Filed under: morality

Let's Compare, Shall We?

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."*

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

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American Education Philosophy Corrupted

Those who champion the atheistic-secular concept of open-mindedness use it to justify exclusivity for imposing their God-rejecting life view upon captive classroom students.  "Not only must school teachers and principles be 'exemplars of open-mindedness and free inquiry, but severally and collectively, they must be prepared to proclaim their faith in that open-mindedness and free inquiry.'"  Here we must hearken to Dewey:  "The administrator will… realize that public education is essentially education of the public: directly, through teachers and students… in the transformation of society [into a God-rejecting, socialistic society]."*

 

Atheistic-secular demands that "school teachers and principals be exemplars of open-mindedness [in] the transformation of society" undermine the moral foundations of civil society.  The justification for a tax on the people for education, in a representative republic, requires that the curriculum promote foundational moral boundaries.  The constitutions of the Soviet Union, China and Cuba proclaimed liberty.  But in the absence of a moral predicate providing certainties for Constitutional law--such as provided in the American Declaration of Independence and Northwest Ordinance, they rule by what Solon of Athens called "incalculable and changeable decrees."**

 

Prior to the leftist takeover, the National Education Association published God-honoring, character-building booklets for students and parents as recently as 1950.  For example, A Golden Treasury from the Bible, contained twenty-four Bible verses, including Psalm 1; Proverbs 20:1; Exodus 20 (the Ten Commandments); Romans 12; John 3:16, 6:23, 14:1-4 and 15:1-4; 1 Corinthians 13; and Ecclesiastes 12:1, "remember now thy Creator in the days of thy youth."

 

In contrast to the old European secular philosophy, the American philosophy of education requires that all prominent views, including the atheistic-secular view, be introduced, but that they are taught in the context of the history of their outcomes.  This is seen in the resolution proposed by both Thomas Jefferson and James Madison and adopted by the newly founded University of Virginia (see Chapter 10 of Restoring Education Central to American Greatness).  Their resolution identifies the great need of our day, stressing citizen responsibility and the need for a thorough knowledge of historic American foundations.

 

The education guidelines set forth for the University of Virginia emphasize that "all students shall be 'inculcated' with the basic American principles for government," and, "None should be inculcated which are incompatible with those on which the Constitution of this States, 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.***  These principles are detailed in Chapter 10 of Restoring Education Central to American Greatness.

 

Faithful school boards and administrators take seriously the fact that youthful trust, inexperience and vulnerability to exploitation by the enemies of the family and self-government require that the learning environment be protected.  God has given mankind a wonderful mind to use and explore the universe, with but one exception:  we are not to use our minds to absorb the details and wiles (deceptive snares) of evil (Genesis 3:13; Isaiah 5:15-16, 20; Romans 16:19; and James 1:12-17).

 

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*James Allen Johnson, "A Note on Academic Freedom: Schoolmen Must Declare Their Faith," Phi Delta Kappan, 44:185-88 (January, 1963), in Robert Hoffman, Foundations of American Education (Boston: Allyn & Bacon, 1970), 192.

**Will and Ariel Durant, The Story of Civilization, vol. 2, The Life of Greece (New York: Simon and Schuster, 1939), 118.

***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.

 

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The Emergence of Teacher Tenure Law

Teacher tenure law was brought from Europe to America with the founding of the American Association of University Professors in 1915.  Their first president, Professor John Dewey (1859-1952) was a published atheist.  Dewey reminded conferees, "To have failed to undertake these initial demands would have been cowardly."*

 

The abuse of academic freedom and teacher tenure guarantees is rooted in the old European secular philosophy.  John S. Brubacher and Willis Rudy point out that, when Darwinian advocates coupled their "origin and destiny of man" theory with the authoritarianism of "German graduate methods [faculty independence]… academic freedom became a cause celebrate [highly controversial]."**  According to Darwinian militants, "There is no fixed limit or perfect form of knowledge and, that on the contrary, truth is always tentative."***

 

The harmful impact of teacher tenure guarantees arises from the use of law (government power) to shelter teachers from accountability to the public for what they teach.  "The obligations of the teacher are direct to truth, and the teacher who, in order to please anybody, suppresses important information, or says things he knows are not true, or refrains from saying things that need to be said in the interest of truth, betrays his calling and renders himself unworthy to belong to the company of teachers."****

 

John Dewey is recognized as a key leader of the Teachers Union, Local 5, which was organized in 1916 as an affiliate of the American Federation of Teachers (AFT) in New York City.  The union's principal target was the repeal of the Lusk Laws, statutes that allowed for the revocation of a teacher's license "if he is not of good moral character--or if by act or utterance he shows that he will not support the Constitution of the State or of the United States of America.*****

 

This belligerent breed of social engineers gradually pushed its way into the leadership of government-administered education.  The group also included Professor John Dewey.  He was the first president of the American Association of University Professors (AAUP) and was one of the signers of the first Humanist Manifesto.  He also served as honorary president of the National Education Association (NEA) after it came under leftist control.

 

These authoritarians demand taxpayer-funded tenure guarantees, the means to finance and empower their war against citizen self-rule and liberty.  To achieve their goal, they must have the freedom to turn the minds of students away from the beliefs of their parents and traditional American values.

 

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*John S. Brubacher and Willis Rudy, Higher Education Transition (New York: Harper and Row, 1958), 310.

**Ibid., 296.

***Ibid., 306.

****W. T. Couch, Academic Freedom (Washington, DC: Regnery Publishing, 1995), 1; quoted at a conference titled "Fifty Years After Russell Kirk's Academic Freedom:  The Future of the Liberal Arts in America," Hillsdale College, Hillsdale, Michigan, February 2-6, 2005.

*****Kheel Center for Labor Management, Teachers Union of the City of New York. Records, 1921-42, Collection Number: 5445, Cornell University Library, Ithaca, NY, http://rmc.library.cornell.edu/EAD/htmldocs/KCL05445.html

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The Enemy of the Foundation for American Law

Phyllis Schlafly's The Supremacists:  The Tyranny of Judges and How to Stop It, published in 2004, documents scores of devastating decisions that flow directly or indirectly from the exploitation and contrivance of Marbury v. Madison and the Everson v. Board of Education precedents.  The harm is compounded by neglect of the Tenth Amendment, which places the authority over laws with the states, counties and cities according to the will of the local body politic:  "The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people."*

 

The following is additional documentation from Phyllis Schlafly's book.

 

1945-47 (pages 105-6,155-59,175)  Laws protecting Americans from fraudulent disinformation about Communists working in America were overturned.  This, in large part, has led to the arrogance of radical professors and the radicalization of students starting in the 1960s.  Many of these students are now teaching in lower-level, taxpayer-funded government schools throughout America.

 

1953 (pages 17-34)  Judges make war against public acclaim of God, the Pledge of Allegiance, the Ten Commandments and prayer.

 

1964 (pages76-81) Liberal judges cripple law enforcement.

 

1966 (pages 57-64)  Judges overturn laws prohibiting the marketing of pornography.

 

1973 (pages 65-75)  Judges adopt the radical feminist agenda, requiring all state legislators to accept the legalization of abortion in Roe v. Wade.

 

1985 (pages 92-96)  Judges assume the authority as judges to impose taxes on the public.

 

1993 (pages 35-46)  Judges war against marriage and the family, established and upheld for thousands of years.

 

1999 (pages 47-56)  Judges undermine US sovereignty by paying deference to the agendas and laws of foreign nations, including laws that prohibit capital punishment and give the citizen franchise to felons.

 

2003 (pages 69 and 141)  Liberal judges attack the Boy Scouts and other gender-specific organizations.

 

Resting upon legal precedents reaching back to 1945, the American Civil Liberties Union and leftist teacher union bosses are reaching beyond their control of public education to war against God and American values elsewhere.  For example, the Teachers [Union} Association of California spent $1.25 million in opposition to a Proposition 8 amendment that supported the marriage between one man and one woman.  That $1.25 million came from teachers' union dues.  According to Reg Weaver, outgoing president of the National Education Association, one-third of the NEA union members are Republicans and one-third are Independents.  "Each California teacher pays $922 each year in California Teachers Association dues" (Los Angeles Times, November 18, 2008, cited by the November Education Reporter, St. Louis, Missouri).

 

Stare decisis is no excuse for preserving bad court precedent.  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.  The practice of preserving court precedent was never intended to be a mandate for national suicide.

 

Judge Robert Bork observed that the courts, and especially the Supreme Court, have become "the enemy of traditional culture," in areas including "speech, religion, abortion, sexuality, welfare, public education and much else."  He continued, "It is not too much to say that the suffocating vulgarity of popular culture is in large measure the work of the Court."**

 

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*http://www.campaignforliberty.com/pillars/usconstitution.php

**Jeffrey Rosen, "Obstruction of Judges," The New York Times, August 11, 2002, http://www.nytimes.com/2002/08/11/magazine/11JUDGES.html?pagewanted=all

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Earl Warren Court of 1953-1969

The harm that has resulted from the activist Earl Warren Court (Supreme Court 1953 - 69) is beyond measure.

 

"On August 7, 1956, the Senate Subcommittee on Internal Security held a hearing on the 'Limitation of Appellate Jurisdiction of the United States Supreme Court' [arising from decisions by the Warren Court] at which Senator William E. Jenner testified:  'There was a time when the Supreme Court conceived its function to be the interpretation of the law.  For some time now, the Supreme Court has been making law--substituting its judgment for the judgment of the legislative branch.  We witness today the spectacle of a Court constantly changing the law, and even changing the meaning of the Constitution, in an apparent determination to make the law of the land what the Court thinks it should be.'  Echoing the testimony of others, Senator Jenner continued:  'The Senate was wrong.  The House of Representatives was wrong.  The Secretary of State was wrong.  The Department of Justice was wrong.  The State legislatures were wrong.  The State courts were wrong.  The prosecutors, both Federal and State, were wrong.  The juries were wrong.  The Federal Bureau of Investigation was wrong.  The Loyalty Review Board was wrong.  The New York Board of Education was wrong.  The California bar examiners were wrong…  The Ohio Committee on Un-American Activities was wrong.  Everybody was wrong except the attorneys for the Communist conspiracy and the majority of the United States Supreme Court.'"*

 

As long as the court fails to restore the First Amendment, intended to prevent, among other things, establishment of government employment guarantees, radical government teachers will continue to rip into the moral fabric of the American mind.  The Ten Commandments, featured on the walls of the US Supreme Court Building, will continue to be found and removed from schools and other public buildings throughout the nation.  Although this is being vigorously protested, American foundations in God-honoring faith were largely absent from the new Visitor Center that has now become a gateway to the Capitol Building in Washington DC.  Even the words "religion and morality" were stripped from the education mandate of the Northwest Ordinance displayed in the Visitor Center.**

 

The war against the Judeo-Christian foundation for American law, self-government and the spirit of liberty extends beyond the censorship of American history and foundational American beliefs from public school textbooks.  No nation, however great, can withstand the politicization of the soft sciences that comes with the establishment of teacher union tenure laws.  "All power tends to corrupt, and absolute power corrupts absolutely."***  Perhaps the greatest damage has been the loss of quality education taught unabashedly by pro-family, pro-life and pro-American teacher majority.  Good teachers simply submit or leave the profession.  The soft sciences in schools saddled by tenure laws are not the only victim.  Student abilities in the hard sciences have suffered.****

 

Judicialactivism

*Phyllis Schlafly, The Supremacists:  The Tyranny of Judges and How to Stop It, Dallas, TX:  Spence Publishing Company, 2004, p. 108.  This highly recommended book may be purchased at http://www.eagleforum.org/psr/2004/june04/psrjune04.html

**http://www.onenewsnow.com/Journal/editorial.aspx?id=315560

***John Dalberg, Letter to Bishop Mandell Creighton, an English historian refuting the dogma of papal infallibility, April 3, 1887.

****http://articles.cnn.com/2009-08-25/us/students.science.math_1_math-and-scienc...:US

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A Celebration of Liberty

"Be it remembered, however, that liberty must at all hazards be supported … cannot be preserved without a vernal knowledge among the people…  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.  The people … 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."*  This is from the 1765 Dissertation on the Canon and Feudal Law, by John Adams.  He was a devout Christian, a Harvard-educated lawyer and a delegate to the First and Second Continental Congresses that adopted the Declaration of Independence.  He was the second president of the United States.  Adams' wife, Abigail, has been recognized as a Founding Mother because of her influence on behalf of women's rights.  Their son, John Quincy Adams, was the sixth president of the United States.

 

Are we as citizen taxpayers willing to forfeit our liberty, the teaching of essential knowledge, as a courtesy to union bosses and tenured secular militants who have rejected American history, the traditional family, public morality and representative government?  AS EDUCATION GOES, SO GOES A NATION.

 

On July 3, 1776, John Adams wrote the following to his wife, Abigail:  “The second day of July 1776 will be the most memorable epoch in the history of America.  I am apt to believe that it will be celebrated by succeeding generations as the great anniversary festival.  It ought to be commemorated as the Day of Deliverance by solemn acts of devotion to God Almighty.  It ought to be solemnized with pomp and parade, with shows, games, sports, guns, bells, bonfires, and illuminations from one end of this continent to the other from this time forward forever more” (cited by David McCullough, John Adams, New York: Simon & Schuster Paperbacks, 2001, 130).

 

On July 4, 1787, consistent with the nationwide custom, Philadelphia celebrated the Declaration of Independence with bell ringing, marching with fife and drums, the salute of guns and speeches.  It was Wednesday, and the constitutional delegates had taken the day off.  That "The Grand Convention may form a constitution for an eternal Republic!" was the toast of the day.  The Pennsylvania Herald declared, "With zeal and confidence we expect from the Federal Convention a system of government adequate to the security and preservation of those rights which were promulgated by the ever memorable Declaration of Independence."  

 

No more rule by pretender gods -- Samuel Adams is quoted as saying, "We have this day [Fourth of July] restored the Sovereign [the God of creation] to whom all men ought to be obedient.  He reigns in Heaven, and from the rising to the setting of the sun, let His Kingdom come."*


Fireworks2

*http://www.usachristianministries.com/us-history-quotes-about-god-and-the-bible/

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John Adams: A Government of Laws and Not of Men

John Adams used the words "government of laws, and not of men" when he wrote the Bill of Rights for the Massachusetts Constitution in 1780.*  The preamble to the Massachusetts Constitution includes:  "We, therefore, the people of Massachusetts, acknowledging, with grateful hearts, the goodness of the great Legislator of the universe, in affording us, in the course of His providence, an opportunity, deliberately and peaceably, without fraud, violence or surprise, of entering into an original, explicit, and solemn compact with each other; and of forming a new constitution of civil government, for ourselves and posterity; and devoutly imploring His direction in so interesting a design, do agree upon, ordain and establish the following Declaration of Rights, and Frame of Government, as the Constitution of the Commonwealth of Massachusetts."  The Massachusetts Bill of Rights goes on to read like the principles in the non-sectarian Creator-based Declaration of Independence.**

 

In contrast, a government "of men" rests upon revisionist morality, which makes the Constitution meaningless.  Contemporary liberals who reject the God-honoring meaning for "government of laws, and not of men" are aided by militant atheists, who not only reject "government of law," but work feverishly to eliminate all references to God in education and public discourse.  Described by Solon of Athens as "government by incalculable and changeable decrees," the religious justification for revisionist morality is a strongly held belief about life's origin, meaning and purpose:  atheistic Darwinism.***  Sold as absolute science, the demand for education exclusivity is, in reality, the religion of scientific fascism.  Liberals are constantly revising Darwin's theory because the absurdity of their science is continually being exposed.  The underlying cause of the anger and militancy for their demands becomes clear.  They must prevent any ideological competition in the taxpayer-funded classroom.  Secular militants must have total control in order to dumb the students down.

 

Elected representatives make laws and serve by the "consent of the governed," who are "endowed by their Creator" with certain unalienable rights.  This claim reaches the very heart of American society and law.  Conservative Supreme Court justices have cited the Declaration as support for their decisions over two hundred times.  The Federalist Papers, written to promote acceptance of the Constitution by the people, cited the Declaration thirty-seven times.

 

When confronting the greatest crisis since the War for Independence, Abraham Lincoln turned to the Declaration to assert the "sacred right of self-government."****

 

When the Founding Fathers undertook a long war for independence, the did not dither, knowing full well that there were huge problems such as slavery and harmful citizen voting restrictions.  Citizen awareness, prayer and the Declaration of Independence resonates with people and by the grace of God those problems in 1776 were remedied.  With citizen awareness, which we are working on, and prayer, the cancer of socialistic paternalism can be removed.

 

Stuart_adams_john_c1800_15_ngdc

John Adams

2nd President of the United States

1735 - 1826

 

*www2.bartleby.com/73/991.html

**http://www.malegislature.gov/Laws/Constitution#cp00s00.htm

***Will and Ariel Durant, The Story of Civilization, Vol. II, The Life of Greece, Simon and Schuster, 1939, 118. 

****Abraham Lincoln, October 10, 1854, Peoria, Illinois, http://www.nps.gov/liho/historyculture/peoriaspeech.htm

 

 

John Marshall: A Government of Laws and Not of Men

A related cause of judicial incompetence is the foolishness of judges who have closeted the true role of the nation's basis for law--the non-sectarian Biblical principles of the Declaration of Independence.

 

John Marshall wrote the landmark 1803 Marbury v. Madison opinion that inaugurated the concept of judicial review.  He served as chief justice of the Supreme Court from February 4, 1801 to July 4, 1835.  Marshall saw the importance of biblical morality in civic affairs as did the other Founding Fathers.

 

When writing the Marbury v. Madison opinion, Marshall said:  "The government of the United States has been emphatically termed a government of laws, and not of men… That the people have an original right to establish, for their future government, such principles as, in their opinion, shall most conduce to their own happiness, is the basis, on which the whole American fabric has been erected.  The principles, therefore, so established, are deemed fundamental.  And as the authority, from which they proceed, is supreme, and can seldom act, they are designed to be permanent."*

 

The meaning and intent of Chief Justice Marshall's statement--"The government of the United States has been emphatically termed a government of laws, and not of men"--is clear.  "The government of laws" is based upon impartial Higher Authority moral law, "and not of men."  The benefit is that "government of laws, and not of men" is anchored in the timeless principles revealed by Scripture and proven beneficial in the American experience.  This stands in contrast to arbitrary rule and oppression that follow governments "of men," meaning rule by privileged authoritarians.  Application of this basic understanding preserves the all-important predicate for the safe and impartial application of government power.  It is the "rule of law," emphasized by Moses, that identifies with the desirable outcomes that prevail over circumstances and diverse cultural environments.

 

The rule or "government of laws" occurs when the voting sovereigns base their preferences for government on the wisdom that is available from the Creator and the self-evident boundaries of creation's nature.  The people then elect like-minded representatives to serve as lawmakers.  In contrast, self-righteous liberals, especially law professors who are given captive audiences (not held accountable to those who pay their salaries), fool people by teaching them that God has no relevance.  Citizens and judges must reject the wisdom of creation's God.  Then hierarchical elites slip into the vacuum as god, and society experiences the tyranny of the rule or "government of man."

 

John Marshall's Higher Authority basis for rejecting the atheistic secular government "of men" also concurs in full with the public standard of Benjamin Franklin whose call for prayer was adopted by the delegates at the Constitutional Convention.  In this regard, Henry Steele Commager, eminent historian of the twentieth century, points to the Creator-based Declaration of Independence as the source of America's unique principles of government, and refers to America's new political system for the vindication of God-given rights as "matchless logic" and of "permanent" rather than "transient" value.**

 

Unabashed belief in the providence of the universal and impartial God of creation, as a political principle, is fully American.  This was the source of the courage of the Founding Fathers when risking confrontation by the greatest military force on earth at the time.  The Higher Authority standard for morality in matters of law is indelibly written in American history:  "The Representatives of the United States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions… And for the support of this Declaration [of Independence], with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our Lives, our Fortunes, and our sacred Honor."

 

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*http://usa.usembassy.de/etexts/democrac/9.htm

**Henry Steele Commager, forward to McGuffey's Sixth Reader (New York: The American Library, 1962), xiv.

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From Chapter 6, The Defilement of the Judiciary

Definite and specific American principles for law do exist.  Under the influence of these principles, our nation became the overwhelming choice of immigrants throughout the world.  Chief among the foundations of the American philosophy for governing is the belief that man is the beneficiary of unalienable rights which come from God and that are superior to secular claims, governments, and things material.

 

The law given from Sinai [Ten Commandments] 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 and most of which have been enacted by every nation which ever professed any code of laws" (John Quincy Adams, the sixth president of the United States).*

 

Under the false premise that professors must be independent from the values of taxpayers and parents for determination of the truth to be used in the behavioral and political sciences, leftist union bosses demand that teachers be sheltered from the people by tenure laws.  This violation of government by and for the people has enabled secular militants to take moral law, which makes liberty achievable, out of soft science curriculums.  Consequently small cadres of atheistic teachers bully the good teachers and dumb down American youth.  The all-out war against the nonsectarian God of life, liberty and human decency is clear.

 

Failure of public schools to teach respect for "In God We Trust," along with the self-evident laws of creation's nature, and emphasize the principles of the Declaration of Independence raises a pertinent question:  "How does this classroom strategy differ from that of the Fascists and the Communists?"

 

Our Federalist approach, which divides and limits the authority of the national government, the states, and thirdly, the authority for controlling the policies of local units, such as counties, cities and schools belongs to the people therein.  Central government authority is needed to facilitate harmony between the states in such matters as interstate commerce, transportation, foreign policy, and national defense.  This protects the nation as a whole.  The central government, however, is not to get involved in domestic policy unless there was a trend in a region of the country that threatened the unity and survival of the nation as a whole.  Because needs within individual states, counties and cities differ and are better resolved locally, the right to make such laws belongs to the individual states and local citizens.  Failure of legislators and judges to respect the superior value of local control in domestic matters leads to a citizen-to-government disconnect and the tyranny of centralized authoritarian rule.

 

In his Farewell Address to the nation, President Washington expressed what has proven to be of vital importance:  "If, in the opinion of the people, the distribution or modification of the constitutional powers be in any particular wrong, let it be corrected by an amendment in the way which the Constitution designates.  But let there be no change by usurpation; for though this, in one instance, may be the instrument of good, it is the customary weapon by which free governments are destroyed.  The precedent must always greatly overbalance in permanent evil any partial or transient benefit, which the use can at any time yield."

 

In-god-we-trust-coin1

*Letters of John Quincy Adams to His Son, www.americanchronicle.com/articles/view/48640.>

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