Filed under: Laws of Nature

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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Curriculum That Is Profoundly American

The proposal for education advanced by Thomas Jefferson and James Madison and adopted by the University of Virginia provides an excellent formula for teaching American history and government.  It provides indisputable evidence of the American principles that are imperative for education in the taxpayer-funded classroom.

 

The resolution stated that "all students shall be inculcated with the basic American principles of government…  None should be inculcated [taught] which are incompatible with those on which the Constitution of this State, and of the United States were genuinely based, in the common opinion."  The resolution also stated that the faculty had a standard of responsibility and were required to teach affirmatively these unique American principles.  Only after they had done so were they to teach the conflicting principles as such, judging them by the soundness of the American principles that served as a basis.  The resolution then specified six writings that, in the board's opinion, reflected the unanimously supported principles unique to America that youth should be taught.  "These documents were John Locke's Essay Concerning the True Original Extent and End of Civil Government (1690), Algernon Sidney's Discourses Concerning Government (1698), the Declaration of Independence, Washington's Farewell Address, the Virginia Resolutions of 1799 (adopted by the Virginia legislature), and the Federalist Papers."*

 

The character-building curriculum now taught by homeschool parents and many Christian private schools is comparable to the curriculum taught in common schools and one-room neighborhood schools in early America.  At that time, such schools often had, say, thirty students, some at nearly every grade level, with one teacher.

 

Noah Webster's textbooks, including the Webster's Blue-Back Speller, were standard for American schools until early 1930.  Conversant in many languages, he spent several years writing the Webster's Dictionary that preceded the dictionary used in America today.  His definitions were often supported by Scripture.

 

Webster taught school in West Hartford, Connecticut, and later served as a soldier during the American Revolution.  He spent nine terms in the Connecticut legislature and three terms in the Massachusetts legislature.  A strong proponent for convening the Constitutional Convention, he wrote what became Article I, Section 8 of the Constitution.

 

Webster was concerned that the youth of our nation would learn to check their emotions and avoid the fears and pitfalls of foolish imaginations.  Karl Marx stirred up the emotions of heady intellectuals.  With promises of a utopia, he captured millions who, to the great loss of their families and even nations, embraced secular popularism.  The Webster dictionary defined emotions as the "strong impression, or vivid sensation that immediately produces a reaction.  The nature of the reaction is to either 'appropriate and enjoy, or avoid and repel' the cause for the impression."**

 

Abraham Lincoln's strong foundation in language was a result of his stepmother's curriculum--the Bible and Shakespeare (The Encyclopaedia Britannica: a Dictionary of Arts, Sciences…, Vol. 16, by Hugh Chisholm, p 703).

Albert Einstein and Bill Gates were university dropouts but not learning dropouts.  They were challenged to learn about the unvarying reliability and order of creation's design.

 

American_schools

 

*Nathaniel F. Cabell, Early History of the University of Virginia, as contained in the "Letters of Thomas Jefferson and Joseph B. Cabell," (n.p.: Richmond, Virginia, 1856), 339.  Repeated in Hamilton Albert Long, The American Ideal of 1776, Your American Heritage Books, 141-44, 147.

**Noah Webster, American Dictionary of the English Language, G. and C. Merriam Company, 1828; cited by David A. Norris, Lasting Success (Ames, IA Alpha Heartland Press, 2003), 7.

 

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Education That Is Profoundly American

Sound education rests on respect for the First Principle, namely, the God of Creation is man's benefactor.  Increases in knowledge are made possible by the connecting links of intelligible design. Irrefutable third-grade math, for instance, is a link to the latest reliable advances in the physical sciences.

 

John Jay is thought to be one of the most influential among the Founding Fathers.  He served as president of the first Continental Congress and was the first chief justice of the United States.  When Jay applied for admission to King's College in New York at the age of fourteen, one of the requirements he had to fulfill was to translate the first ten chapters of the Gospel of John from Greek into Latin.*

 

The Founding Fathers recognized that the preservation of the family, self-government, and liberty depends upon applying the timeless and universal principles found in the Bible.  And for Americans to have firsthand knowledge of the Bible, they must be taught to read.  Public school textbooks taught the alphabet through Bible verses that started with each letter.

 

Gouverneur Morris of Pennsylvania, Founding Father and a Signer who arranged  the final draft of the Constitution, wrote "Religion is the only solid basis for good morals; therefore education should teach the precepts of religion and the duties of man toward God" (The Life of Governeur Morris, Jared Sparks, Boston: Gray and Bowen, 1832, Vol. III, p 483, from his "Notes on the Form of a Constitution for France"). **

 

Immigrants from diverse backgrounds came to America and worked peacefully together because they shared a common mind on the issue of human equality, moral law and responsible citizenship.  They wanted no more potentates, or authoritarian clergy, professors or kings.  The Constitution clarified the point, when forbidding titles "of nobility," that could undermine the sovereign authority of the people under God over government (Section 9, article 8).

 

"O Then conquer we must, when our cause it is just, And this be our motto:  'In God is our trust.'  And the star-spangled banner in triumph shall wave o'er the land of the free and the home of the brave!" (From The Star-Spangled Banner).***

 

Gouverneur_morris_1752-1816

 

Gouverneur Morris

1725-1816

Founding Father and successful politician, diplomat and writer

He took twenty-three proposed resolutions and condensed them into the seven major articles

contained in the Constitution.

 

 

*John Eidsmore, Christianity and the Constitution (Grand Rapids, MI: Baker Publishing Group, 1987), 220.

**http://www.partyof1776.net/p1776/fathers/Morris%20Gouverneur/quotes/contents....

***"The Star-Spangled Banner" was made the national anthem of the United States by a congressional resolution on March 3, 1931 (46 Stat. 1508, codified at 36 U.S.C. 301), and signed by President Herbert Hoover.

 

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Revisionism In the Soft Sciences

The collective political power of teacher unions, established by legislative and judicial acceptance, has enabled them to prevent curriculum control by elected school boards and superintendents hired to administer the system.  

 

Even though tenure laws enable teachers in the hard sciences (math, engineering, chemistry, physics, and so forth) to get by with dumbed down approaches to learning, the harm done is less than in the soft sciences.  Whether or not the researcher or teacher is a Bible-believer, the conclusions drawn in the hard sciences tend to be the same because proof is determined by observing consistently repeatable and immutable laws of creation's nature.  Misrepresentations are typically exposed and rejected as a result of our free enterprise system, which thrives on competition and the consumer's right to choose from products that come from the hard sciences.

 

In contrast, conclusions drawn in the soft sciences--such as literature, news editing, education strategies, political science, life-origins biology, history, law, social studies, arts, and ecology--differ starkly between creationist and evolutionist instructors.  The differences include the acceptance or rejection of moral certainties, an honest or dishonest rendition of history, and respect or disregard for parental authority and for the Constitution itself.  When an evolutionist instructs a student year after year, the student's ability to separate truth from non-truth and to appreciate the value of moral law and the traditional family becomes seriously impaired.

 

Not surprising, an Ames, Iowa, public school board member complained:  "I know the Legislature likes to talk about local control, but what I am getting [at] is that … we really don't have local control."*

97vmk

*Teresa Kay Albertson, "School District Cuts Not as Bad as Feared," The Tribune(Ames, IA), January 18, 2009, A3.

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Government by Written and Permanent Law: Liberty vs Oppression

"Government is frequently and aptly classed under two descriptions, a government of FORCE [arbitrary and changeable decrees imposed by authoritarians], 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" (Alexander Hamilton, Tully Papers, 1794).

 

In the words of Chief Justice John Roberts:  "Governments in world history have so often abused the power, and people have suffered because of it.  The framers decided they were going to lay down some rules to try to keep that from happening--that's what the Constitution is.  Of all the major written constitutions in history, it is the shortest.  It's not an elaborate code.  They were laying down basic principles that they wanted to endure and it is timeless… our Constitution is different from a lot of others.  Many countries that have constitutions--they're really just political documents."**

 

Corruption is limited when the development of law comes from the people unless, of course, they become estranged from God and the moral certainties of creation's nature.  When this happens the people become vulnerable to exploitation and paternalistic authoritarians.

 

"In questions of power let no more be heard of confidence in man, but bind him down from mischief by the chains of the Constitution."

Thomas Jefferson

 

The American Principles One through Fifteen, Chapter 1, in the Restoring Education Central To American Greatness book that we have listed in previous blogs are changeless, practical and appropriate for government "by written and permanent law."  That "all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness."

 

George Washington reminded future generations that they cannot neglect the personal responsibility for upholding the moral predicate for law:  "It is easy to foresee, that from different causes and from different quarters, much pains will be taken, many artifices employed, to weaken in your minds the conviction of this truth ('keep alive the spirit of Liberty'); as this is the point in your political fortress against which the batteries of internal and external enemies will be most constantly and actively directed.*

 

Wethepeopleimage2

 

 

*Chief Justice John Roberts, discussing the role of Constitutional American politics with C-Span host Lamb on August 5, 2006.

**George Washington, Farewell Address, September 17, 1796, in The Writings of George Washington from the Original Manuscript Sources 1745-1799, published by the authority of Congress, ed. John C. Fitzpatrick, vol. 35, 214-38.

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America's Civic Religion in Light of Its Judges

In times past, our nation's judges recognized that America has a civic religion.  In 1952, Justice William O. Douglas wrote, "We are a religious people and our institutions presuppose a Supreme Being."*  Civic religion is different than the personal faith of individuals--their manner of worship, fellowship and practice.

 

American courts and judges honored the benevolent providence of God unabashedly.  "On Monday last the Circuit Court [Portsmouth, NH, May 24, 1800] of the United States was opened in this town.  The Hon. Judge Paterson presided.  After the Jury was impaneled, the Judge delivered a most elegant and appropriate charge…  Religion and morality were pleasingly inculcated and enforced as being necessary to good government, good order, and good laws, for 'when the righteous are in authority, the people rejoice [Proverbs 29:2]'…  After the charge was delivered, the Rev. Mr. [Timothy] Alden addressed the Throne of Grace in an excellent, well adapted prayer."**

 

In 1892, the Supreme Court of the United States cited eighty-seven precedents and proclaimed:  "Our laws and our institutions must necessarily be based upon and embody the teachings of the Redeemer of Mankind.  It is impossible that it should be otherwise:  and in this sense and to the extent our civilization and our institutions are emphatically Christian…  This is a religious people.  This is historically true.  From the discovery of this continent to the present hour, there is a single voice making this affirmation… we find everywhere a clear recognition of the same truth."***

 

The Supreme Court had reviewed eighty-seven decisions for settling disputes by previous courts and they all followed Biblical principles of right and wrong.  Respect for this truth can be traced historically to the founders' Christian faith.  Human authoritarianism was rejected.  The principles of the nonsectarian God of creation, spoken of in the American Declaration of Independence and the Bill of Rights were viewed as supreme.

 

Legislation drafted by the United States Senate and House of Representatives adding the words "under God" to the American Pledge of Allegiance was signed by President Eisenhower in 1954.  In 1964, the Supreme Court rejected a challenge to the law.

 

The obligations that apply to theistic religions also apply to atheistic religions.  By refusing to admit that faith-dependent atheism is religious (concerned with beliefs about origin, meaning and purpose of life), secular militants hope to escape responsibility for civil standards of morality.  While demanding supremacy for their God-rejecting faith, they deny public freedom for the Creator-based civic creed in the soft sciences, most particularly in the study of biology, economics, American government, history and judicial foundations.  When secular militants succeed here, they then move to deny belief in God--period--even as the basis for personal faith.

 

Student understanding of American civic religion in taxpayer-funded schools is a foremost curriculum requirement.  By excluding the denominational creeds and biases that tend to be divisive, the people unify in support of governments that honor "In God We Trust" as a nonsectarian creed.

 

"Human law must rest its authority ultimately upon the authority of that law which is divine…  Far from being rivals or enemies, religion and law are twin sisters, friends, and mutual assistants.  Indeed, these two sciences run into each other."

James Wilson

Signer of the Constitution

U.S. Supreme Court Justice

 

Under_god

 

 

*Zorach v. Clauson, Docket 431, citation 343 US 306, 1952.

**Barton, Original Intent, 118-19.  See also The Documentary History of the Supreme Court, Vol. III, 436.

***Ibid.

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Ban the Ten Commandments? What For?

The laws of creation's nature include the perimeters for civil behavior provided by the Ten Commandments (Exodus 20 and Deuteronomy 5).  Because of the universal benefits that come from applying the Commandments, they are a common part of the moral religions throughout the world.  Prior to the time that supremacist judges embraced the intolerance of a tiny minority (the laws of man), the rest of us had the benefits that come when the Commandments were emphasized in the schools and on public properties throughout the nation.

 

 

Americans recognize that the promotion of life-building attitudes is important, but that it is not right to punish harmful attitudes that have not been expressed by criminal actions.  "We, The People" places the consequences of attitudes, good or bad, in the hands of God.  He sees and hears all.  Over time, the failure to police one's own thoughts renders severe punishments in direct proportion to the evil committed.  These six commandments pertain directly to such matters of the heart:


You shall have no other gods before Me.

You shall not make for yourself a graven image.

You shall not take the name of the LORD your God in vain.

Remember the Sabbath day, to keep it holy.

Honor your father and mother.

You shall not covet your neighbor's house; you shall not covet your neighbor's wife, nor his male servant, nor his female servant, nor his ox, nor his donkey,  nor anything that is your neighbor's.

 

Four of the commandments provide the foundation for civil and criminal law in America:


You shall not murder (the right to life).

You shall not commit adultery (the sanctity of marriage).

You shall not steal (the right to own property).

You shall not bear false witness against your neighbor (the right to be truthfully represented).

 

It is citizen support for moral absolutes reflected in the Ten Commandments that promotes the passage of good laws by elected representatives.  It is, exclusively, this moral climate within our society and government that can prevail over the curse of moral relativism practiced by the masters of political deception.

 

 

To justify taxpayer support, educators must teach the truth about the God-honoring Declaration of Independence and Ten Commandments that have enabled Americans to change a wilderness into the greatest nation on earth.

 

Tencom07

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A Letter To My Grandchildren

More than one of you have faced a challenge from your college professors or spiritual mentors that the War of Independence was "throwing off the government that God has placed upon you."  Some theologians do take that position according to Daniel 2:21, "He changeth the times and the seasons: He removeth kings, and setteth up kings …"  A similar reference to this is, "Let every soul be subject unto the higher powers.  For there is no power but of God; the powers that be are ordained of God.  Whosoever therefore resisteth the power, resisteth the ordinance of God…" (Romans 13:1,2).

 

I would agree ~ IF the King of England had been proceeding according to written law.  

 

Following the British "Glorious Revolution" of 1688 and the ascension of William and Mary as joint monarchs, the proposal to draw up a declaration of subjects' rights and liberties was made in the House of Commons.   The completed declaration was codified as the British citizens' Bill of Rights in 1689.  Among the "ancient rights and liberties" asserted were "the right of the subject to petition the king and prosecutions for petitioning are illegal" as well as "subjects may have arms for their defense suitable to their conditions and allowed by law" and "excessive bail and fines shall not be required and cruel and unusual punishments are not to be inflicted."  There was an internal change of constitution following the excesses of James II.*

 

These laws protected the citizens' right to petition the King without fear of retribution.  He and his subordinates were repeatedly violating this and the citizens' right to freedom.

 

One hundred years later, Edmund Burke (1729-1797), a British statesman and orator, commented on this internal change of the British constitution by saying, "The Revolution was made to preserve our ancient indisputable laws and liberties, and that ancient constitution of government which is our only security for law and liberty."*  He opposed the King's efforts to suppress American independence.  

 

For years our Founding Fathers tried to negotiate reasonableness; but the British response was an iron fist, including the placing of troops on the coast.  Eventually negotiations between the colonists and the King collapsed.  Written like a legal brief, the Declaration of Independence detailed how their rights as British citizens were being violated.  They are "… taking away our charters, abolishing our most valuable laws, and altering fundamentally the forms of our governments" (Declaration of Independence).

 

"The spirit of encroachment tends to consolidate the powers of all the departments in one, and thus to create, whatever the form of government, a real despotism.  A just estimate of that love of power, and proneness to abuse it, which predominates in the human heart, is sufficient to satisfy us of the truth of this position" (President George Washington, Farewell Address, 1796).

 

Government employees are servants of the people who are the sovereigns under God over government.  The American Declaration of Independence and citizens' Bill of Rights, added later to the Constitution, provides the God-honoring design for government, and the Constitution is the tool for implementing that design.

 

Americans concurred with written law resting upon the British references to the Laws of Nature.  It is the governing character of Laws of Nature such as humility, the Golden Rule and the Ten Commandments, that lead to 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).

 

I identify with and support the several Norris ancestors who fought for independence.  Keep up the good work as students, my children.  I love you.  

 

Grandpa

M__d_army_in_front_of_house

Grandpa and Grandma Norris

Stationed at Fort Riley, Kansas

1952

 

 

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*http://constitution.org/bor/eng_bor.htm

**http://onlinelibrary.wiley.com/doi/10.1111/1478-0542.003/abstract

 

Natural Law vs. Secular Law

The natural-law philosophy, foundational to the American constitution, is in direct conflict with secular law.

 

The atheistic-secular philosophy for law identifies with what Solon of Athens described as "government by incalculable and changeable decrees" (Will and Ariel Durant, The Story of Civilization, Vol. II, The Life of Greece, Simon and Schuster, 1939, 118).  No ~ a solid basis is necessary for prosperity and the self-government enablements of man, for which the Constitution was written.  Secular law leads to political adventurism, exploitation, death and slavery.

 

Separation of the three branches of government (checks and balances) is vital, but what about the Declaration of Independence pattern for separation from hierarchical rule?  This is outlined in the Bill of [citizen] Rights and intended to prevent government servants from perverting established law to grant rights that are harmful to the public.  They are also intended to prevent government servants from using the public's treasury to subsidize slothful citizens and thereby attract an irresponsible voting block.  

"Liberty and security in government depend not on the limits, which the rulers may please to assign to the exercise of their own powers, but on the boundaries, within which their powers are circumscribed by the Constitution.  With us, the powers of magistrates, call them by whatever name you please, are the grants of the people…  The supreme power is in them [the people]; and in them, even when the Constitution is formed, and government is in operation, the supreme power still remains.  A portion of their authority they, indeed, delegate; but they delegate that portion in whatever manner, in whatever measure, for whatever time, to whatever persons, and on whatever conditions they choose to fix" (Supreme Court Justice James Wilson, Lectures, 1790-1791).

 

The limited purpose for judicial independence is to enable judges to settle disputes without being pressured by special interests.  When judges establish policies by legislating or administrating, they have seriously violated their jurisdiction and become fascistic.  That is, they are overriding and preventing the people as sovereigns whose exclusive authority it is to elect like-minded representatives to do the legislating and serve as administrators. 

 

"The great object of my fear is the federal judiciary.  That body, like gravity, ever acting, with noiseless foot, and unalarming advance, gaining ground step by step, and holding what it gains, is engulfing insidiously the special governments into the jaws of that which feeds them."*  Upholding the intent and meaning of "certain unalienable [supreme] rights" of the people, outlined in the Declaration of Independence and the Bill of Rights, is indispensable.  Laws that protect sodomy, same-sex marriage, abortion, and the privileges of teacher tenure are a violation of essential American principles that protect the public from exposure to unsavory and virulent evil practices.  On the other hand, laws that protect a strong, responsible citizen majority are crucial to the survival of self-government and liberty from tyrannical government rule.  

 

As long as judges do not use their independence to twist the meaning of the Constitution and the Bill of Rights to mask an authoritarian secular agenda, the American principles for life and liberty are not impaired or diminished.  All citizens, including judges, have the duty to protect the unalienable God-given rights to life and responsible use of liberty for others.

Judicial-activism

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* (Thomas Jefferson, letter to Judge Spencer Roane, March 9, 1821, www.marksquotes.com/Founding-Fathers/Jefferson/index7.htm)

 

Telling Taxpayers the Truth

The Declaration of Independence is universal and immortal in scope. It provides the design for freedom, justice and tolerance.

 

In their quest for liberty, our Founding Fathers focused upon 1) the conspicuous Laws of Nature and of Nature’s God, 2) the Declaration of Independence, 3) the governing character of humility, 4) the Golden Rule, and 5) the morality of the Ten Commandments.  The Constitution was prepared and establishedThe Constitution is the tool for implementing that design of freedom, justice and tolerance.

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Leftist union bosses and unelected judges who allege entitlement to dictate our laws ARE THE ENEMIES of the American concept of man under God over government. Laws should reflect the will of the people who choose like-minded representatives to establish their laws. 

 

The purpose of Restoring Education Central to American Greatness is to tell people the TRUTH. When taxpayers realize what is happening, they resolve to restore their control.  For example, most Americans would be appalled to know how their education tax is being used in captive student classrooms. As a citizen, your help in this important matter is needed.

 

After reading only four chapters of the book, a public school teacher from Ames, Iowa said in amazement, “This was not taught to me in American history.”  She offered some great ideas for improving education; I agreed, but had to tell her that those ideas could not be instituted.  The problem that must be corrected in order to effect the changes she is looking for goes much deeper than that: it is with the system itself. The problem is that parents and the great majority of teachers no longer have control over what is being taught.

 

 

A full discussion of these vital American Principles can be found in my book, Restoring Education Central to American Greatness.

 

For more information or to purchase the book:

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.posterous.com/

 

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