OCR Text |
Show Hingkley Journal of Politics 2006 it, Sir, let it come!!! Why stand we here idle? What is it that gentlemen wish? What would they have? Is life so dear, or peace so sweet, as to be purchased at the price of chains and slavery? Forbid it, Almighty God! I know not what course others may take; but as for me, give me liberty or give me death! (Campbell, 1969, p. 130). Henry's electrifying declaration was a trumpet voice uttered during a time of confused thinking and timid indecision. It was an appeal directed to the hearts of men who loved liberty. It was the spark needed to fire into action the plans for freedom and independence already formed by the Continental Congress. (Campbell, 1969, pp. 130-31). This proud moment in our American heritage is but one of the many instances in our history which confirm the "firm reliance on divine providence" expressed in the Declaration of Independence and in our national motto, "In God We Trust." A soldier, Col. Edward Carrington, listened from a window in the east end of St. John's Church. He was so moved by Henry's eloquence that he exclaimed, "Let me be buried on this spot." (Campbell, 1969, p. 131). His request was honored 35 years later. I have been to that spot more than once. It has been somewhat of a pilgrimage for me over the years to visit and connect with as many of the sacred spots as possible in our country and in other parts of the world where our American heritage is preserved: Independence Hall in Philadelphia, Colonial Williamsburg, Mount Vernon, Monticello, Washington's Crossing, Valley Forge, Gettysburg, Springfield, Illinois with Lincoln's home, law office and the train station from which he left knowing that he would not likely ever return, Ford's Theater and more, including Washington, D.C. with all of its monuments and memorials and where the important work of the people continues. Again and again, I am reminded how blessed we are as a nation and what it means to be an American citizen. It is a deeply moving experience to walk through the American Cemetery at Normandy, France with its 9,386 individual crosses or Stars of David commemorating those who there gave their lives in World War II. I have also stood at Brandenburg Gate in Berlin, Germany and reflected on what it took to bring down the "Iron Curtain", the Communist wall that for so long denied freedom to a large segment of humanity after World War II. In America, we recognize and freely accept the corresponding duties and responsibilities that come with freedom. The signers of both the Declaration of Independence and the Constitution clearly understood that liberty is not license and it does not mean simply doing whatever anyone wants without constraints or limitations. John Adams famously declared, "Our Constitution was made only for a moral and religious people. It is wholly inadequate to the government of any other." (Federer, 2000, pp. 10-11). Thus, the hope of America as it is passed from one generation to the next lies not in its economic might or military power, but rather in the life of its conscience. That is where we find the soul of American politics. That is what defines the true nature of humanity and gives life its ultimate meaning. At every turn in our nation's history, we are inspired and strengthened by the many examples of courageous citizens who faithfully met the challenges that confronted our nation. Consider the immense courage of General George Washington when he crossed the Delaware River and won the Battle of Trenton after his own General Gates had previously said that the colonists could not attack a snowman, and not within eleven days of when the soldiers' enlistments ran out. (Fast, 1984, p. 90). Washington, however, would not accept defeat. Under terrible conditions, he successfully crossed the river with his small and ill-equipped army and defeated the British on Christmas Day, 1776. To help preserve this important heritage among our youth, I sponsored and passed HB22 in 2004 ("Civic and Character Education in Schools"). It is now in statute as Utah Code 53A-13-109. It provides as follows: (1) As used in this section: a. "Character Education" means reaffirming values and qualities of character which promote an upright and desirable citizenry. b. "Civic Education" means the cultivation of informed, responsible participation in political life by competent citizens committed to the fundamental values and principles of representative democracy in Utah and the United States. c. "Values" means time-established principles or standards of worth. (2) The Legislature recognizes that: a. Civic and Character Education are fundamental elements of the public education system's core mission as originally intended and established under Article X of the Utah Constitution; b. Civic and Character Education are fundamental elements of the constitutional responsibilities of public education and shall be a continuing emphasis and focus in public schools; c. The cultivation of a continuing understanding and appreciation of representative democracy in Utah and the United States among succeeding generations of educated and responsible citizens is important to the nation and the state; d. The primary responsibility for the education of children within the state resides with their parents or guardians and that the role of state and local governments is to support and assist parents in fulfilling that responsibility, e. Public schools fulfill a vital purpose in the preparation of succeeding generations of informed and responsible citizens who are deeply attached to essential democratic values and institutions; and f. The happiness and security of American society relies upon the public virtue of its citizens which requires a united commitment to a moral social order where self-interests are willingly subordinated to the greater common good. (3) Through an integrated curriculum, students shall be taught in connection with regular school work; a. Honesty, integrity, morality, civility, duty, honor, service, and obedience to law; b. Respect for and an understanding of the Declaration of 93 |