Filed under: teacher unions

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.

 

Image_nea_radicalunion-295x300

*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."**

 

Full

*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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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.

 

Nea

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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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America's Civic Religion in Light of Its Documents

America has a civic religion.  In 1952, Justice William O. Douglas wrote, "We are a religious people and our institutions presuppose a Supreme Being."*  Note that this is different from the personal faith of individuals--their manner of worship, fellowship and practice.  This is civic religion--religion embedded in our government.

 

The natural-law philosophy, our civic religion foundational to the American constitution, is in direct conflict with secular law.  An example of this would be the secular law of open-mindedness required of teachers by Professor John Dewey (John S. Brubacher and Willis Rudy, Higher Education Transition, New York: Harper and Row, 1958, 310).  It blindsides students to the horrific differences between good and evil and causes them to go along with the pagan laws of man contrived by liberal judges, legislators and educators.

 

The Declaration of Independence (1776), the Articles of Confederation (drafted 1777, ratified 1781) and the Constitution (ratified 1788) have been classified as the most important American charters.  Collectively they received a total of 143 signatures from 118 people.  By their affirmations, these individuals represented themselves to be believers in the providence of God, and they did so at the risk of being hung by British soldiers.

 

In a letter from Benjamin Rush to John Adams, Rush says of that fateful day when the Declaration of Independence was signed, "Do you recollect the pensive and awful silence which pervaded the house when we were called up, one after another, to the table of the President of Congress to subscribe what was believed by many at that time to be our own death warrants?  The silence and the gloom of the morning were interrupted, I well recollect, only for a moment by Colonel [Benjamin] Harrison of Virginia, who said to Mr. [Elbridge] Gerry at the table:  'I shall have a great advantage over you, Mr. Gerry, when we are all hung for what we are now doing.  From the size and weight of my body I shall die in a few minutes, but from the lightness of your body you will dance in the air an hour or two before you are dead.'  This speech procured a transient smile, but it was soon succeeded by the solemnity with which the whole business was conducted…"**  Out of the 56 signers of the Declaration, 29 held seminary degrees.***

 

Professor Donald S. Lutz of the University of Houston describes a ten-year study during which he and others assembled the writings and deliberations of the American Founding Fathers.****  The study brought into focus important sources that were used when determining priorities for the American constitution.  Aside from quotations from the Bible, the writings of Montesquieu, Blackstone and Locke were the sources relied upon most by the Founding Fathers.

 

Montesquieu's best-known work was The Spirit of Laws.  He emphasized the importance of separating personnel and duties for the legislative, executive and judicial branches of government.  The purpose of this separation of power was to prevent abuse of the people's rights as sovereigns over government (Isaiah 33:22; Jeremiah 17).  Blackstone emphasized the Law of Nature (man's nature both before and after the fall) and Revealed Law (Scripture).  His Commentaries on the Common Law of England was especially practical for the new nation.  Locke,  born into a Puritan family and son of a lawyer, provided the "Essay Concerning Human Understanding" and two treatises "On Civil Government."  His "life, liberty, or property" phrase is in both the Fifth and Fourteenth Amendments to the Constitution.

 

The chief source for the Founding Fathers' understanding was the Bible.  It was cited three times more often than were these three men combined.  Thirty-four percent of all ideas referred to by the constitutional delegates came directly from the Old and New Testament books.  Furthermore, 60 percent of the references to opinions of Montesquieu, Blackstone and Locke were drawn from the Bible.  The most frequently quoted book was the Old Testament book of Deuteronomy.

 

"The fundamental basis of this Nation's law was given to Moses on the Mount.  The fundamental basis of our Bill of Rights comes from the teachings which we get from Exodus and St. Matthew, from Isaiah and St. Paul.  I don't think we emphasize that enough these days."*****

Harry S. Truman

 

Governments and authoritarians are not the source of man's rights.  Government is but a tool that should be used to protect man's right to worship creation's God.  This impartial Creator of life ordained and established the unalienable human rights outlined in the Declaration of Independence that demand representative governments to follow the rule of established law, not the arbitrary rule of man.  Legislators, administrators and judges who use laws (the power of government) to establish religious, ideological or employee union monopolies are fascistic.****** 

 

 

"The general principles on which the fathers achieved independence were the general principles of Christianity.  I will avow that I then believed, and now believe, that those general principles of Christianity are as eternal and immutable as the existence and attributes of God."*******

John Adams

 

Backoftwo

 

 

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

**http://www.constitution.org/primarysources/rushadams.html

***http://rodchaney2012.org/2012/02/11/a-message-from-rod/

****Donald S. Lutz, The Origins of American Constitutionalism (Baton Rouge, LA: Louisiana State University Press, 1988).

*****http://www.presidency.ucsb.edu/ws/?pid=13707#axzz1t9qVQzTQ

******Fascism is a word used to identify the enemies of representative governments and governments limited for the protection of the people's freedom to be informed and to choose.

*******http://christianity.about.com/od/independenceday/a/foundingfathers.htm

 

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Old European Secular Philosophy vs Education

There are more sure marks of authenticity in the Bible

than in any profane history.*

Sir Isaac Newton

 

Backed by the 1947 Supreme Court decision Everson v. Board of Education, militant objectors to American principles and the American creed bullied their way into controlling the atmosphere of American public schools.  Instead of upholding their oath to abide by the Constitution, judges rule by "incalculable and changeable decrees."  Rule by men replaced government by established law.  The reasoning behind their decision reflects the old European secular doctrine of open-mindedness for dumbing the people down and transforming society.  Instead of being umpires, unelected judges are trampling on the sacred rights of the people by legislating superior rights for the enemies of responsible liberty.

 

A report by the nonpartisan Commission on Excellence in Education remains the premier American study of problems in public education.  It states:  "The educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people… If an unfriendly foreign power had attempted to impose on America the educational performance that exists today, we might well have viewed it as an act of war."  The report laments "the deconstruct of the moral and spiritual strengths which knit together the very fabric of our society."**

 

Scholastic Aptitude Test (SAT) scores have declined, and today the United States ranks academically near the bottom of the world's industrialized nations.  College seniors have no better grasp of general cultural knowledge than did high school graduates in the 1950s.  The average correct responses for modern college seniors on a series of questions was 53.5 percent, compared to 54.5 percent of high school graduates in 1955 (survey by Zogby International, April 2002, for the Princeton, New Jersey-based National Association of Scholars, presented by NAS President Stephen H. Balch in December 2002).

 

In the fall of 2005, researchers at the University of Connecticut's National Civic Literacy Board conducted a survey of some 14,000 freshmen and seniors at fifty colleges and universities.  Students were asked sixty multiple-choice questions to measure their knowledge in four subject areas:  American history, government, international relations and market economy.  Seniors, on average, failed all four subjects and their overall average score was 53.2 percent.***

 

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 celebre [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" (John S. Brubacher, and Willis Rudy, Higher Education Transition, New York:  Harper and Row, 1958, 296 and 306).

 

"I believe that religion is the only solid base of morals and that morals are the only possible support of free governments.  Therefore education should teach the precepts of religion and the duties of man towards God."

Gouverneur Morris

Signer of the Constitution

 

Claybennett

 

 

 

*Halley's Bible Handbook authored by Henry H. Halley and published by Zondervan, Grand Rapids, MI (republished since 1924).

**A Nation at Risk, the National Commission on Excellence in Education, April 26, 1983, http://www2.ed.gov/pubs/NatAtRisk/risk.html

***The Coming Crisis in Citizenship:  Higher Education's Failure to Teach America's History and Institutions, 09/26/2006, Intercollegiate Studies Institute's National Civic Board Report.  See http://content.usatoday.com/community/tags/topic.aspx?req=tag&tag=Interco...

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Old European Secular Philosophy vs Family

Karl Marx attacked the family.  He appealed to academia and others for the "abolition of the family."  "The bourgeois clap-trap about the family and education, about the hallowed correlation of parent and child" is "disgusting."*

 

Dr. John Dewey, a proponent of teacher employment guarantees at taxpayer expense, is the acknowledged father of modern-day public education.  He was an admirer of Margaret Sanger, Humanist of the Year in 1967 and the founder of Planned Parenthood.  Sanger also founded the publication The Woman Rebel, whose slogan was "No Gods! No Masters!"  Her first edition denounced marriage as a "degenerate institution" and sexual modesty as "obscene prudery" (George Grant, Legacy of Planned Parenthood, Wolgemuth & Hyatt Publishers, Inc).

 

Judith Stacey, a highly regarded member of the public school primary and secondary education faculty at the University of California (Davis campus), declared:  "The 'family' is not here to stay.  All democratic people, whatever their kinship preferences, should work to hasten its demise" ("Rights and Rites," The Washington Times, March 29 1993). Since the Supreme Court decision Everson v. Board of Education in 1947, tenured radical teachers have sought to take God out of education and ultimately turn the tide of education against the family.  

 

It is the collective political power granted to monopoly teacher unions and the establishment of tenure laws that empower the enemies of the family, human dignity, and self-government.  Tenured secular authoritarians have achieved control of curriculum used in the soft sciences and the study of law taught in government schools.  The weapons they use to enforce what must be taught include the ridicule and denigration of the reputation of anyone who dares to challenge leftist political correctness.  The use of the word "science" is code for their atheistic human origins, meaning and purpose; "diversity" is code for demanding the approval of evil life practices; and "social justice" is code for using government power to force the transfer of wealth from the thrifty to their own block of voters. 

 

"These [atheist] teachers must embody the same selfless dedication as the most rabid fundamentalist preachers, for they will be ministers of another sort, utilizing a classroom instead of a pulpit to convey humanist [atheistic] values in whatever subject they teach, regardless of the education level--preschool, daycare or large state university.  The classroom must and will become an area of conflict between the old and the new--the rotting corpse of Christianity" (The Humanist, January/February, 1983).

 

The change in the American family since the 1947 Supreme Court decision in Everson v. Board of Education, teacher unionization and tenure law has led to a colossal increase in family breakdown (See April 6 2012 blog entitled "Public Education Shuns Reality").

 

 

Every thinking man, when he thinks, realizes that the teachings of the Bible

are so interwoven and intertwined with our whole civic and social life that it would be literally, I do not mean figuratively, but literally impossible for us to figure what the loss would be if these teachings were removed.  We would lose all the standards by which we now judge both public and private morals;

all the standards toward which we, with more or less resolution,

strive to raise ourselves.**

Theodore Roosevelt

Teddy_roosevelt_and_family

President Theodore Roosevelt and Family

1903

 

 

*Karl Marx and Frederick Engels, Manifesto of the Communist Party, 1848, http://www.anu.edu.au/polsci/marx/classics/manifesto.html

**http://www.prayerforceone.com/hailtothechief.asp

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Socialism = Old European Secular Philosophy

The old European secular philosophy is the reflection of a hope in a fantasy world.  


Marxists used socialist slogans, such as "From each according to his ability, to each according to his needs."  The Soviet Socialist Union lasted but a whiff in time in spite of their great universities, KGB (secret police), a worldwide propaganda machine and military aggression (1917-91).

 

Liberals in present-day America justify socialism by saying that we are a wealthy nation.  Some in America, who budget wisely and have a good income, do have wealth, but the truth is that the American government is broke.  The Soviets not only funded their government by an excessive tax on the Russian people, but they also extracted a tax from over a dozen captive countries--and they still went broke. 

 

Liberal politicians create a supportive voting block by promising them wealth redistribution.  This comes by stealing from Americans (excessive tax), stealing from future generations (debt obligation) and the added tax of interest on the debt.  When government officials are allowed to continue imposing high taxes, the incentive of the people to work hard and save is greatly diminished and the base for taxation is gradually destroyed.  Also, the ability of the people to support churches and to assist the poor is greatly diminished.  The national debt is over 14 trillion dollars.  The revenue left after funding excessive government is not enough to pay the interest, so the shortage must be added to the principal indebtedness.

 

Monopoly unions are also used by the champions of old European philosophy to consolidate political power.  When legislators succumbed to handouts from leftist National Education Association unions, laws began to turn against traditional American law and citizen self-government.  The nonpartisan Iowa Family Policy Center Newsletter, March, 2008, reports that "Iowa Democrats have accepted $440,000 from out-of-state homosexual activists, with $170,000 going directly to Democrat legislators facing hotly contested races [Iowa Ethics and Campaign Disclosure]."  Seeing the involvement of at least $40 million nationwide in 2008, we understand that the financial and political influence of NEA leftists is immense (Education Reporter, #272, Eagle Forum, St. Louis, MO).

 

 

 

Socialism is a philosophy of failure, the creed of ignorance, and the gospel of envy, its inherent virtue is the equal sharing of misery.

 

~ Winston Churchill

Churchill

 

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The Dearth of Freedom in Public Education

Continued reliance on the promise of reforms made by government education professionals simply give tenured radicals more time to dumb down our most precious resource and engineer the "transformation of society."

 

Milton and Rose Friedman pointed out in their book Free to Choose, published in 1980, that "The education, or rather the uneducation, of [all children in public schools but most harmfully] black children from low income families … [is a] disaster area in education and its most devastating failure."  The Friedmans continue:  "More than four decades ago Walter Lippmann diagnosed it as 'the sickness of an over-governed society,' … the exercise of un-limited power by men with limited minds and self-regarding prejudices is soon oppressive, reactionary, and corrupt, … that there are no limits to a man's capacity to govern others and that, therefore, no limits ought to be imposed upon government …  For schools, this has taken the form of denying many parents control over the kind of schooling their children receive.*

 

The radical minority boastfully proclaims their authoritarian credentials and warns opponents that "Sixty-seven countries' national academy of sciences (including the US National Academy of Science) signed the Inter-academy Panel's Statement on the Teaching of Evolution."  The truth is that it was a radical minority in those countries that have "signed" the document.**

 

Albert Einsten (1879-1955) was not stamped by the Darwinian craze.  He is thought to be among the most highly revered scientists of the twentieth century.  Although not a Christian, he recognized the impossibility of a non-created universe.  The Encyclopedia Britannica says of Einstein:  "Firmly denying atheism, Einstein expressed a belief in 'Spinoza's God who reveals himself in the harmony of what exists.'  He once remarked to a young physicist:  'I want to know how God created this world, I am not interested in this or that phenomenon, in the spectrum of this or that element.  I want to know His thoughts, the rest are details.'  Einstein's famous epithet on the 'uncertainty principle' was 'God does not play dice.'  A famous saying of his was 'Science without religion is lame, religion without science is blind" (for more details search Famous Scientists Who Believed in God).

 

The pseudoscience of evolution rests on Darwin's book Origin of the Species.  Darwin's theory about the origin of life is both unprovable and illogical.  Dr. Soren Lovtrup, a non-Biblicist scientist and author, declares:  "Believe that one day the Darwinian myth will be ranked the greatest deceit in the history of science."***

 

Adam Sedgwick, one of Charles Darwin's professors at Cambridge University, took immediate issue with Darwin's book Origin of the Species.  Sedgwick told his former student that it "greatly shocked my moral taste" and elaborated in a passage that proved prophetic:  "There is a moral or metaphysical part of nature as well as a physical.  A man who denies this is deep in the mire of folly.  'Tis the crown and glory of organic sciences that it does thro' final cause, link material to moral; …  You have ignored this link; and, if I do not mistake your meaning, you have done your best in one or two pregnant clauses to break it.  Were it possible, which, thank God, it is not, to break it, humanity in my mind would suffer a damage that might brutalize it--and the human race into a lower grade of degradation than any into which it has fallen since its written record tells us of its history."****

 

When collective bargaining unions had a monopoly for supplying railroad industry workers, the opportunity for truckers to compete by hauling freight gave the public an option and stopped costly exploitation by railroad employee unions.  Also, employee unions dominated the auto industry and cars were poorly made.  It was competition from the manufacturers of foreign-made cars that restored quality to automobiles made by American auto manufacturers.  And now at least two American auto manufacturers have been forced into bankruptcy or government takeover because of government-established unions that demand unreasonable wages for autoworkers.

 

When Medieval European religious authoritarians achieved control of education in the Roman Catholic Church, it was competition sparked by the martyrs (the offended protesters were themselves Catholics) that brought about the great Reformation and gave the masses freedom from the despotic education monopoly.

Life_lib_and_pur

 

*Milton and Rose Friedman, Free To Choose (New York: Harcourt Brace Jovanovich, 1980), 151.

**State of Washington, Kitsap Herald, July 22, 2006, A4.

***Dr. Soren Lovtrup, Darwinism: The Refutation of a Myth (New York: Croom Helm, 1987), 422.

****Adam Sedgwick (1785-1873), http://www.ucmp.berkeley.edu/history/sedgwick.html

 

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