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Introduction I

The 2012 first edition blog of the above book 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

 

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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.

www.qjotationspage.com/quotes/William_J._H._Boetcker/

 

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” (Google, Winston Churchill quotes/w/winstonchurchill).

 

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” (Google, Alexis de Tocqueville Quotations/Quotations).

 

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 16 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.


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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.

 

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State of Iowa Bill of Rights I

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.

 

Preamble.  WE THE PEOPLE OF THE STATE OF IOWA, grateful to the Supreme Being for the blessings hitherto enjoyed, and feeling our dependence on Him for a continuation of those blessings, do ordain and establish a free and independent government, by the name of the State of Iowa, the boundaries whereof shall be as follows:

 

ARTICLE I. BILL OF RIGHTS.

Rights of persons. SECTION 1. All men and women are, by nature, free and equal, and have certain inalienable rights--among which are those of enjoying and defending life and liberty, acquiring, possessing and protecting property, and pursuing and obtaining safety and happiness.  Amended 1998, Amendment [45].

Political power. SECTION 2. All political power is inherent in the people.  Government is instituted for the protection, security, and benefit of the people, and they have the right, at all times, to alter or reform the same, whenever the public good may require it.

Religion. SECTION 3. The general assembly shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; nor shall any person be compelled to attend any place of worship, pay tithes, taxes, or other rates for building or repairing places of worship, or the maintenance of any minister, or ministry.

Religious test--witnesses. SECTION 4. No religious test shall be required as a qualification for any office, or public trust, and no person shall be deprived of any of his rights, privileges, or capacities, or disqualified from the performance of any of his public or private duties, or rendered incompetent to give evidence in any court of law or equity, in consequence of his opinions on the subject of religion; and any party to any judicial proceeding shall have the right to use as a witness, or take the testimony of, any other person not disqualified on account of interest, who may be cognizant of any fact material to the case; and parties to suits may be witnesses, as provided by law. Referred to in S729.1 of the Code.

Dueling. SECTION 5. Repealed 1992, Amendment [43].

Laws uniform. SECTION 6. All laws of a general nature shall have a uniform operation; the general assembly shall not grant to any citizen, or class of citizens, privileges or immunities, which, upon the same terms shall not equally belong to all citizens.

Liberty of speech and press. SECTION 7. Every person may speak, write, and publish his sentiments on all subjects, being responsible for the abuse of that right.  No law shall be passed to restrain or abridge the liberty of speech, or of the press.  In all prosecutions or indictments for libel, the truth may be given in evidence to the jury, and if it appears to the jury that the matter charged as libelous was true, and was published with good motives and for justifiable ends, the party shall be acquitted.

Personal security--searches and seizures. SECTION 8. The right of the people to be secure in their persons, houses, papers and effects, against unreasonable seizures and searches shall not be violated; and no warrant shall issue but on probable cause, supported by oath or affirmation, particularly describing the place to be searched, and the persons and things to be seized.

Right of trial by jury--due process of law. SECTION 9. The right of trial by jury shall remain inviolate; but the general assembly may authorize trial by a jury of a less number than twelve men in inferior courts; but no person shall be deprived of life, liberty, or property, without due process of law.  See also R.Cr.P. 2.17, 2.21(2), 2.67; R.C.P. 1.902, 1.903, 1.1108.

Rights of persons accused. SECTION 10. In all criminal prosecutions, and in cases involving the life, or liberty of an individual the accused shall have a right to a speedy and public trail by an impartial jury; to be informed of the accusation against him, to have a copy of the same when demanded; to be confronted with the witnesses against him; to have compulsory process for his witnesses; and, to have the assistance of counsel. See S602.1601 of the Code.

When indictment necessary--grand jury.  SECTION 11. All offenses less than felony and in which the maximum permissible imprisonment does not exceed thirty days shall be tried summarily before an officer authorized by law, on information under oath, without indictment, or the intervention of a grand jury, saving to the defendant the right to appeal; and no person shall be held to answer for any higher criminal offense, unless on presentment or indictment by a grand jury, except in cases arising in the army, or navy, or in the militia, when in actual service, in time of war or public danger.

The grand jury may consist of any number of members not less than five, nor more than fifteen, as the general assembly may by law provide, or the general assembly may provide for holding persons to answer for any criminal offense without the intervention of a grand jury.  Paragraph 2 added 1884, Amendment [9]; Paragraph 1 amended 1998, Amendment [46]; As to indictment and the number of grand jurors, see R.Cr.P.2.3, 2.4; Magistrate jurisdiction, see S602.6405 of the Code.

 

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Responsible Citizen Self-rule and Liberty

By placing their faith in the principles advanced by creation's God for education, Americans achieved liberty from brutal rulers and the history of big government.

 

Benjamin Franklin, a delegate from Pennsylvania to the second Continental Congress and signer of the Constitution of the United States, wrote this 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…  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!"*

John Quincy Adams, America's sixth president:  "The law given from Sinai was civil and municipal as well as a moral and religious code; it contained many statutes… of universal application--laws essential to the existence of men in society [of the United States], and most of which have been enacted by every nation which ever professed any code of laws."**

To justify taxpayer-funded education, instruction must detail the civil and moral absolutes found in the Ten Commandments but rightly avoid controversy of religious codes that are the domain of church denominations.  The depth of spiritual conviction of these absolutes is spelled out in the Creator-based Declaration of Independence, religious liberty (First Amendment), and the Bill of [human] Rights law.  Citizen equality as sovereigns under God over government is demonstrated when randomly chosen citizens serve as the supreme court for judgment of guilt or innocence in criminal trials conducted by government officials.  The above values are the design, and the Constitution is the tool to implement that design.

 

The preamble to the Constitution, "We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare [meaning common needs that do not conflict with or hamper the development of the work ethic and personal self-reliance], and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America."

 

"Our investigation indicates that the main reason for youthful rebellion and the attitude of carelessness in student morals is their loss of confidence in the wisdom embedded in their heritage.  Failure to dearly implant these truths detaches future generations from past experience, the very basis of education" (Grand Jury Presentment, 1968-69, Problems in Higher Education, the Eleventh Judicial of Iowa).

 

First-amendment-rated-e-for-everyone-225x300

*http://www.revolutionary-war-and-beyond.com/ben-franklin-quotes-1.html

**http://quotes.practicalmanliness.com/john-quincy-adams/138/

 

 

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The First Amendment is the Most Important Amendment

The most important of all the amendments to our Constitution is the First Amendment:  "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances."

 

In the 1947 Everson v. Board of Education decision, the Supreme Court majority discarded the principle for control of government by law (government limited by laws instituted by citizen sovereigns).  They displaced it with control of government by man (top down authoritarianism).  Quoting Alexander Hamilton:  "Government is frequently and aptly classed under two descriptions, a government of FORCE [changeable decrees by authoritarian man], and a government of LAWS [governments that derive 'their just powers' from the consent of the governed], the first is the definition of despotism--the last Liberty" (Tully Papers, 1794).  These two approaches to governing society have been at war against one another throughout human history.

 

The Everson v. Board of Education decision clearly compromised "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof…" The judges altered the Constitution at the core of its meaning.  Power-hungry judges and politicians, along with fellow travelers in education, the media and monopoly union bosses, are now working overtime.  They are leveraging the judge-created right that empowers liberals to impose government establishment monopoly in public education, preventing the competition of ideas by moral religions.  The power to impose false renditions of truth upon  captive government classrooms and poison youthful minds is being used to confuse, marginalize and rule new generations.

 

"For many years psychologists and educators have recognized the processes by which thought and behavioral patterns acquired in youth become the basis for adult motivation.  In modern times thoughtful observers have become progressively aware that moral, social, and political concepts implanted during the time of mental immaturity not only participate in the conduct of later life, but, once acquired, such concepts become dominant and often unalterable in the adult" (Story County Grand Jury, in and for the 11th Judicial District of Iowa, 1969).

 

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The First Amendment

The most important of all the amendments is the First Amendment.  This is demonstrably true.  It was not until secular militants were leveraged by the 1947 Supreme Court's Everson v. Board of Education decision that the role of moral absolutes ceased to be standard in government schools.

 

On September 25, 1789, Congress requested unanimously that President Washington proclaim a national day of thanksgiving and prayer.  This is the same Congress that on the same day approved the final draft of the First Amendment to protect the people's rights to religious freedom from suppression by government administrators, judges and legislators.  President Washington proclaimed on October 3, 1798:  "Whereas it is the duty of all nations to acknowledge the providence of Almighty God, to obey His will, to be grateful for His benefits, and humbly to implore His protection and favor…  Now, therefore, I do recommend… that we may then all unite in rendering unto Him our sincere and humble thanks for His kind care and protection of the people of this country previous to their becoming a nation; for the signal and manifold mercies and the favorable interpositions of His providence in the course and conclusion of the late war; for the great degree of tranquility, union and plenty which we have since enjoyed; for the peaceable and rational manner in which we have been enabled to establish constitutions of government for our safety and happiness, and particularly the national one now lately instituted; for the civil and religious liberty with which we are blessed…  And also that we may then unite in most humbly offering our prayers and supplications to the great Lord and Ruler of Nations, and beseech Him to pardon our national and other transgressions… And to promote the knowledge and practice of true religion and virtue."*

 

The First Amendment was added to the Constitution to emphasize the proper use of the Constitution as a tool to protect and uphold religious freedom.  This freedom enables the religious denominations to compete in public, including education.  This, in turn, sharpens the importance of moral absolutes in the minds of citizens who are the sovereigns under God over government.  For most of our history, the Judeo-Christian basis for citizen self-rule has been vigorously taught.  Non-denominational prayers and the Pledge of Allegiance were practiced in classrooms.  For several decades now the moral religions, most directly Christianity, have been under systematic attack by liberal judges.  Americans can agree with the following quote as long as any conflict between amendments to the Constitution are reconciled by having the First Amendment, in its original meaning up until 1947, upheld as supreme.

 

"A constitution, like any other document, is to be read as a whole.  The court, in the language of the lawyers, 'will take the instrument by its four corners' and read each part in the light of the rest.  Since written constitutions come into effect through popular assent, the meaning intended by the people would be sought by the courts.  The common understanding of the words at the time the language was employed is therefore of cogent significance.  This consideration, however, will not prevent the application of the terms employed to conditions arising later and not contemplated at the time the language was adopted…  There is an ancient rule of statutory construction, coming down through Blackstone, that in seeking the true meaning of legislative language the court will take cognizance of the 'old law, the mischief and the remedy.'  The rule is useful in constitutional construction" (Rosco Pound, Dean of the Law School of Harvard University, Volume III, National Law Library, P. F. Collier & Son Publishers, New York, New York, 1939, 23-24).

 

*http://lcweb2.loc.gov/ammem/GW/gw004.html


 

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A Suggestion For Our Friends In the Judiciary

Looking to the future, at such time as the American people elect Senators and Representatives who are committed to reining in supremacist judges, a plan for "such exceptions," provided for by the Article III, Section 2, should be at hand.  

 

By the authority of Article I, Section 8, of the Constitution, the representatives we elect to Congress "shall have power… to constitute tribunals inferior to the Supreme Court." Article III, Section 1, reads:  "The judicial power of the United States, shall be vested in one Supreme Court, and in such inferior courts as the Congress may from time to time ordain and establish."  Article III, Section 2, reads:  "The Supreme Court shall have appellate jurisdiction, both as to law and fact, with such exceptions, and under the regulations as the Congress shall make."

 

Congress has limited the courts several times in the past.  Provisions in the Constitution were predetermined to aid in doing just that, regulating the balance of power with necessary exceptions.  These should also be the talking points until necessary corrective change is achieved for today.

 

The following exception would be effective.  Any future court decisions reflecting upon the first ten amendments that are not clearly linked to their meaning, as understood prior to 1947, would be classified as a Supreme Court Interim Opinion or some similar designation.  Going back to 1947 is a heavy lift, but it only applies to future court decisions that hinge upon the so foundational basis for "government of laws, and not of men."  Categories of law that are not related to the first ten amendments would be exempt from the Supreme Court Interim Opinion requirement.  If the legislative branch does not pass laws to solve the problem dealt within a Supreme Court Interim Opinion within a specified period of time (for example, three years), the court decision would expire regardless of the ramifications.

 

Adoption of the Supreme Court Interim Opinion requirement by Congress blends with the legislative and judicial separation of powers without undermining judicial independence, and it is consistent with the constitutional system of checks and balances.  Our representatives in Congress would then bear responsibility for treatment of the problem, and the Supreme Court would be shielded from the bleeding of reprehensible engineering imposed by unelected judges.

 

Going back to the 1947 precedent requirement is a logical time for instituting the Interim Opinion requirement.  It was in 1947 that the Supreme Court majority twisted and undermined the citizens' First Amendment protections from government-established authoritarians.

 

Stare decisis is no excuse for preserving court precedents.  Stare decisis is legal talk for an everyday practice that we all follow.  It simply means that once a decision is implemented, it should be supported for a considerable period of time to see if, in fact, it is helping or, at a minimum, not doing harm.  When a law is proven to be harmful, that law should be reversed.  The practice of preserving court precedent was never intended to be a mandate for national suicide.

 

If there is a better approach than instituting a Supreme Court Interim Opinion requirement for restoring sanity to the judiciary, then have that approach be the public goal.  Determining a better approach is the duty of conservative lawyers and judges, who are better situated to frame a solution.  The recommendation needs to be reasonable and would require an ongoing, nationwide sales campaign until it is successful.  This would best be determined by a citizen Congress composed of conservative lawyers, law professors and judges, convened to make recommendations for restoring the rule of law.  The Congress should involve participants from every state, be privately funded, and meet in secret for the same reasons the Constitutional Convention met in secret.  This Congress would compare in importance to the decision-making phase for the judiciary conducted by the Constitutional Convention.

 

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The Supreme Judge

The Declaration of Independence, unanimously adopted by Congress, made four specific references to political reliance upon Higher Authority.  This was not done hesitatingly.*

 

~  Higher authority is the resource that feeds the branches of liberty, "the laws of Nature and Nature's God"

~ "That all men are created equal, that they are endowed by their Creator with certain unalienable rights…"

~ "Appealing to the Supreme Judge of the world for the rectitude of our intentions…"

~  "With a firm reliance on the protection of divine Providence…"

 

A liberal judge says we make mistakes, but this discussion is not about mere mistakes.  Liberty-loving Americans need to be blunt about this.  What we are talking about is the colossal error of rejecting the universal and impartial Laws of Nature and creation's God that reversed thousands of years of authoritarian exploitation and human deprivation.  We have a National Day of Prayer.  We have paid chaplains in our Congress and military to emphasize the importance of faith.  When the Supreme Court comes out, the crier yells, "God save America."  This was made even more explicit when in 1954, "One nation under God" was added for the invocation of the Pledge of Allegiance.  It is time to expose the fascistic exclusivity of the pagan religion demanded by liberal-minded judges, educators and politicians.

 

John Adams, a preeminent lawyer and Founding Father had something to say about the Author of liberty.  Benjamin Rush wrote in a letter, "I sat next to John Adams in Congress, and upon my whispering to him and asking him if he thought we should succeed in our struggle with Great Britain, he answered me, 'Yes, if we fear God and repent of our sins.'"**

Goddesslibertywatchingdeclaration-of-independence-signing-300x201

 

*For a review of the harmful laws imposed by unelected judges, see Chapter 6 in Restoring Education Central To American Greatness and "High Courts and Misdemeanors" by R.P. George, at http://touchstonemag.com/archives/print.php?id=17-08-026-f.

**Benjamin Rush, "Letters of Benjamin Rush", L.H. Butterfield, editor (NJ: American Philosophical Society, 1951), Vol. I, 532-536, to John Adams on February 24, 1790 (http://www.partyof1776.net/p1776/issues/Sins/contents.html).>

 

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Every Citizen Has Power to Advance Liberty in November

Support legislative candidates who recognize the benefit of routing taxpayer revenues for education directly to parents or other guardians.  They may then choose homeschool, private school or a charter school that reflects their values.  Texas legislators are now even backing "charter colleges."  They could be "core curriculum charters" that would offer "great books seminars," including courses on Bible, Renaissance, Reformation and, of course, American values resident in the Declaration of Independence.  Charter colleges would receive per-student funding as charter K-12 do now.*

 

Elect people to serve on school boards who will insist that the unique and specific American principles for government be taught.  In 1877, the United States government printing office published The Organic Laws of the United States of America.  Ben Poole, who was then clerk of printing records, compiled the documentation under an order by the U.S. Senate.  The Organic Laws of the United States of America lists the Declaration of Independence, Articles of Confederation, Northwest Ordinance and the Constitution on the United States.  Share this study with your school board.

 

Support candidates at federal and state levels who agree to work for the appointment of judges who respect the original meaning of the Constitution.  "Judge Robert H. Bork describes the enormous damage that activist judges have inflicted on America in his book, Coercing Virtue: The Worldwide Rule of Judges.  The courts are often dominated by faux intellectuals of the Left who, unable to persuade the people or the legislators, 'avoid the verdict of the ballot box' by engaging in 'politics masquerading as law.'  We are 'increasingly governed not by law or elected representatives, but by unelected, unrepresentative, unaccountable committees of lawyers applying no law other than their own will.'"**

 

Work for and elect senators and representatives to the U.S. Congress who will reassert their duty to represent the people and restore the Constitutional provisions for restricting the role of federal judges.  The Constitution is a rule of law document, not a rule by unelected judges.  In terms of how authority manifests itself over time, the two contrasts represent the distinction between representative government of, by and for the people and the tyranny of authoritarianism.  In terms of philosophy, the two represent the distinction between the Creator-based Declaration of Independence and the evils of old European secular philosophy.  When the traditional American sovereignty of man under God over government was adopted on July 4, 1776, it reversed the historical inevitability of authoritarian carnage.

 

"Now more than ever before, the people are responsible for the character of their Congress.  If that body be ignorant, reckless and corrupt, it is because the people tolerate ignorance, recklessness and corruption.  If it be intelligent, brave and pure, it is because the people demand these high qualities to represent them in the national legislature… If the next centennial does not find us a great nation… it will be because those who represent the enterprise, the culture, and the morality of the nation do not aid in controlling the political forces."***

 

 

Timthumb

*Quotes from Marvin Olasky, "Academic Perestroika," World, December 5, 2009, www.worldmag.com/marvinolasky?ndxpage=3.

**Phyllis Schlafly, The Supremacists:  The Tyranny of Judges and How to Stop It (Dallas: Spence Publishing Company, 2004), 14.

***James Garfield, the twentieth president of the United States, 1877 (http://www.propertyrightsresearch.org/presidential_quotes.htm).>

 

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For more information or to purchase Restoring Education Central to American Greatness:

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

 

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