenta; amall in liz8 - average 0' two children b) MoSI preva'enl tn Imall towns and rural .,eas c} Informal, chlld-centered, relatively flexlbl. In program d} Does not,for the mOil port, utili •• It_ordlzed tests; le.t scor •• reported .how abo.,.average raUnga e) Convenes for an average of 3.7 hours per day, ranging from one to nine houra f) Haa been in operation 'or more than two years 3. E .. entla •• , ....... ,. lor .ucc ••• 1ft hom. schoola: The ..

findings show the five .... nU.1 etement. 0' succe •• as reported by the r •• pondents. (FactorlUsted In order oftholr Importanco}:

a) Parental love 'or children b) Strong determination to succeed c} /I, joint (family} ontorprl .. d) InsplraUon 'rom others IntereSled In or Involved with home .chool opwaUonl e} Parental capability to allord additional .xpan .. 1 C, '"ychogroica' chract.rllticl of hom. _0: Th.l.

lIems covered major acUvlties. Intere,t and opinions. The following Uat lumm.'z.. the major characteristics of respondents in each 0' thr .. ar ... :

Ac .... U.s-Home school operators are. for the most pari a) r&gular church a ... nders and average socializer. b) occasional'rav.lers. Oplnlons-Parenta who operate home Ichoal. 'or Ihe most part think a} thor. II too much violence In public .. hOOII. b} their children ere bettor pr.pared for III. than children who anend conventional lChools. c) their Children are bett. behaved than other children. /l,lIItudel-Th. major attitudes of r.spondents ar. that .) their pollticat vie •• are conservative. but opposed to excessive government involvement in education. B} they ar. rellgloully Inclined. c} parenting tendl to taka priority over social Involvem.nt. 5. Demographic choract.-lIticl of hom. schools: Oatafrom

these Items Indicate the 'oUowing respondent characteriStics: ., Most 0' them live In rural area. or sma" towns. b) They come from diver .. religious backgrounds, lOme of which are non-traditional c) They have small hoUMhold. - a typical family being compo.ed of two adults and two children. d) Typical profe •• ion 0' lemale, Cwomen run mo.t 0' the schools) is Ihe mother/housewUe/homemaker. s) Males are. 'or the moat part. profeilionals or skilled workers. f) Parents typically have between one and three )1'lrs of college. g) Median Income 0' the .. household' rangel betwHn $t5,OOO and 120,000.

Conclusions and Recommendations These parent profiles idenlify a segment 0' the U.S.

population likely to initiate and operate home schools. They (Continued on ne.t page)

Parents cOfttemplating the establishment of a home school Should make I thOrough lu",ey 0' exlaUng resources and information before beginning their home achool. Teacher training institutions, both publlc and priY.'e. could make provision in their curriculum 'or a specific emphaal. on home schoolS and their implicationa. Furthermore, parents involved In home school activities deserve continuing education service, In ctasses and workshops which such Institutions might wen provide.

The characterization 0' home school operatora a, determined individuals who ha.,. thought through their deCision would Indicate to educators that thl. movement 'I very likely to be around lor a while, and that It may grow •• more reports 01 successful home school operation' beCome known.

State boord. of education Ihoutd r.ltudy the horn. achooll as I valid mllhod 0' educatlon. It Is recommenchKS that provisions be made for home school to be glven~' Imental school slalus. with nome .choa' students being m part of 'J local schOn&. pupil r..oun' .~iS W«;\,·IIf.... '~.' --, J

ools t, ,.or8 en ," fole h. ' . e sch( J

'l'h,r. W'I .any stales that do not have clear-cut tolpUlsory attendance litllti, and un)' parents have had preble., ., h their local school authorities b,coiU$t those authorities do not kno" the laws or their li.itations under those 1

, s. .he schoGl authorities interpret their rules and regulations which supposedl)' M'e based on the law to include ., power over the prent that is not inherent in the law.

Han)' tileS the plf"ents are harassed and taken to court by these school authorities on so-called "truanc)'u charges. only to have the cases disaissed for lack of evidence due to vagueness in the law. $everal states have stltjtcted their statute$ to judicial scrutiny. In those states the courts have generally been liberal in inter­preting ..... u1.ory att.ndan •• 1 .... to allow att.ndaI1c:. at .. hools in the 110 ....... though it has ... t be.n sp.cifi.d in the 1_ of the statut •••

There ... also constitutional rights protecting Christian parents lllhose religioIA convictions underl)' their rea .... for .due.ting their .hildr.n at 110... Nhat folio ••• ay help all par.nt. ha ••• bett.r ......... t .. ding of their rights.

TeXIS is one state that hy be used as an exallph. An attorney has "ritten that the coapuJsory .ttend.,ce law in Tex. states llerel,. that a child between certain ages lUSt go to public school a certain nUliber of ~, per year un­leu he or .he is "in attendance at a printe or parochial school" with a course in good citizenship. There is .I~ luteI,. no definition of ''private school." There is no requireaent that such schools be 'IHclM." Of' "accredited" in any way. In fact, there ., no regula. ions at all for private schools in lexas, unless the, ... also day-care centers or ,i.ilar business facilities open to the ,~1iCt in which case other, tN,hted, JAIl app1,.. There are no Texu ..... that by any .tr.t.h of the i.agination apply to what i. or i. not a private school. or wh.t on •• hould be lik ••

In Monti.,. the situatian is .ll1OSt the ,.e. A child la, be excused frol the public school to attend a tlprivate institution," which has absolutel" no definition in th. statut.s. A "school" is stltutorll,. defined IS "established and aaintained •• at public expense,lf but all privalte Ilnon-schools" are not defined. There is no require"nt that such private institutions be licensed or accredited. The only regulations concern a broad description of an in-struetion.1 progr ... qui .. l .. t to that of the publi ... hools. Ther. are no ..... that appl, to what is 01' i. not • ''pri •• t. in.titution." or .hat on. should be like. Th. Attorn., Gen.r.l did is ... an opinion ,toting that h. thought the 110 ..... not I pri.at, institution for .due.ting .hildr.n. "'.ording to n.'.p",.r report, he said th.t "his underlying r ... on for iss.ing the Igoo opinion ... hi. understanding of 'the i_tan .. the Leglal.ture r •• o~i ... in .hildren'. a .. oci.tion .ith others in the •• tional syst .. , and th.t the .t.te' •• due.tion.l gool •• ould not possibly be satisfied lift a syste. where nch ho ... w. its own school house.'" Two ytlrl liter he isslled Qliftion 168 on an unrelated illue shting: "The state constitution requires laws to be enacted by bill,. The Itat ... nt of intent i .... t • bill •• (and) •• do •• not hay, the fore. and .ff •• t of s~stantive .t.t.t ..... The ... is nothing •• th.t would liter the .tandard rule for deter.ining l.gi.htiv. intent bas.d upon the pl.in •• aning of the words us.d in the statute."

CI.arly, then, in both lexas. and Nont .. a ... d perhaps in )'OUt' state, printe hoM .ducatiONI alternatives are legal. If the statutes .. an otherwise, then they are ",constitutional due to vagueness. and one can't be prosecuted <rhin.Uy under •• tltute that r ... onable people .... 't understand. Ubi jlMl incflrtum, ibi nu../lum • 1'Vhtr. the lall is lI)Certain. there is no law". • • is so co"'n that the phrase il found in the forei91 wot'ds section .f !lOSt dictionaries!

The state dots have the power to require tb.t children within the state be edJcated,-but the state does not have the power to direct how, by who., where, alnd when. These decisions .a,. be aade by the p ... ents .. d ctlild, and this right is protect.d ... der the first and fourt.enth Ao.ndoo.nt. to the United State. Constitution.

Of course. the public school establish.ent diliPProv.s of ho. schools and is IlwlYl seeking to prosecute. Often such cases have never gone high enough in the state co ... t struetlre to set I precedent. Often hoH-schooling defen­dants win in Justice Court (J.P.'s). ~etiMs the parents lose in the Justice Colrt, then give in and send their .hildr.n to public school. 5o .. ti ••• they pay. fine •• ontin. their 110 .... hool .... d the .. hool di,tri.t forgets .bout the •• Oc ... ionIUy the defendants los. in Justi •• Court. app.al to County Court. one! the .... is di .. issed there by the Distri.t Attorney. In ......... the J.P. d •• lare. the • ...,.lsar, .tt.nd .... 1_ .... on.titution.l due to .aguenes. and .. quits the h.ily. Soo. faoili.s are prosecuted but the pro ••• utors .......... 10 to pro.ide any evidence at all as to whether the children are or are not in Wly Ichool~. accredited, parochial, or otherwise. lherefor. the parent. win without any defens •••• ictory •• U-noted by the public .. hool •• t ... li ..... t.

Par .. ts do not have to prove that their .hildren are being .dueated .t hoot in order to .onti ..... hoot .dueation progr... It i. up to the .tate to pro •• that the .hildren are not being .dueat.d. If the pr ..... tor .annot .hou where the .hild is. he ... not pro •• the .hild i. not In .. 11001 ~.wh.... The pros •• utor ;"t be ... the burden of proof in a cri.inal cas •• He cannot force the parents to give ~nce (such as tests, c""ricul., SChedulel, or .ttend .... r •• ords) that .ould be used by officials to .ubst ... ti.te (fr_) • charge. The fifth Allendoent pro­tects persons frOll being witnessel against the..lves.

Many offici.l. on the 10 .. 1 1 ••• 1. inc:luding bur._r.ts. blatantl, .iolate the right. of Christian citi,ens .. d they den't even realize it. Vhen confronted by a welfare worker or any other govem.nt official or rtprestnlative asleing inforaation about YOIr children, you hlVl a right to b.ve an attorney present. The SMe thing is true in the utter of fo,.. requesting infor.ation, inspections you donlt approve of. and se.-ch or "hurtS.

Most Chri.tians are not ... ust_d to b.ing auused .. lawbr.ak.rs. Don't lot anybody bluff yo. into gi.ing o.t infOntatien you don't WM\t hi. to have. Here are two e.cerpts frolNira.ntl4 u. A,.iaone: "AII.constitu­tional prerequisite to Iny questioning. an individual held for interrogation by I 1111 enforeeltnt officer lust be warned, in cl .. ,. and ",e~ivocal ter., thlt he has a right to ,.ealin silent, that In,. stlteleAt he does Nke .a,. be used against hi., and thlt he has I right to the presence of an attorney. tither retained or """inted.11 Abo: liThe Aaericln accusatory ,yste. of cri.inal justice deunds that the gove".,nt seeking to punish an individual produe. the .. ide ... against hi. by its own independent labors. r.ther than by the up.di .. t of ...... lling it fro. his ChIn louth."

t

Parenti havi the constitutional right to .duc.att their children at ho. in preference to public education under righh fi~y planted in tho 8ill of Rig.t.. Not only i. the rederll go .. m ... t prohibited fro. interfering .ith the t)" f religion (and we Be educating our children at heae for religious reuons), but also the states are pr.du, .... idging this liberty by tho due pr ..... of I .. d ..... of the fourt •• nth A .. ndoent. which ."ye: ''No .t.t •• h.ll Ilk. or enforce WlY I ... hich .hlll ""idge tho pri.il.ges or i ..... iti •• of citllen. of tho ~ited States; nor .hall any stote depri •• My p.rson. of lif •• liberty. or prop.rty •• ithout due prot .... f la.; nor deny to Wly person .ithin its jurisdiction tho .qu.1 protection of tho I ......

Porents do not have to "win" any right to educ.te their own childr.n. Tho qu •• ti ........ ttl.d ... r two hundred years ago .. d is granted .. d protected by tho COnstituti ....

It i. lIIi ...... lly recogni .. d that the d.il ... d ... rci •• of • constltution.1 right c ..... t be con.erted into • criot. Even th~ hoot .duc.tion i •• c.nstitutionally pr.t.cted right. officials .ould ha .. US b.li ••• th.t ....... c.ting our childr.n .t hoot is • <ri .. again.t tho .tat.. When the .t.t •• tt...,ts t. deny or infringe _ .... rig.t •• sitUlti ... ari ... th.t c.uld •• 11 .iolate Title 18. Sections 241 .. d 242 of tho erioinal Ju.tlce Code: "If two or eore wsons conspire to injure. oppress, thruten, or intiaidate any eithen in the fr .. nerch. or enjoy­_t of any right or privil.ge .ecur.d t. hi. by the Constitution. or I .... f the ~it.d Statn •• they .h.ll be fined not IIOrl than $10,000. or i..,risoned not IIOr'I than ten years, or both." furth.r.".,. "Whoever, Wider colour of My i.Jw. statuti, ordinance, regulation, or custOll, .. Ufully subj.cts any inhabitants of any state, territory. or district to the dept'ivation of any rights, privi"leges. or i ..... ities stcW'ed or protected by the Constitution or I .... f the ~ittd Shtes shall be fined not lOre than $1.000 or iaprisoned not lor. than ... year. or both." An WlConstitulional h., is void. It ilpOSes no duties, confers no ri~t, bestows no power or AUthority on anyone. affords no protection, .nd justifies no Kts perfDf".d under it . . .. _'.. -. • ......

In .... y st.t .. go •• moent offici.ls oust take an •• th t. ~.Id the Unit.d St.t .. Con.tltution. Ah •• no .chool .ffici.1 or c_itt •• has tho pow.r t ••• erride • right .. ~ured by the Constitution. It is said that .11 p.rson. are presu.d to knOM the law, aeaning that ignorance of the law excuses no one, if Wly person acts under M ,"on­

stitutional statute. he does so at his own peril and .lISt take the consequenses.

----s;;ti ... the .t.to tak.s the attitude that. parent who is financi.lly dependent on public a .. i.tanc. i. not qualifi.d t •• duc.t. hi. child .t ho ... In lWd,.igU811 1>. 7'e=1I (411 US I 1973) the court .... ery clear to point out thK to deprive prents of their rights on the basis of econoaie stltus viol.tes the Equal Protection CI .... of the C .... titution. lho courts also cannot establish .hat is • religion iIIId .h.t is not • r.ligi.... lho courts eannot favor one religion oVlr another. The courts cannot perait certain beliefs and values to one religion and then deny thol to .... ther. The Yode,. ca ••• as not just for the Aaish. becau •• if it had !>een it would dis­cri.inate against other religions.

Coopul .... y .tt.ndanc. I ... are .... constitution.1 by their n.t ..... f conflicting .ith the spirit and intent .f the Thirteenth A.ndHnt: "Neither slavery nor involuntary servitude, except as a punishMnt for cri .. whereof the party shall hay. b.en "'Iy convicted •• hall exist .ithin tho ~it.d Stat ... or Illy plac. subject to their juris­diction." And relH"~r ehileren have the SMe freedou under the Bill of Rights as their p ... enta. regardllSl .f thoir age. Children are ''pers ... s" .ithin the .. aning.f the 8illof Rights (Wisconsin 1>. Yode,.).

Suooing up: According to those par.nts who h ... been t. court ... IDol .fficials do not ha •• tho power to order your children back t. school onc. the children have been .ithdrawn by tho par.nts for the purpose .f hoot .ducation. Tho children c ..... t be declar.d "truant" or "habitu.lly absent."

Parents do not have to appear It an, school .eetings, .et with any school officials. or let any -:epresentative of the school in their hoM for My reason, It any ti ... unless the parents choose to do so voluntarily. Any ".ffici.l" .rder lust be froo tho courts •• i!Pl.d by • judge.

If .chool offioi.b •• k you t. luboit your qu.lific.ti .... as .ducator •• you h.v. to subtoit nothing. You are clai.ing atd exercising your constitutional rights to educate yOll'" own chileren as eithens of the ~ited States. not as educators. You c .. volWitaril, show your own hi~ school diplo .. if you wbh. as proof of your cOllpttence to ... t.r all that the .tat.'. professional ...... t .... requir.d of you.

Parents do not have to agr •• to any f ..... f periodic testing f.r thoir childr.n. Test. or obs.r •• tion. are an integral part .f rights pertaining to the con.titutional pri.ac, .f y.ur hoot and papers. iIIId are. therefore. pr ... tected lllder the F .... th AIe .... nt.

As one Wisconsin pastorls vife wrote: "l. convinced that being inforaed and knowing the legal _pectl is definitely' fact.r in f ... r .f the pursued ..... Authoriti.s don't car. t. tilllgi. nearly s. r.adily .ith ....... who know ..... thing! The District Attorn.y t.ld our lawy.r if this •• nt t. c.urt thoy •• re .fr.id .. _Id .in • ..t they didn't •• nt it on thoir lho.lders. Tho testing oention.d .as p .... ly •• I .... tar'. It ••• the court'. ' • ., outl to save face. We are thankful to have it all over and the case diSiissed."

Ve are .U working to give our children the best education possible, and our IIOtiVition is based on our reli-gio .. c .... ictions. Others are .. ti •• ted by the oedi .. r. (.t best) perf.roonc •• f the public schools. or the pa­tentl, dangerous aspects .f pe..."ress .... fro. artificial (.ge) p •• r lJ".ups. or lack .f discipline. or the ..... g kind of discipline and structuring. W. are unittd in .... beli.f that p.rents. not gov.rnoents. bear the responsi- . bility of insuring the proper raising of our children.

[For _h .f the abo.e ... thililk Mo.dy Monthly lIogazine for infOMIation on the /IIi rancta decision; Franlc turano, author .f A NEED TO BE fREE (Nodem Media. Provo. uT) •• ho has been through the COtrt process; and priwate correspon­dence fro •• ttorneys iIIId parents in oth.r state •• ]

)

." , j . I --"j -.j- ~} /: - It! ! ( :: l -r.. _ 0.., Ptl

-7< /t )/"~'"J

NA.~E: I () M M AHlA(,./--I

ADDRESS : _'i-=--J--A'/~_t=--f-h-" .->-A,.:.,..;v;,....;;e-=-, _4.1;;._1 __________ _

PHONE: ~ ~1--1 'I'll, NCAAJCi~~

RE?RESENTING WHOM? dw CO ~ ~ 'f) dw1

APPEARING ON WHICH PROPOSAL: 8"(1 JU/

00 YOU: SUPPORT? X AMEND? OPPOSE?

COMt1ENTS: (£e~ alf~4.d f;/le,J)

PLEASE LEAVE ANY PRE?ARED STATEMENTS WITH THE CO~ITTEE SECRETARY.

-+--NEW COVENANT FELLOWSHIP----------------------. 947 SOUTH MAIN STREET

SCHOOL

PHONE: 1-406-755-0737

MR. HALDEN CURTISS MR. THOMAS G. MAHUGH

PRINCIPAL: MR. JAMES H. MILLER

To: Senators Brown, Smith, Elliott, Gage, McCallum, Severson, Berg, Blaylock, Haffey, and Mazurek

From: Thomas G. Mahugh, Pastor, New Covenant Fellowship

Re: Senate Bill 331

Date: February 4, 1983

Education may be defined as the impartation of values. Religions are primarily concerned with the impartation of value systems. It would then seem blatantly obvious that when one begins to discuss the content, process and personnel of our educational system, the discussion immediately be­comes a religious matter.

Of the three major institutions in any society, the church, the state, and the family - the state traditionally has had the least to do with im­parting values. It has been the family that has had the primary role in establishing the value system of the children of that family. It has been the church that has been the primary guardian of societal values.

It is of great concern to me having been a public school administrator for seven years, and a Christian school administrator for six years that the state is gradually and subtly becoming the "approver" of value systems and the church and family have been willing to yield to the process.

For sixty-eight years (1903-1971) school law 75-2901 on compulsory attendance was on the books in Montana. The law was changed to its present form through the 1971 recodi fication process \"hich had no apparent authori ty to change the original intent. I believe the wording of the opening para­graph of that law is extremely signi ficant: "All parents, guardians, and other persons who have care of children, shall instruct, or cause them to be instructed in reading, ••• etc."

The responsibility always has been the parents' and should continue. I encourage your support of S.B. 331 because it's intent is to preserve the function of the family and church as the guardian of values.

PH ONE: Lf 4: (7 -2. 0 g 7

REPRESENTING WHOM? Off'/ C~ of k{bli ~ TVlstYUC'-t(·oVJ

APPEARING ON ~1ICH PROPOSAL: __ ~~~I?~~~j~~=~~/ ____ ~ ____________ _

AMEND? 'X 00 YOU: SUPPORT? ---- OPPOSE? ------

CO~~ENTS: ________ --------------------------------_________ __

PLEASE LEAVE ANY PREPARED STATEMENTS WITH THE CO~ITTEE SECRETARY.

______ OFFICE OF PUBLIC INSTRUCTION ----------­

STATE CAPITOL HELENA, MONTANA 59620

(406) 449·3095

Montana's constitution guarantees equality of educational opportunity for each person in the state.

The compulsory attendance statutes have been enacted to insure that equality of educational opportunity is in fact guaranteed.

Present statutes do not clearly delineate authority for enforcing the compulsory attendance statutes.

Attorney General opinions have clarified lines of authority but major difficulties continue to hinder enforcement of compulsory attendance statutes.

Ed Argenbright Superintendent

Legislation has been introduced from a variety of sources for the purpose of allowing the consistent and appropriate application of the compulsory attendance statutes.

The Office of Public Instruction will examine and comment on each pro­posed change relative to potential difficulties.

Affirmative Action - EEO Employer

Montana Test Percent of Ratio Test Count/ Count Total 1981 Total Total Montana Count

Grade

1 3664 30 3664/12029

2 2244 20 2244/11122

3 5985 54 5985/11170

4 6422 57 6422/11335

5 6931 55 6931/12532

6 6771 56 6771/12193

7 5465 46 5465/11961

8 5953 52 5953/11375

9 1856 16 1856/11621

10 1476 13 1476/11693

11 1930 16 1930/11761

12 833 7 833/11728

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Opposition to a testing standard for public schools has mistakenly been taken

as the expression of fear that Montana students will not measure up on a national

scale. Fear has nothing to do with the opposition. SAT, ACT and achievement test

scores indicate that Montana students do extremely well in relationship to students

in other parts of the United States.

TEST - IOWA TEST OF BASIC SKILLS

Grade Pupil Count Composite Score Percent

1 681 88

2 745 89

3 2609 85

4 3636 82

5 3873 85

6 3760 86

7 2689 76

8 3389 85

9 122 77

10 137 87

11 141 70 po

12 62 78

SRA ACHIEVEMENT SERIES

Grade Pupil Count Composite Score Percent

1 2568 67

2 1165 69

3 2890 64

4 2358 62

5 2521 69

6 2527 69

7 2586 67

8 2416 70

9 1734 67

10 1339 64

11 1789 60

12 771 50

STANFORD ACHIEVEMENT TESTS

1 200 96

2 154 93

3 293 88

4 346 80

5 359 93 r-

6 330 90

7 190 92

8 148 81

COMPREHENSIVE TEST OF BASIC SKILLS

1 225 62

2 180 64

3 193 50

4 82 60 .,

5 178 56

6 154 54

NA."'E:~~A..J) !~ DATE: ;;<.. '1~ ?3 ---

ADDRESS: 3 r fc, rv .::P~

PHONE: t.fL! 3- Ie) 10 Q...x7- 3 c..; 3

RE?RESENTING WHOM? Herd. ~. G S. ,:t.; APPEARING ON WHICH PROPOSAL:-...::S::::....::J3....:..........:3---=:3:.....-;._' __ ...:..-________ _

DO YOU: SUPPORT? ---- AMEND? ---- OPPOSE? /

CO~,.,ENTS: ___________________________________________ __

PLEASE LEAVE ANY PREPARED STATEMENTS WITH THE COMMITTEE SECRETARY.

WITNESS STATEMENT

NAME I....c... .. c-'-l Stodfu. ~;. BILL No. ~G, 3~~ , \ r

ADDRESS EJ<t \)QN\ t (:-.,v YY\.I-t:., . DATE \r~\t) ~\ \~ '8-:, i

WHOM DO YOU REPRESENT ____ ~-S~t~~~\f~ ________________________________ ___

SUPPORT _____________________ OPPOSE ____ ~~i~~~~------·AMEND---------------

PLEASE LEAVE PREPARED STATEMENT WITH SECRETARY.

Comments:

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FORH CS-34 1-81

vJ e... c~ l.mJ<'"L LA-~ 9' ~ 0-.- V> ,,-o~ . -----

\_ .... ___ .. A ____ ........... _____ _

~..l -~ .. --- ------.J.- ... :J

)

NkIl1E: __ 1~..J...J.·vv.L.·(/""· -=_-~----:~---+":;..~~~..;;..<.~~~ __ -,,,-~ ______ DATE: 0 2.. b<-/ /~ J ,'J

ADDRF.SS:~~~~ __ ~~~~~ ___ ~;~~~~?~~~~~ __ ~P~'~~~·~~~~~~~-~~~~ __

PHONE :_J2~2~S~·_~3-..::S:::....·..:-7_0 ______________ _

REPRESENTING WHOM? //A V c> e I~ --~~l~~~~--------------------~---

APPEARING ON WHICH PROPOSAL:_....:..\5.:......A.'IJ"--~J;....;.\..:::.1~/_·_-=--_____ _

DO YOU: SUPPORT? ---- AMEND? ---- OPPOSE? c--------

COM.II1ENTS :

aJI

I

PLEASE LEAVE ANY PRE?ARED STATEMENTS WITH THE CO~ITTEE SECRETARY.