Filed under: public education

Monopoly Money

Much maligned by leftists, there are several studies that document the way that radicals bully their way into control of the social, political and religious atmosphere on school campuses (even several seminaries).  Three excellent books on the subject are Masters of Deceit by J. Edgar Hoover, Chronology of Education with Quotable Quotes by D.L. Cuddy, and You Can Still Trust the Communists… to Be Communists (Socialists and Progressives Too) by Fred C. Schwarz and David A. Noebel.*

 

According to the Wall Street Journal, January 3, 2006, the NEA and their unions spent approximately $80.5 million in the 2004-05 school year.  "The NEA gave $65 million of its members' dues to liberal groups last year."  Undoubtedly the biggest benefactors, legislative candidates who were willing to promote NEA union power, received over $40 million of those funds.  In the 2007-08 year, the NEA national headquarters took in $337.7 million in dues and agency fees.**

 

Myron Lieberman, an educational consultant who recently served as a visiting scholar at Bowling Green University, has emerged as a leading education free-market analyst.  He estimates that "the collective bargaining process itself imposes direct and indirect costs that may run into the billions of dollars."  According to his book Public Education: An Autopsy, "As long as schools remain a government monopoly, cost and quality will be as bad as cost and quality everywhere under socialism."***  Lieberman is also the author of The Teachers' Unions: How the NEA and AFT Sabotage Reform and Hold Students, Parents, Teachers, and Taxpayers Hostage to Bureaucracy.

 

The dogmatic secular brand of academic freedom and old European atheistic-secular philosophy go hand in hand.  It was the collective capacity of unions to raise and distribute money to like-minded organizations that was infamously used by the Fascists to corrupt the political process in Italy prior to World War II.

 

As the education in a nation goes, so goes the nation.

Bullies

 

*J. Edgar Hoover, author of Masters of Deceit, served as director of the FBI for forty years.  It was published by Kessinger Publishing, LLC in 1958.  D.L. Cuddy, PhD, author of Chronology of Education with Quotable Quotes, served as a senior assistant in the U. S. Department of Education (1982-88).  His book was published by the Pro-Family Forum (5th edition, 1998), available Radio Liberty, Soquel, California.  The book documents the strategy of leftists in public education by using statements from their own publications.  The following example is a quote from a cosigner of the first Humanist Manifesto, published in 1933.  He called for the "synthesizing of all religions" into "a socialized and cooperative economic order."  Fred C. Schwarz and David A. Noebel, authors of You Can Still Trust the Communists… to Be Communists (Socialists and Progressives Too) were published in 2010 by Christian Anti-Communism Crusade.

**Public Education Research and Analysis Communique' by the Education Intelligence Agency, Elk Grove, California, January 26, 2009.

***Myron Lieberman, Public Education: An Autopsy (Cambridge: Harvard University Press), 1993.

 

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Teacher Union Contracts

The Supreme Court's failure to apply the First Amendment for its intended purposes destroyed the perimeters necessary to protect society from morally incompetent teachers.  Statewide laws, enabling tenure guarantees for unqualified teachers, crept silently into legislation for lower-level public schools beginning in the early 1970s.  Only seven states have rejected such laws.  The leftist NEA union advantage of control continues, however, without tenure laws in those seven states.

 

Two paragraphs for teacher contracts demanded by NEA unions are the root of the problem.  These controlling paragraphs may be found in the contract between the NEA union (or its state affiliate) and the local school board or in the state public sector collective bargaining laws.  One paragraph provides teacher tenure, which makes it virtually impossible to fire a teacher.  There is also a confidentiality paragraph, making it a crime for school administrators to disclose the reason(s) for dismissing a teacher without advanced approval--a very costly and lengthy procedure.  If the citizens are not permitted by law to be informed, their political support, so desperately needed by the superintendent in order to fire a bad teacher, is successfully silenced.

 

"Precisely because of the obvious potential for abuse, even labor union advocates like AFL-CIO President George Meany and Franklin D. Roosevelt viewed unionization of the public employees as unthinkable."*

 

In March 2008, harsh debate in the Iowa legislature brought this problem to the public's attention.  Radicals, whose elections were advanced by large sums of campaign money received from outside the state, were pushing for changes in the public sector collective bargaining law.  A section making it even harder to fire harmful teachers caused "grave concerns" among school administrators.  "Margaret Buckton, chief lobbyist for the Iowa Association of School Boards, says [arbitration] adjudicators have tended to rule in favor of the teachers."  As the teachers' bargaining rights law now stands, "Attempts to remove a teacher can last years and cost hundreds of thousand of dollars."**

 

Any force that makes it impossible for the school administrator to be in control and implement the citizen consensus for values is, by definition, fascistic and advances the consequences of fascism.  It was this ever-present threat, and its consequent tyranny of the mind, that prompted elected representatives in the individual states to require that curbs be placed upon government employees via the First Amendment and the federal Constitution.

 

*Peter Brimelow and Leslie Spencer, "How the National Education Association Corrupts Our Public Schools," Forbes magazine, June 7, 1993.

*Dan Gearin, "Schools Concerned with Union Bargaining Bill," The Tribune (Ames, IA), March 27, 2008, B4.

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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."*

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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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Tighten Up the Language

Let's tighten up the language and clear the air about the basics for public education.  The language of secular open-mindedness along with Darwinian origin and meaning of life have proven to be diabolical enemies of the rule of law.  The underpinning for the rule of law rests in the July 4, 1776 Declaration that gave birth to the United States of America.  All men "… are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. -- That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, -- That whenever any Form of Government becomes destructive of those ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness."  The Declaration of Independence is universal and immortal in scope.  Along with the Declaration, the citizen's Bill of Rights (of which government employees cannot legitimately violate) added later to the Constitution provides the design.  The Constitution is the tool for implementing that design.

 

Appellate court judges need not bow down to atheistic secular legalese.  The impartial non-sectarian Supreme role of a Higher Authority, emphasized in the Declaration, is justifiably appropriate when writing a court opinion.

 

It is needful that we reject the spirit of rebellion and enjoin the spirit of truth that empowers man to storm the strongholds of evil.  It is spiritual wisdom that enabled this nation to become the most blessed civilization in history.  The restoration of spiritual glory--the potential to reassert our culture's values of freedom, education, prosperity and truth--is at hand.

 

Using twisted renderings of the Bill of Rights, leftist lawyers and tenured radicals in education have forced Americans--good teachers, as well as the citizen majority--into submission.  They terrorize by denigrating the reputation of teachers who dare to disagree and endangering the financial solvency of those who must hire expensive lawyers to defend traditional American values.  Secular militants have shut down ideological competition by preventing religious, political and academic freedom on many campuses throughout the nation.  Militants who oppose citizen self-reliance and limited government in America are effectively muting the voices of tens of millions of concerned citizens.

 

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Exegesis of the Constitution

 

The importance of firmness in retaining the original meaning of the Constitution for judiciary, legislative and administrative separation merits repeated emphasis.  The duty of unelected judges is to settle disputes based upon the Constitution and Precedents consistent with the Constitution.  Responding to the question, "Is there a role for politics in our judicial system?" Atonin Scalia, who has now served for over twenty years on the Supreme Court, said:  "The absolute worst violation of a judge's oath is to decide a case based on a partisan principle or philosophical basis, rather than what the law [states]."*

 

Prior to the Everson v. Board of Education decision in 1947, the First Amendment protected religious liberty.  Liberals going to court to get the Ten Commandments removed from public property would have been wasting their time.  A disruptive student who objects to the statement "Jesus is the reason for the season" on t-shirts in the public school would not have threatened a lawsuit.  The force of government was on the side of the people's civic right to use their institutions, including public education, to proclaim belief in the nonsectarian God of creation.

 

The First Amendment upholds the unalienable right of the people to share their religious beliefs and make comparisons.  With this knowledge they can then choose what appears to be best.  This competition between the religions strengthens the Higher Authority "government of laws, and not of men" consensus among voters.

 

"On every question of construction, carry ourselves back to the time when the Constitution was adopted, recollect the spirit manifested in the debates, and instead of trying what meaning may be squeezed out of the text, or invented against it, conform to the probable one in which it was passed" (June 12, 1823, Thomas Jefferson, Autobiography Notes on the State of Virginia, Public and Private Papers, Addresses and Letters, New York: The Library of American, 1984).

 

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*V.P. Price "Are There Too Many Lawyers?" Parade, September 14, 2008, 9.

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