A Quote from James Madison, Essay: Who Are the Keepers of the People’s Liberties?

Part I

Government

Chapters 1 to 6

“Although all men are born free, and all nations might be so, yet too true it is, that slavery has been the general lot of the human race. Ignorant–they have been cheated; asleep–they have been surprised; divided–the yoke has been forced upon them. But what is the lesson? That because the people may betray themselves, they ought to give themselves up, blindfold, to those who have an interest in betraying them? Rather conclude that the people ought to be enlightened, to be awakened, to be united.”
James Madison, Essay: Who Are the Keepers of the People’s Liberties? Madison served as the fourth president of the United States (1809-1817) and is considered the principal author of the United States Constitution. In 1788, he wrote over a third of the Federalist Papers, still the most influential commentary on the Constitution. Madison was responsible for writing the first ten amendments to the Constitution, also known as the Bill of Rights.

James Madison
1751-1836
Fourth President of the United States
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Achievements of the Radical Left

There are three achievements of secular progressives that have enabled leftist radicals to control behavioral instruction in public schools (see Chapters 7 and 9). Their first big achievement came when Supreme Court majorities began to impose mandates for law that rejected the unique God-honoring basis for law advanced by the Magna Carta and the American Declaration of Independence. When secular mandates by the court for future laws are allowed to stand, the historic absolutes resident in the “rule of law” and moral priorities are no longer binding. Consequently, our Constitution becomes a mere political document. The center of power shifted foolishly from the people and Congress subject to the Constitution, to the political preferences of judges. Among the first of many twists away from our Constitution and the First Amendment was the Everson v. Board of Education decision. The second achievement of leftist radicals was the takeover, beginning in the 1960s, of the then-conservative National Education Association (see Chapters 7 through 10). Also in the 1960s, secular progressives, committed to the elimination of self-government and liberty, reached their third achievement–the unionization of government teachers.
A government-established union monopoly, like an established state church, undermines the people’s right to choose between providers that must compete for a following. Union monopolies have always been power-corrupting institutions. Whatever their agenda by subject or region, accountability to competition is removed and evil prevails. Union monopolies are in diametrical opposition to government of, by and for the people. It is the collective political power foolishly granted to autoworker unions that brought the American auto industry to its knees. It is the collective political advantage of unionism that makes it possible for radicals to impose their atheistic worldview over the objections to both the vast majority of parents and the millions of excellent teachers caught in the union web. Violation of citizen authority (government of, by and for the people) is the radical politics of fascism–authoritarian hierarchical government.
The loss of citizen control over what our nation’s youth are taught in the behavioral studies hinges on two teachers’ tenure contract paragraphs demanded by union bosses when negotiating with local school boards. The first devastating paragraph provides teacher tenure guarantees that supersede the authority of school administrators to replace employees. The second harmful paragraph makes it a crime to disclose bad teacher performance to the public or to other schools that are considering hiring the teacher until costly and lengthy legal proceedings have approved such disclosure.
Professionals like medical doctors, engineers, plumbers and airline pilots–vital to our society–do NOT have tenure guarantees. Yet what is being taught to America’s youth is of even greater importance.
Benjamin Franklin, a delegate from Pennsylvania to the second Continental Congress and signer of the Constitution of the United States, wrote about the First Principle in his Articles of Belief: “I believe there is one supreme, most perfect Being … Also when I stretch my imagination through and beyond our system of planets, beyond the visible fixed stars themselves, into that space that is [in] every way infinite, and conceive it filled with suns like ours, each with a chorus of worlds forever moving around him; then this little ball on which we move, seems, even in my narrow imagination, to be almost nothing, and myself less than nothing, and of no sort of consequence … That I may be preserved from atheism … Help me, O Father! … For all thy innumerable benefits; for life, and reason … My good God, I thank thee!” (Benjamin Franklin, “Articles of Belief,” in The American Ideal of 1776, ed. Hamilton Albert Long {Philadelphia: Heritage Books, 1963}, 5).
Is it too late for America? Not at all.

The entire “The Spirit of Freedom/Definitions and Reality Matter” report is available free and entitled “Definitions Matter” from http://www.lastingsuccessedu.org.
A brief personal history is on http://www.lasting successedu.org/author.cfm.
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Introduction VI: In God We Trust

Sunlight is said to be the best of disinfectants,” Justice Brandeis

http://www.brandeis.edu/legacyfund/bio.html

Secular militants claim to be patriots because, as they say, dissent is American.   What they mean is evident from how they have gutted traditional American values in public education.  They demand freedom for themselves, but reject the American concept of academic freedom (the freedom to be honestly informed) and the freedom of others to make their own choices.  The soft underbelly of the secular left is the fact that they cannot withstand the competition of ideas.  For them, it is intolerable to allow students to be taught about the non-sectarian and impartial  God of creation upon which inalienable rights, citizen self-government and liberty depend.

An elaboration of “In God We Trust” is found in Proverbs 3:5,6:  “Trust in the LORD with all thine heart; and lean not unto thine own understanding.  In all thy ways acknowledge him, and he shall direct thy paths.”

The “In God We Trust” worldview has been the foundation for public education, beginning in the original thirteen colonies and continuing for over 250 years.  The Supreme Court’s ruling in the Everson v. Board of Education decision of 1947 began a dramatic shift away from “In God We Trust.”  See Chapter 6 for details about this Supreme Court ruling.  We review the civic religion adopted by immigrants from around the world in Chapters 1 through 4 and Part IV, Appendix B, Iowa’s Bill of Rights, taken in part from the Declaration of Independence.  The strategy for restoring competition in education and choice by the people is outlined in Chapters 11 and 12.

The unionization of teachers and accompanying tenure law have enabled a small cadre of radicals to take God out of citizen-funded government schools. Newt Gingrich stated:  “Those who want absolute proof you cannot teach American history honestly and accurately without reference to God, go to the Lincoln Memorial and read where in Lincoln’s second inaugural, March 1865, he referred to God fourteen times and used two quotes from the Bible.”*

*http://www.c-spanvideo.org/clip/3597743

Lincoln Memorial Statue

There are millions of honest, hardworking teachers, but they have no more control over the lifeview being taught in the soft sciences than do parents.  An entirely different system for educating American youth is needed that would bypass the leftist teachers’ union monopoly.  Funds for education provided by Americans must be routed through the parents, similar to the G.I. Bill following World War II.  This bill provided that education sought by veterans be paid from taxpayer revenues, and the veterans had the freedom to use the tuition grant in a public or private institution of their choice.


The entire “The Spirit of Freedom/Definitions and Reality Matter” report is available free and entitled “Definitions Matter” from http://www.lastingsuccessedu.org.
A brief personal history is on http://www.lasting successedu.org/author.cfm.
For more information or to purchase Restoring Education Central to American Greatness:

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Introduction V

When God’s protective care is rejected in any particular, the rejector bears the price of that sin against himself and against the life-giving boundaries of creation’s nature.

An insightful experience as been shared by Marvin Olasky, Distinguished Chair in Journalism at Patrick Henry College, editor of WORLD magazine and author of more than twenty books.  A former Marxist intellectual, Olasky was highly regarded by the chairman of his PhD academic program and dissertation committee at the University of Michigan.  Olasky, who became disillusioned by the shallowness of socialistic panaceas, became a solid convert to Christianity.  He concurs with Whittaker Chambers who came to believe in God after being a Communist Party member in the 1920s and 1930s.  In the autobiography Witness, Whittaker Chambers writes: “A Communist breaks because he must choose at last between irreconcilable opposites–God or man, Soul [conscience] or Mind [emotions], Freedom or Communism.  The crisis of the Western world exists to the degree in which it is indifferent to God.”*

*http://www.quotesea.com/quotes/by/whittaker-chambers

In this book, the focus upon the danger to American liberty has been narrowed to those who are at the seat of the problem–atheist secular militants.

The first principle adopted by leftist or atheistic evangelicals, and upon which their lesser initiatives rest, is the God-rejecting theory of evolution.  Revisionist morality, supported by the Darwinian theory for life’s origin, meaning and purpose, represents one of the greatest evils of our time.  Charles Darwin published his theory for a God-rejecting worldview in the book The Origin of Species published in 1859.  There is some adaptation within species, but the herculean efforts of science-pretenders to find evolution between species fail.  Sir Arthur Keith, a leading evolutionist, has written truthfully: “Evolution is unproved and unprovable.  We believe it only because the only alternative is special creation which is unthinkable” (Sir Arthur Keith, a citation in Wallie A. Criswell’s Did Man Just Happen? Grand Rapids, MI: Zondervan, 1967).

“Old European secular philosophy” is a general term that includes the many sects championed by God-rejecting intellectuals.  The traditional American use of the word secular is to distinguish national, state and local governments from church governments.  This has become too confusing for modern day use on two counts.  First, used by radicals, the word “secular” leaves people blindsided to the fact that the science of their agenda is driven by deception and the insistence on an atheistic secular worldview monopoly.  Secondly, their atheistic worldview is religious, with a deeply-held Darwinian view about the origin and meaning of life.  In 1961, the Supreme Court in Torcaso v. Watkins classified secular humanism (the title used by secular militants in academia) as a religion.  To avoid the misleading use of the word “secular,” we suggest there are times that the phrase atheistic secular be used.  Instead of being secular-authoritarian based, the American predicate for determining public policy is impartial, higher-authority and morality based.

American conservatism transcends both the good and evil intentions of today’s adherents to the old European secular philosophy–the religious and political left.



The entire “The Spirit of Freedom/Definitions and Reality Matter” report is available free and entitled “Definitions Matter” from http://www.lastingsuccessedu.org.
A brief personal history is on http://www.lasting successedu.org/author.cfm.
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Introduction IV: Truth or Consequences Applies to Nations

What are the consequences that befall nations when partisan authoritarians take God, with moral accountability, out of education?  Typical of empires that have cluttered cemeteries throughout human history, the Soviets had flooded their empire with propaganda.  Darwin’s theory for human origins had become the basis for education.  The consequences included growing alcoholism, youthful insolence and irresponsible attitudes toward work and self-support.

At a United Nations forum on December 7, 1988, Mikhail Gorbachev, atheist leader of the Soviet Union from 1985 to 1991, acknowledged that the God-rejecting dogma of Karl Marx and Charles Darwin was an utter failure (evil).  Reflecting upon the disintegration under the secular progressive government, Gorbachev said: “The compelling necessity of the principle of freedom of choice is … clear to us.  The failure to recognize this … is fraught with very dire consequences …  Freedom of choice is a universal principle to which there should be no exceptions.  We have not come to the conclusion of the immutability of this principle simply through good motives.  We have been led to it through impartial analysis of the objective processes of our time.  This objective fact presupposes respect for other people’s views“ (George P. Schultz, Secretary of State under President Ronald Reagan, Turmoil and Triumph, New York: Macmillan, 1993, p. 1107.  This book traces the moral and economic collapse of the Soviet Socialist Empire).

Gorbachev tried to prevent the collapse of truth-trashing socialistic rule.  To do this, he adopted Perestroika, which allowed the people to be informed and free to communicate.  He also legalized property rights, but socialism had gone too far.  Beginning in 1989, the puppet Communist governments in captive countries controlled by the Soviets were overthrown by the people.  The Soviet Union fell apart when captive countries quit contributing the revenue required to keep the socialist economy going. 

Whether or not Gorbachev realized it, the Soviet empire was being forced to acknowledge that those who reject the sovereignty of man under God over government run into the immutable laws of creation’s nature.  Those laws support life, liberty and the pursuit of happiness.  In contrast, the vacillating laws of man lead to exploitation, cultural decay, poverty and tyranny.

Writing of Perestroika, Gorbachev’s wife Raisa said:  “Our society has set out on the path of renewal and of demolishing totalitarianism and the obsolete command system of administering the country” (Raisa Gorbachev, Reminiscences and Reflections, Harper Collins, 1991, p. 174).  (See Appendix C, “How Socialism Exploits Mankind,” Part IV–Supplemental Material, in this book.)

Both the Webster and Random House dictionaries identify socialism as a “Marxist theory.”  Winston Churchill stated: “Socialism is inseparably interwoven with totalitarianism and the object worship of the state.”  He also said, “Socialism is a philosophy of failure, the creed of ignorance, and the gospel of envy, its inherent virtue is the equal sharing of misery.”

http://www.brainyquote.com/quotes/quotes/w/winstonchu164131.html

When majorities on the Supreme Court force changes in our laws that reject the moral and God-honoring predicate of the United States Constitution, they have, in effect, empowered truth-trashing by radicals in government schools.  Separation of the right of church clergy to dictate (separation of church and state) does not justify the removal of “In God We Trust” as a publicly held standard.  “Liberty and life are the gratuitous gifts of heaven.  I shall certainly be excused from adducing any formal arguments to evince, that life, and whatever is necessary for the safest of life, are the natural rights of man.  Some things are so difficult; others are so plain, that they cannot be proved” (Supreme Court Justice James Wilson, Lectures, delivered in the College of Philadelphia 1790-1791.  Volume II, Part II, Chapter 1, Lorenzo Press, 1804).



The entire “The Spirit of Freedom/Definitions and Reality Matter” report is available free and entitled “Definitions Matter” from http://www.lastingsuccessedu.org.
A brief personal history is on http://www.lasting successedu.org/author.cfm.
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Introduction III

Historically, public schools salvaged many students from homes where parenting was failing. Now students from good homes are abandoning the values that made America such a great nation.  This problem is ongoing even though most teachers are doing their best to counter the incursion of secular absolutism (atheism) in the soft sciences of our schools.

John Adams’ quote:  “But if we had not, our fathers have earned and bought it for us, at the expense of their ease, their estates, their pleasure, and their blood.  And liberty cannot be preserved without a general knowledge among the people, who have a right, from the frame of their nature, to knowledge, as their great Creator, who does nothing in vain, has given them understandings, and a desire to know; but besides this, they have a right, an indisputable, unalienable, indefeasible, divine right to that most dreaded and envied kind of knowledge, I mean, of the characters and conduct of their rulers.  Rulers are no more than attorneys, agents, and trustees for the people; and if the cause, the interest and trust, is insidiously betrayed, or wantonly trifled away, the people have a right to revoke the authority that they themselves have deputed, and to constitute abler and better agents, attorneys, and trustees. And the preservation of the means of knowledge among the lowest ranks, is of more importance to the public than all the property of all the rich men in the country.”  John Adams was a direct descendant of Puritan colonists from the Massachusetts Bay Colony.  A Harvard graduate, he served on the First Continental Congress and helped to draft the Declaration of Independence.  John Adams was vice-president under George Washington and the second president of the United States  (A Dissertation on the Canon and Feudal Law, 1766 from The Works of John Adams, …by his grandson, Charles F. Adams, Boston: Little, Brown and Co., 10 volumes).


Truth or Consequences

Knowledge of and acceptance of the Bible, the Great Reformation (1500-1570) and American history empower conscientious individuals to be self-governing and, on a broader scale, inspire communities and the nation as a whole to overcome the tyranny of moral confusion.  Identifying with the first principle (God of Creation is Man’s Benefactor) enables believers to avoid the deception and confusion advanced by truth-trashers.

Strangely, even the German atheist, Friedrich Nietzsche, accepted the message from human history and understood the source of freedom for his way of life.  He wrote:  “Remove Christianity and the ideas fall too.”*

*https://imprimisarchives.hillsdale.edu/file/archives/pdf/2008_11_Imprimis.pdf

The American Founding Fathers understood human history and identified the distinction of good as self-evident Laws of Nature and of Nature’s God.  It is the governing character of these principles (laws), such as humility, the Golden Rule, and the Ten Commandments, that leads to lasting success.  This is the sure foundation upon which man’s right to “life, liberty and the pursuit of happiness” rests.  Called “virtue” by America’s Founding Fathers, the impartial and divine element frees man to do what is right.  “Where the Spirit of the Lord is, there is liberty” (2 Corinthians 3:17).


The entire “The Spirit of Freedom/Definitions and Reality Matter” report is available free and entitled “Definitions Matter” from http://www.lastingsuccessedu.org.
A brief personal history is on http://www.lasting successedu.org/author.cfm.
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Introduction II

Ideas for decision making have one of two origins—either materialistic and mortal or based upon the reality of everlasting truth, according to the design of Creation’s God.  From the beginning, Americans reached beyond the failed practices of man to immortal values that make stability, liberty and prosperity possible.  Judeo-Christian principles have been the foundation for public dialogue and government policy.  Truth from the Hebrew Christian Bible has enabled citizen self-government and individual liberty.

William Blackstone’s Commentaries on the Laws of England were used by Abraham Lincoln and were continued to be used by students of law into the 1920s.  Blackstone said: “Man, considered as a creature, must necessarily be subject to the laws [principles] of his Creator …  These laws laid down by God are the eternal immutable laws of good and evil … This law of nature dictated by God Himself, is of course superior in obligation to any other.  It is binding over the entire globe, in all countries, and at all times:  no human laws are of any validity if contrary to this.”*

*http://www.constitution.org/tb/tb-1102.htm

First Principle

The God of Creation is Man’s Benefactor

That the God of creation is man’s benefactor is so foundational it cannot be arrived at by any other proposition.  It is the basic principle upon which all other principles follow.  When man chooses to walk according to God’s benevolent law, he learns of the power that is God’s alone and by which God grants him victory over evil.  This reality about creation’s nature reveals God’s protection.

“Patriotism is as much a virtue as justice, and is as necessary for support of societies as the natural affection is for the support of families.  The Amor Patriae is both moral and a religious duty.  It comprehends not only the love of our neighbors but millions of our fellow creatures, not only the present but of future generations.  This virtue we find constitutes a part of the first character of history.”**

–Dr. Benjamin Rush, essay on patriotism published in 1773.  He was a delegate to the Continental Congress from Pennsylvania and signed the Declaration of Independence.  A devout Christian, Rush established Dickinson College in Carlisle, Pennsylvania, and served as professor of medical theory and clinical practice at the University of Pennsylvania from 1791 to 1813.

**http://www.whatwouldthefoundersdo.org/showQuote.aspx?q=403


In fact, the American colonies did not become united until the constitutional delegates agreed to
amendments that were specific about religious and educational freedom from government and non-government dictation.  The first ten amendments included the codification of the principles outlined in the Declaration of Independence (separation from authoritarian rule).  Far from being secular, all aspects of human endeavor, including government, fall under the purview of creation’s God.  The values for determining the proper role of laws and the use of government power are clear.  We ought to obey God rather than men (Acts 5:29).  Adoption of this impartial, nonsectarian, God-honoring predicate for society has served as a marvelous unifier for our diverse immigrant nation.

An elaboration of “In God We Trust” is found in Proverbs 3:5,6:  “Trust in the LORD with all thine heart; and lean not unto thine own understanding.  In all thy ways acknowledge Him, and He shall direct thy paths.”


The entire “The Spirit of Freedom/Definitions and Reality Matter” report is available free and entitled “Definitions Matter” from http://www.lastingsuccessedu.org.
A brief personal history is on http://www.lasting successedu.org/author.cfm.
For more information or to purchase Restoring Education Central to American Greatness:

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Introduction I

The 2012 first edition blog of our book pictured below picked up over 9,000 repeat users.  Directly and indirectly, we were able to answer several hundred questions.  Encouraging responses came from many.  Perhaps the most exciting was an email from Judge Robert Bork’s secretary.  

As reported in the Ames (Iowa) Tribune, a March, 2008 legislative proposal for union contract negotiators that would make it even harder to fire harmful teachers caused “grave concerns” among school administrators.  Margaret Buckton, chief lobbyist for the Iowa Association of School Boards, said, “Attempts to remove a teacher can last years and cost hundreds of thousands of dollars.”  “Grave concerns” is right.  Documented in the Restoring Education Central to American Greatness book, a significantly higher percentage of public school teachers send their children to private schools than do non-teacher parents.  They see the harmful impact that secular absolutism is having upon students’ minds and values.  Power-hungry ideologues are now soliciting and ruining a new generation of Americans “with words calculated to destroy the youthful faith in their heritage” (Grand Jury Presentment, 11th Judicial District in and for Story County, Iowa, December, 1968).  Undoubtedly, restoring education central to American greatness is now the greatest singular need in America.

The Founding Fathers knew from history that centralized power left unchecked leads to tyranny.  They instituted the Second Amendment to keep guns in the hands of the general public to discourage the use of guns by radical politicians, but this does not keep them from being habitual truth-trashers.

To justify taxpayer funding, American history and the Judeo-Christian influence upon the Founding Fathers must be unabashedly taught.  Only with this knowledge can new generations of Americans identify truth-trashers and prevent the deceptive advance of oppressive government.  Those demanding curriculum diversity that undermines the absolutes gleaned from history (traditional American foundations) can pay for their own schools and seek a following, just as must other separatist groups.  The demand of traditionalists is based upon the justification for any education tax being placed upon Americans in the FIRST PLACE.  No other argument is needed, but it must be firmly and uncompromisingly imposed.  “A house divided against itself cannot stand” (Abraham Lincoln, June 16, 1858).  A nation cannot survive if its citizens continue to fund revisionist morality and anti-American rhetoric masquerading as education.

Subjects Covered By

Restoring Education Central to American Greatness

Part I: Government

Chapter 1

  • Immortal Principles Central to Liberty and American Greatness

Chapter 2

  • The Sovereignty of Man under the Impartial God of Creation over Government

Chapter 3

  • Man May Prosper in Freedom If He Chooses to Honor the Will of Creation’s God

Chapter 4

  • America’s Civic Religion and the Deeper Personal Faith of Our Nation’s Founders

Chapter 5

  • Government by Written and Permanent Law

Chapter 6

  • Defilement of the Judiciary

Part II: Education

Chapter 7

  • Academic Freedom and Teacher Tenure History

Chapter 8 

  • Consequences of the Unionization of Government Teachers

Chapter 9

  • The Education Nightmare

Chapter 10

  • Education That Is Profoundly American

Part III: Liberty and Responsibility

Chapter 11

  • Appeasement Will Not Work

Chapter 12

  • Our Strategy for Victory: Political Action—Citizen Power

The entire “The Spirit of Freedom/Definitions and Reality Matter” report is available free and entitled “Definitions Matter” from http://www.lastingsuccessedu.org.
A brief personal history is on http://www.lasting successedu.org/author.cfm.
For more information or to purchase Restoring Education Central to American Greatness:

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Socialist Agenda Exploits Mankind

Socialism is a system of social organization that rejects the fact that goods are the fruits of the people’s labor. The ownership of the means of producing goods provided by the people is claimed by secular authoritarians. They then use the power of government for laws to control the distribution of goods. The fact remains that it is the freedom of the people to choose and buy goods made useful by others that gives direction for a healthy economy (supply and demand).
The following was written in 1916 by the Rev. William J. H. Boetcker, a Presbyterian clergyman and influential spokesman for American values:
You cannot bring about prosperity by discouraging thrift.
You cannot strengthen the weak by weakening the strong.
You cannot help the poor man by destroying the rich.
You cannot further the brotherhood of man by inciting class hatred.
You cannot build character and courage
by taking away man’s initiative and independence.
You cannot help small men by tearing down big men.
You cannot lift the wage earner by pulling down the wage payer.
You cannot keep out of trouble by spending more than your income.
You cannot establish security on borrowed money.
You cannot help men permanently
by doing for them what they will not do for themselves.*
Winston Churchill stated: “Socialism is inseparably interwoven with totalitarianism and the object worship of the state.” He also said, “Socialism is a philosophy of failure, the creed of ignorance, and the gospel of envy, its inherent virtue is the equal sharing of misery”.**
According to Alexis de Tocqueville in 1848: “Democracy [democratic republic] extends the sphere of individual freedom; socialism restricts it. Democracy [democratic republic] attaches all possible value to each man; socialism makes each man a mere agent, a mere number. [The two] have nothing in common but one word: equality. But notice the difference: while democracy seeks equality in liberty, socialism seeks equality in restraint and servitude.”***
The old European secular philosophy is a reflection of the hope in a fantasy world. Both the Webster and Random House dictionaries identify socialism as a “Marxist theory.” Marxists used socialist slogans, such as “From each according to his ability, to each according to his needs.” The Soviet Socialist Union lasted but a whiff in time in spite of their great universities, KGB (secret police), a worldwide propaganda machine and military aggression (1917-91).
Liberals in present-day America justify socialism by saying that we are a wealthy nation. Some in America, who budget wisely and have a good income, do have wealth, but the truth is that the American government is broke. Liberal politicians create a supportive voting block by promising them wealth redistribution. This comes by stealing from Americans (excessive tax), stealing from future generations (debt obligation) and the added tax of interest on the debt. When government officials are allowed to continue imposing high taxes, the incentive of the people to work hard and save is greatly diminished, the base for taxation is gradually destroyed, and inflation diminishes the purchasing power of the dollar. Also, the ability of the people to support churches and missionaries and to assist the poor is greatly diminished. At the time of this writing, the national debt is 19 trillion dollars and growing. The revenue left after funding excessive government is not enough to pay the interest, so the shortage must be added to the principal indebtedness.

The entire “The Spirit of Freedom/Definitions and Reality Matter” report is available free and entitled “Definitions Matter” from http://www.lastingsuccessedu.org.
A brief personal history is on http://www.lasting successedu.org/author.cfm.
For more information or to purchase Restoring Education Central to American Greatness:

http://bookstore.iuniverse.com/Products/SKU-000185969/Restoring-Education-Cen…

http://www.amazon.com/Restoring-Education-Greatness-Principles-Liberated/dp/1…

http://www.barnesandnoble.com/w/restoring-education-david-a-norris/1103308053…


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State of Iowa Bill of Rights II

This law follows the right to life and liberty from government oppression, principles of the Declaration of Independence.
Protection of the citizens from authoritarian judges depends upon preserving the intent of the law in the matter of unalienable citizen rights. This depends upon discontinuation of fascistic tenure guarantees that empower leftist law professors to prevent the school administrators from controlling what is taught to those who may later become judges.
Twice tried–bail. SECTION 12. No person shall after acquittal, be tried for the same offense. All persons shall, before conviction, be bailable, by sufficient sureties, except for capital offenses where the proof is evident, or the presumption great.
Habeas corpus. SECTION 13. The writ of habeas corpus shall not be suspended, or refused when application is made as required by law, unless in case of rebellion, or invasion the public safety may require it.
Military. SECTION 14. The military shall be subordinate to the civil power. No standing army shall be kept up by the state in time of peace; and in time of war, no appropriation for a standing army shall be for a longer time than two years.
Quartering soldiers. SECTION 15. No soldier shall, in time of peace, be quartered in any house without the consent of the owner, nor in time of war except in the manner prescribed by law.
Treason. SECTION 16. Treason against the state shall consist only in levying war against it, adhering to its enemies, or giving them aid and comfort. No person shall be convicted of treason, unless on the evidence of two witnesses to the same overt act, or confession in an open court.
Bail–punishments. SECTION 17. Excessive bail shall not be required; excessive fines shall not be imposed, and cruel and unusual punishment shall not be inflicted.
Eminent domain–drainage ditches and levees. SECTION 18. Private property shall not be taken for public use without just compensation first being made, or secured to be made to the owner thereof, as soon as the damages shall be assessed by a jury, who shall not take into consideration any advantages that may result to said owner on account of the improvement for which it is taken.
The general assembly, however, may pass laws permitting the owners of lands to construct drains, ditches, and levees for agricultural, sanitary or mining purposes across the lands of others, and provide for the organization of drainage districts, vest the proper authorities with power to construct and maintain levees, drains and ditches and to keep in repair all drains, ditches, and levees heretofore constructed under the laws of the state, by special assessments upon the property benefited thereby. The general assembly may provide by law for the condemnation of such real estate as shall be necessary for the construction and maintenance of such drains, ditches and levees, and prescribe the method of making such condemnation. Paragraph 2 added 1908, Amendment [13].
Imprisonment for debt. SECTION 19. No person shall be imprisoned for debt in any civil action, on mesne or final process, unless in case of fraud; and no person shall be imprisoned for a militia fine in time of peace.
Right of assemblage–petition. SECTION 20. The people have the right freely to assemble together to counsel for the common good; to make known their opinions to their representatives and to petition for a redress of grievances.
Attainder–ex post facto law–obligation of contract. SECTION 21. No bill of attainder, ex post facto law, or law impairing the obligation of contracts, shall ever be passed. Referred to in S12E.11, 16.2 of the Code.
Resident aliens. SECTION 22. Foreigners who are, or may hereafter become residents of this state, shall enjoy the same rights in respect to the possession, enjoyment and descent of property, as native born citizens.
Slavery–penal servitude. SECTION 23. There shall be no slavery in this state; nor shall there be involuntary servitude, unless for the punishment of crime.
Agricultural leases. SECTION 24. No lease or grant of agricultural lands, reserving any rent, or service of any kind, shall be valid for a longer period than twenty years. Referred to in S461A.25 of the Code.
Rights reserved. SECTION 25. This enumeration of rights shall not be construed to impair or deny others, retained by the people.

The entire “The Spirit of Freedom/Definitions and Reality Matter” report is available free and entitled “Definitions Matter” from http://www.lastingsuccessedu.org.
A brief personal history is on http://www.lasting successedu.org/author.cfm.
For more information or to purchase Restoring Education Central to American Greatness:

http://bookstore.iuniverse.com/Products/SKU-000185969/Restoring-Education-Cen…

http://www.amazon.com/Restoring-Education-Greatness-Principles-Liberated/dp/1…

http://www.barnesandnoble.com/w/restoring-education-david-a-norris/1103308053…


For previous blog entries on similar topics, simply go to this site and scroll down:

http://davidanorris.authorsxpress.com/


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