Restoring Education Central to American Greatness http://davidanorris.posterous.com David A. Norris Blog posterous.com Tue, 19 Feb 2013 08:16:00 -0800 Part I: Government http://davidanorris.posterous.com/part-i-government-99555 http://davidanorris.posterous.com/part-i-government-99555

American Principle Seven (Part I)

 

The Moral Duties Of Civility Are Also a Predicate

For Interpreting Constitutional Meaning

 

"We hold these truths to be self-evident ..."

Declaration of Independence

 

"Tis substantially true that virtue or morality is a necessary spring of popular government.  Who that is a sincere friend to it, can look with Indifference upon attempts to shake the foundation of the fabric?"

George Washington, Farewell Address, 1796

 

 

"Laws of Nature and of Nature's God"* morality fits into the behavioral envelope that supports life, truthfulness and the Golden Rule, meaning treating others in ways that one would like to be treated and would like loved ones to be treated.  Immorality includes those traits called sin that fall outside the envelope of life.

 

Together, morality and work ethic is the engine that liberates mankind from the tyranny of aggressive government employees.  Liberty from intrusive government makes it possible for the people to market their skills to own property essential for maintaining independence and happiness.

 

"Men are qualified for civil liberty in exact proportion to their disposition to put moral chains on their own appetites.  Society cannot exist unless a controlling power upon will and appetite be placed somewhere… men of intemperate minds cannot be free.  Their passions forget their fetters" (Edmund Burke, British supporter of the American Revolution, November 3, 1774, speech to the electors of Bristol, England, quoted by HIllsdale College, Imprimis, Vol. 20, No. 9).

 

The atheistic-secular philosophy for law identifies with what Solon of Athens described as "government by incalculable and changeable decrees" (Will and Ariel Durant, The Story of Civilization, Vol. II, The Life of Greece, Simon and Schuster, 1939, 118).  Secularism is an evil repudiation of the solid basis for prosperity and citizen self-government intended by Constitutional law.

 

Government potential for power as well as the lucrative public treasury attract politicians who are intent on self-aggrandizement and conquest.  Expressed by President Ronald Reagan: "Government is not the solution to our problems, it is the problem" (Inaugural Address, 1981).  "A just estimate of that love of power, and proneness to abuse it, which predominates in the human heart, is sufficient to satisfy us of the truth of this position.  The necessity of reciprocal checks in the exercise of political power, by dividing and distributing it into different depositaries, and constituting each the guardian of the public weal against invasions by the others, has been evinced by experiments ancient and modern; some of them in our country and under our own eyes.  To preserve them must be as necessary as to institute them" (George Washington, Farewell Address, 1796).

 

*The phrase "Nature's God" used in the Declaration of Independence did not originate with Americans.  The Laws of Nature's God include the Biblical standards of morality.  When the bond between God and man was broken in the Garden of Eden, the forces of evil that seek to defy creation's nature were unleashed.  "The law of nature was a common term used by historic legal writers such as Grotius, Burlamaqui, Blackstone and others.  The law of nature's God, a lesser used term, was more commonly called the divine law, or the revealed law" (Lonang Historical Reference Works).

http://www.lonang.com/exlibris/index.html

 

 

 

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Fri, 15 Feb 2013 14:07:00 -0800 Part I: Government http://davidanorris.posterous.com/part-i-government-21804 http://davidanorris.posterous.com/part-i-government-21804

American Principle Six (Part III)

 

The Written Constitution Established

By Americans Is a Tool For Governing

 

Governments derive "their just powers from the consent of the governed."

Declaration of Independence

 

 

Constitutional law, before it was amended, protected the public treasury from being raided by government employees.  It is important that we the people know and support the retention of honorable legislators, administrators and judges.  Honorable officials do not dole out money flippantly, promote character-destructive legislation, and provide administrative favors or prejudicial judgments to privilege-seeking voters.  This means no "quid pro quo."

 

Secondly, the basis for the Bill of Rights amendment details how the tool, albeit the people's treasury, must NOT be used to interfere with a citizen's freedom to learn, think, worship and work independently.  This principle from the Bible, declaring that people have the right to view competing sources of knowledge and are free to choose, speaks to the tremendous value of the American Judeo-Christian heritage.  This never before used basis for a nation's laws came from the Judeo-Christian beliefs of our Founders.

 

Called natural law, the "Laws of Nature and of Nature's God" from the Declaration of Independence, reflect man's inherent ability to distinguish between right and wrong.  These beliefs are also supported by man's conscience.  Paul rejoices that "… the testimony of our conscience, that in simplicity and godly sincerity, not with fleshly wisdom, but by the grace of God, we have had our conversation in the world…" (2 Corinthians 1:12).

 

The original laws adopted by Americans uphold life and equal justice.  They include the sanctity of marriage between a man and a woman as well as the Ten Commandments.  When natural law was adopted by the judiciary and legislators, it became known as the Common Law basis for the rule of law.  Clearly superior to the vacillating rule of man, American law is traceable from the Bible to the Magna Carta (citizen sovereignty under God) to the Declaration of Independence and the citizens' Bill of Rights.

 

Common Law, resting on God-honoring values, caused immigrants by countless millions to flee authoritarian rule and come to America.  It is the conspicuous benefits flowing out from the impartial "Laws of Nature and of Nature's God" that unified our immigrant nation.  That bond is reflected in the USA Today/Gallup Poll, May, 2010.  Ninety-two percent of Americans believe in God and only five percent say they oppose the National Day of Prayer.

 

The Commission on Excellence in Education remains the premier American study of problems in public education.  It states:  "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 de-construct of the moral and spiritual strengths which knit together the very fabric of our society" (A Nation at Risk, the National Commission on Excellence in Education, April 26, 1983).

 

The meaning of diversity, applauded by American immigrant society, has now been perverted by laws, requiring citizens and public schools to assent publicly to sodomy, infanticide and atheistic education exclusivity, all of which are outside the envelope of life.

 

Americans had not sought to amend the Constitution, yet Langdell (dean of Harvard Law School, 1870-95) determined that the original intent and meaning for our written Constitution be scrapped.  As long as the people's lawmakers in Congress willingly sit idly by, liberal judges will continue to modify or sanction laws that are outside the envelope of life and then endorse their own opinions.  Secular militants who discount the Common Law moral fabric that powered American greatness speaks to the evil consequences of secularism which lead men and nations to self destruct.


 

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Fri, 18 Jan 2013 07:46:19 -0800 Part I: Government http://davidanorris.posterous.com/174285831 http://davidanorris.posterous.com/174285831

 

American Principle One

 

The Spiritual Nature Of Man Is Supreme

 

"All men are created … endowed by their Creator …"

Declaration of Independence

 

Foundational to liberty and the American approach to government is the fact that man is of divine origin.  His spiritual or God-honoring nature is held as being of supreme importance.  Upholding man’s God-given “rights” from abuses sanctioned by governments makes liberty possible.  The divine quality of these rights calls for the unequivocal rejection of the authoritarian entitlements claimed by elitists of all stripes—kings, authoritarian politicians, clergy, educators and militarists.  This principle enshrines certain limits that must, for the sake of liberty, be placed upon the use of the law and government power.

 

Humble support for the sovereignty of man under God over government is the guarantor of freedom for family wholeness, self-reliance and prosperity.  People who know the truth can reject, without fear, the alarming chatter of atheistic sectarians.

 

 

 

 

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Mon, 31 Dec 2012 06:18:00 -0800 Introduction VII http://davidanorris.posterous.com/introduction-vii-78068 http://davidanorris.posterous.com/introduction-vii-78068

There are three achievements of secular progressives that have enabled leftist radicals to control behavioral instruction in public schools (see Chapters 7 and 9).  Their first big achievement came when Supreme Court majorities began to impose mandates for law that rejected the unique God-honoring basis for law advanced by the Magna Carta and the American Declaration of Independence.  When secular mandates by the court for future laws are allowed to stand, the historic absolutes resident in the "rule of law" and moral priorities are no longer binding.  Consequently, our Constitution becomes a mere political document.  The center of power shifted foolishly from the people and Congress subject to the Constitution, to the political preferences of judges.  Among the first of many twists away from our Constitution and the First Amendment was the Everson v. Board of Education decision.  The second achievement of leftist radicals was the takeover, beginning in the 1960s, of the then-conservative National Education Association (see Chapters 7 through 10).  Also in the 1960s, secular progressives, committed to the elimination of self-government and liberty, reached their third achievement--the unionization of government teachers.

A government-established union monopoly, like an established state church, undermines the people's right to choose between providers that must compete for a following.  Union monopolies have always been power-corrupting institutions. Whatever their agenda by subject or region, accountability to competition is removed and evil prevails.  Union monopolies are in diametrical opposition to government of, by and for the people.  It is the collective political power foolishly granted to autoworker unions that brought the American auto industry to its knees.  It is the collective political advantage of unionism that makes it possible for radicals to impose their atheistic worldview over the objections to both the vast majority of parents and the millions of excellent teachers caught in the union web.  Violation of citizen authority (government of, by and for the people) is the radical politics of fascism--authoritarian hierarchical government.

Detailed in Chapter 7, the loss of citizen control over what our nation's youth are taught in the behavioral studies hinges on two teachers' tenure contract paragraphs demanded by union bosses when negotiating with local school boards.  The first devastating paragraph provides teacher tenure guarantees that supersede the authority of school administrators to replace employees.  The second harmful paragraph makes it a crime to disclose bad teacher performance to the public or to other schools that are considering hiring the teacher until costly and lengthy legal proceedings have approved such disclosure.

 

Professionals like medical doctors, engineers, plumbers and airline pilots--vital to our society--do NOT have tenure guarantees.  Yet what is being taught to America's youth is of even greater importance.

Some repetition has been used for emphasis and to tie the chapters together.

 

Benjamin_franklin_4

Benjamin Franklin

Benjamin Franklin, a delegate from Pennsylvania to the second Continental Congress and signer of the Constitution of the United States, wrote about the First Principle in his Articles of Belief:  "I believe there is one supreme, most perfect Being … Also when I stretch my imagination through and beyond our system of planets, beyond the visible fixed stars themselves, into that space that is [in] every way infinite, and conceive it filled with suns like ours, each with a chorus of worlds forever moving around him; then this little ball on which we move, seems, even in my narrow imagination, to be almost nothing, and myself less than nothing, and of no sort of consequence … That I may be preserved from atheism … Help me, O Father! … For all thy innumerable benefits; for life, and reason … My good God, I thank thee!" (Benjamin Franklin, "Articles of Belief," in The American Ideal of 1776, ed. Hamilton Albert Long {Philadelphia: Heritage Books, 1963}, 5).

Is it too late for America?  Not at all.

 

Image from http://georgiainfo.galileo.usg.edu/tdgh-jun/jun01.htm

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Tue, 25 Dec 2012 14:07:00 -0800 Introduction V http://davidanorris.posterous.com/introduction-v http://davidanorris.posterous.com/introduction-v

When God's protective care is rejected in any particular, the rejector bears the price of that sin against himself and against the life-giving boundaries of creation's nature.

 

An insightful experience as been shared by Marvin Olasky, Distinguished Chair in Journalism at Patrick Henry College, editor of WORLD magazine and author of more than twenty books.  A former Marxist intellectual, Olasky was highly regarded by the chairman of his PhD academic program and dissertation committee at the University of Michigan.  Olasky, who became disillusioned by the shallowness of socialistic panaceas, became a solid convert to Christianity.  He concurs with Whittaker Chambers who came to believe in God after being a Communist Party member in the 1920s and 1930s.  In the autobiography Witness, Whittaker Chambers writes: "A Communist breaks because he must choose at last between irreconcilable opposites--God or man, Soul [conscience] or Mind [emotions], Freedom or Communism.  The crisis of the Western world exists to the degree in which it is indifferent to God."*

 

*http://www.the-boondocks.org/forum/index.php?t=msg&&goto=212310

 

In this book, the focus upon the danger to American liberty has been narrowed to those who are at the seat of the problem--atheist secular militants.

 

The first principle adopted by leftist or atheistic evangelicals, and upon which their lesser initiatives rest, is the God-rejecting theory of evolution.  Revisionist morality, supported by the Darwinian theory for life's origin, meaning and purpose, represents one of the greatest evils of our time.  Charles Darwin published his theory for a God-rejecting worldview in the book The Origin of Species published in 1859.  There is some adaptation within species, but the herculean efforts of science-pretenders to find evolution between species fail.  Sir Arthur Keith, a leading evolutionist, has written truthfully: "Evolution is unproved and unprovable.  We believe it only because the only alternative is special creation which is unthinkable" (Sir Arthur Keith, a citation in Wallie A. Criswell's Did Man Just Happen? Grand Rapids, MI: Zondervan, 1967).

 

"Old European secular philosophy" is a general term that includes the many sects championed by God-rejecting intellectuals.  The traditional American use of the word secular is to distinguish national, state and local governments from church governments.  This has become too confusing for modern day use on two counts.  First, used by radicals, the word "secular" leaves people blindsided to the fact that the science of their agenda is driven by deception and the insistence on an atheistic secular worldview monopoly.  Secondly, their atheistic worldview is religious, with a deeply-held Darwinian view about the origin and meaning of life.  In 1961, the Supreme Court in Torcaso v. Watkins classified secular humanism (the title used by secular militants in academia) as a religion.  To avoid the misleading use of the word "secular," we suggest there are times that the phrase atheistic secular be used.  Instead of being secular-authoritarian based, the American predicate for determining public policy is impartial, higher-authority and morality based.

 

American conservatism transcends both the good and evil intentions of today's adherents to the old European secular philosophy--the religious and political left.

 

 

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Sun, 23 Dec 2012 19:31:00 -0800 Introduction IV: Truth or Consequences Applies to Nations http://davidanorris.posterous.com/introduction-iv-truth-or-consequences-applies http://davidanorris.posterous.com/introduction-iv-truth-or-consequences-applies

What are the consequences that befall nations when partisan authoritarians take God, with moral accountability, out of education?  Typical of empires that have cluttered cemeteries throughout human history, the Soviets had flooded their empire with propaganda.  Darwin's theory for human origins had become the basis for education.  The consequences included growing alcoholism, youthful insolence and irresponsible attitudes toward work and self-support.

 

At a United Nations forum on December 7, 1988, Mikhail Gorbachev, atheist leader of the Soviet Union from 1985 to 1991, acknowledged that the God-rejecting dogma of Karl Marx and Charles Darwin was an utter failure (evil).  Reflecting upon the disintegration under the secular progressive government, Gorbachev said: “The compelling necessity of the principle of freedom of choice is … clear to us.  The failure to recognize this … is fraught with very dire consequences …  Freedom of choice is a universal principle to which there should be no exceptions.  We have not come to the conclusion of the immutability of this principle simply through good motives.  We have been led to it through impartial analysis of the objective processes of our time.  This objective fact presupposes respect for other people’s views“ (George P. Schultz, Secretary of State under President Ronald Reagan, Turmoil and Triumph, New York: Macmillan, 1993, p. 1107.  This book traces the moral and economic collapse of the Soviet Socialist Empire).

 

Gorbachev tried to prevent the collapse of truth-trashing socialistic rule.  To do this, he adopted Perestroika, which allowed the people to be informed and free to communicate.  He also legalized property rights, but socialism had gone too far.  Beginning in 1989, the puppet Communist governments in captive countries controlled by the Soviets were overthrown by the people.  The Soviet Union fell apart when captive countries quit contributing the revenue required to keep the socialist economy going. 

 

Whether or not Gorbachev realized it, the Soviet empire was being forced to acknowledge that those who reject the sovereignty of man under God over government run into the immutable laws of creation’s nature.  Those laws support life, liberty and the pursuit of happiness.  In contrast, the vacillating laws of man lead to exploitation, cultural decay, poverty and tyranny.

 

Writing of Perestroika, Gorbachev’s wife Raisa said:  “Our society has set out on the path of renewal and of demolishing totalitarianism and the obsolete command system of administering the country” (Raisa Gorbachev, Reminiscences and Reflections, Harper Collins, 1991, p. 174).  (See Appendix C, "How Socialism Exploits Mankind," Part IV--Supplemental Material, in this book.)

 

Both the Webster and Random House dictionaries identify socialism as a “Marxist theory.”  Winston Churchill stated: “Socialism is inseparably interwoven with totalitarianism and the object worship of the state.”  He also said, “Socialism is a philosophy of failure, the creed of ignorance, and the gospel of envy, its inherent virtue is the equal sharing of misery."

 

http://www.brainyquote.com/quotes/quotes/w/winstonchu164131.html

 

When majorities on the Supreme Court force changes in our laws that reject the moral and God-honoring predicate of the United States Constitution, they have, in effect, empowered truth-trashing by radicals in government schools.  Separation of the right of church clergy to dictate (separation of church and state) does not justify the removal of "In God We Trust" as a publicly held standard.  "Liberty and life are the gratuitous gifts of heaven.  I shall certainly be excused from adducing any formal arguments to evince, that life, and whatever is necessary for the safest of life, are the natural rights of man.  Some things are so difficult; others are so plain, that they cannot be proved" (Supreme Court Justice James Wilson, Lectures, delivered in the College of Philadelphia 1790-1791.  Volume II, Part II, Chapter 1, Lorenzo Press, 1804).

 

 

 

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Tue, 18 Dec 2012 09:33:00 -0800 Introduction III http://davidanorris.posterous.com/introduction-iii http://davidanorris.posterous.com/introduction-iii

Historically, public schools salvaged many students from homes where parenting was failing. Now students from good homes are abandoning the values that made America such a great nation.  This problem is ongoing even though most teachers are doing their best to counter the incursion of secular absolutism (atheism) in the soft sciences of our schools.

 

John Adams' quote:  "But if we had not, our fathers have earned and bought it for us, at the expense of their ease, their estates, their pleasure, and their blood.  And liberty cannot be preserved without a general knowledge among the people, who 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; but besides this, they have a right, an indisputable, unalienable, indefeasible, divine right to that most dreaded and envied kind of knowledge, I mean, of the characters and conduct of their rulers.  Rulers are no more than attorneys, agents, and trustees for the people; and if the cause, the interest and trust, is insidiously betrayed, or wantonly trifled away, the people have a right to revoke the authority that they themselves have deputed, and to constitute abler and better agents, attorneys, and trustees. 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."  John Adams was a direct descendant of Puritan colonists from the Massachusetts Bay Colony.  A Harvard graduate, he served on the First Continental Congress and helped to draft the Declaration of Independence.  John Adams was vice-president under George Washington and the second president of the United States  (A Dissertation on the Canon and Feudal Law, 1766 from The Works of John Adams, …by his grandson, Charles F. Adams, Boston: Little, Brown and Co., 10 volumes).


 

Truth or Consequences

 

Knowledge of and acceptance of the Bible, the Great Reformation (1500-1570) and American history empower conscientious individuals to be self-governing and, on a broader scale, inspire communities and the nation as a whole to overcome the tyranny of moral confusion.  Identifying with the first principle (God of Creation is Man's Benefactor) enables believers to avoid the deception and confusion advanced by truth-trashers.

 

Strangely, even the German atheist, Friedrich Nietzsche, accepted the message from human history and understood the source of freedom for his way of life.  He wrote:  "Remove Christianity and the ideas fall too."*

 

*http://www.hillsdale.edu/news/imprimis/archive/issue.asp?year=2008&month=11

 

The American Founding Fathers understood human history and identified the distinction of good as self-evident Laws of Nature and of Nature's God.  It is the governing character of these principles (laws), such as humility, the Golden Rule, and the Ten Commandments, that leads to lasting success.  This is the sure foundation upon which man's right to "life, liberty and the pursuit of happiness" rests.  Called "virtue" by America's Founding Fathers, the impartial and divine element frees man to do what is right.  "Where the Spirit of the Lord is, there is liberty" (2 Corinthians 3:17).

 

 

 

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Tue, 11 Dec 2012 14:43:00 -0800 Introduction I http://davidanorris.posterous.com/restoring-education-central-to-american-great-25997 http://davidanorris.posterous.com/restoring-education-central-to-american-great-25997

The 2012 first edition blog of the above book picked up over 9,000 repeat users.  Directly and indirectly, we were able to answer several hundred questions.  Encouraging responses came from many.  Perhaps the most exciting was an email from Judge Robert Bork's secretary.  

 

As reported in the Ames (Iowa) Tribune, a March, 2008 legislative proposal for union contract negotiators that would make it even harder to fire harmful teachers caused "grave concerns" among school administrators.  Margaret Buckton, chief lobbyist for the Iowa Association of School Boards, said, "Attempts to remove a teacher can last years and cost hundreds of thousands of dollars."  "Grave concerns" is right.  Documented in the Restoring Education Central to American Greatness book, a significantly higher percentage of public school teachers send their children to private schools than do non-teacher parents.  They see the harmful impact that secular absolutism is having upon students' minds and values.  Power-hungry ideologues are now soliciting and ruining a new generation of Americans "with words calculated to destroy the youthful faith in their heritage" (Grand Jury Presentment, 11th Judicial District in and for Story County, Iowa, December, 1968).  Undoubtedly, restoring education central to American greatness is now the greatest singular need in America.

 

The Founding Fathers knew from history that centralized power left unchecked leads to tyranny.  They instituted the Second Amendment to keep guns in the hands of the general public to discourage the use of guns by radical politicians, but this does not keep them from being habitual truth-trashers.

 

To justify taxpayer funding, American history and the Judeo-Christian influence upon the Founding Fathers must be unabashedly taught.  Only with this knowledge can new generations of Americans identify truth-trashers and prevent the deceptive advance of oppressive government.  Those demanding curriculum diversity that undermines the absolutes gleaned from history (traditional American foundations) can pay for their own schools and seek a following, just as must other separatist groups.  The demand of traditionalists is based upon the justification for any education tax being placed upon Americans in the FIRST PLACE.  No other argument is needed, but it must be firmly and uncompromisingly imposed.  "A house divided against itself cannot stand" (Abraham Lincoln, June 16, 1858).  A nation cannot survive if its citizens continue to fund revisionist morality and anti-American rhetoric masquerading as education.

 

Subjects Covered By

Restoring Education Central to American Greatness

 

Part I: Government

Chapter 1

  • Immortal Principles Central to Liberty and American Greatness

Chapter 2

  • The Sovereignty of Man under the Impartial God of Creation over Government

Chapter 3

  • Man May Prosper in Freedom If He Chooses to Honor the Will of Creation’s God

Chapter 4

  • America’s Civic Religion and the Deeper Personal Faith of Our Nation’s Founders

Chapter 5

  • Government by Written and Permanent Law

Chapter 6

  • Defilement of the Judiciary

 

Part II: Education

Chapter 7

  • Academic Freedom and Teacher Tenure History

Chapter 8 

  • Consequences of the Unionization of Government Teachers

Chapter 9

  • The Education Nightmare

Chapter 10

  • Education That Is Profoundly American

 

Part III: Liberty and Responsibility

Chapter 11

  • Appeasement Will Not Work

Chapter 12

  • Our Strategy for Victory: Political Action—Citizen Power

 

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Mon, 26 Nov 2012 19:07:00 -0800 The Morality of Civility http://davidanorris.posterous.com/the-morality-of-civility http://davidanorris.posterous.com/the-morality-of-civility

"'Tis substantially true that virtue or morality is a necessary spring of popular government.  Who that is a sincere friend to it, can look with Indifference upon attempts to shake the foundation of the fabric?" (George Washington, Farewell Address, 1796).*

 

The Northwest Ordinance is a rock-solid example of the nonsectarian religious predicate embraced as constitutional law.  When the Articles of Confederation was replaced by the new Constitution, the Northwest Ordinance was passed again and became effective under the new Constitution.  George Washington signed the Northwest Ordinance back into law on August 7, 1789.  Article III specified "Religion, morality, and knowledge, being necessary to good government and the happiness of mankind, schools and the means of education, shall forever be encouraged."**  During this same period of time (July 17 to August 7, 1789), the same men who had implemented the Northwest Ordinance were writing the First Amendment to the Constitution [prohibiting government officials from interfering with religious freedom, printing press and education competition].

 

Even some atheists and skeptics realize the inviolate nature of what Americans call the "laws of God and creation's nature."  Ernest Renan, the agnostic, warned his friends: "Let us enjoy the liberty of the sons of God, but let us take care lest we become accomplices in the diminution of virtue which would menace society if Christianity were to grow weak.  What should we do without it?  If Rationalism wishes to govern the world without regard to the religious needs of the soul, the experience of the French Revolution is there to teach us the consequences of such a blunder."***

 

History summarizes the nature of war against responsible citizen self-rule and liberty.  When Whittaker Chambers left the Communist party, he feared that the world would succumb to the parasitic nature of socialistic promises.  He said that the only hope was to discover "a power of faith which will provide mans' mind, at an intensity, with the same two certainties: a reason to live and reason to die."**** President Reagan angered leftist sympathizers in American media and universities by using the word "evil."  On March 8, 1983, Reagan said the Cold War would "never be decided by bombs and rockets…"  We would prevail because of belief in God.  What is teaching moral revisionism (objected to by over 90 percent of taxpayers, teachers, and administrators) now accomplishing in student minds' in captive public schools?  Reagan concluded, the strength to prevail "is not material but spiritual."*****

 

*http://avalon.law.yale.edu/18th_century/washing.asp

**http://teachingamericanhistory.org/library/index.asp?document=48

***http://www.scribd.com/doc/79320764/HISTORY-OF-CHRISTIANITY

****http://www.heritage.org/research/reports/2001/04/whittaker-chambers-man-of-co...

*****http://usa.usembassy.de/etexts/speeches/evilempire.htm

Northwest_ordinance_of_1787_card-p137813764267429633bhc2d_325

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Sat, 24 Nov 2012 17:39:00 -0800 Responsible Citizen Self-rule and Liberty http://davidanorris.posterous.com/responsible-citizen-self-rule-and-liberty http://davidanorris.posterous.com/responsible-citizen-self-rule-and-liberty

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

 

Benjamin Franklin, a delegate from Pennsylvania to the second Continental Congress and signer of the Constitution of the United States, wrote this in his Articles of Belief:  "I believe there is one supreme, most perfect Being…  Also when I stretch my imagination through and beyond our system of planets, beyond the visible fixed stars themselves, into that space that is [in] every way infinite, and conceive it filled with suns like ours, each with a chorus of worlds forever moving around him…  That I may be preserved from atheism . . . Help me, O Father!... For all thy innumerable benefits; for life, and reason… my good God, I thank thee!"*

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

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

 

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

 

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

 

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

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

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

 

 

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Mon, 05 Nov 2012 00:32:00 -0800 Part Nine: Grand Jury Presentment of "Problems in Higher Education" http://davidanorris.posterous.com/part-nine-grand-jury-presentment-of-problems-54938 http://davidanorris.posterous.com/part-nine-grand-jury-presentment-of-problems-54938

Portions of the Presentment of the Grand Jury for the Eleventh Judicial District of Iowa follow, with words added for clarification in brackets.  Supplemental ideas are italicized.

 

End of Presentment I

 

The purpose of universities was freedom for competition of ideas in search of truth.  What has happened is the advocates of atheistic-secular totalitarianism applied their art and removed competition from the soft sciences.  When citizen control of universities, college, and now virtually all lower-level public schools was hijacked by faculty independence (teachers union mechanization and teacher tenure guarantees), tyranny was bound to follow.  What we now have is tyranny against the moral fiber of our youth and nation.  This is the inevitable result of [imposing] "German graduate methods [faculty independence] onto American campuses in the late nineteenth century… academic freedom became a cause celebrate."

 

At the time of the Grand Jury study, we did not realize the linkage between the American Association of University Professors (AAUP) and what appears to be their prosecution arm, the leftist American Civil Liberties Union (ACLU). The book Freedom in Iowa, published by the Iowa State University Press, promoted the Iowa Civil Liberties Union, bringing this connection to my attention.

 

Teacher employee contracts, structured according to ACLU definitions for academic freedom and tenure, shift the decision-making authority for removing radical teachers away from the president of the university, who is hired by the public to superintend the institution.  It is now the aggressive tenured faculty, not the president, who have control over who teaches and what is taught.  Instead of being an administrator, the university president works full-time quieting campus disputes, promoting campus expansion, and raising money by lobbying alumni and legislators.  Sensing this kind of environment, the US Supreme Court held in a dispute that professors at Yeshiva University in New York City were managerial [administrators], not employees within the meaning of the National Labor Relations Act, and hence the university administrators were not required to bargain with the union that represented the professors.  The Court noted: "Budget requests prepared by the senior professor in each subject area receive the 'perfunctory' approval of the Dean '99 percent' of the time and have never been rejected by the central administration.  The faculty… effectively determine curriculum, grading systems… matriculation standards" (NLRB v. Yeshiva University, 582 F.2d 686, 1978, affd 444 US 672, 1980).

 

The ACLU/AAUP version of academic freedom and tenure that enables radicals to reject the public standards for what is taught and not taught is not a legal concept.  Without the control of the citizens who established the schools and pay the bills, what is taught is wholly dependent upon the internal culture of the faculty at the universities and the government grade schools.  This problem is systemic.

 

Liberty

 

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Fri, 02 Nov 2012 13:29:00 -0700 Part Eight: Grand Jury Presentment of "Problems in Higher Education" http://davidanorris.posterous.com/part-eight-grand-jury-presentment-of-problems http://davidanorris.posterous.com/part-eight-grand-jury-presentment-of-problems

Portions of the Presentment of the Grand Jury for the Eleventh Judicial District of Iowa follow, with words added for clarification in brackets.  Supplemental ideas are italicized.

 

Most Important Educational Change Needed

 

1.  Regents' policy changes which will sufficiently define and implement the elimination of moral pollution by faculty and paid speakers will by all suitable means encourage "moral… improvement" (Constitution of the State of Iowa, Article IX, 2nd School… Sec. 3).

 

2.  There is a need for increased emphasis on the American ideal at all levels of education.  We believe this ideal needs to be a continuing emphasis from kindergarten through maturity.  Our revolutionary concepts are a most exciting and important subject.

 

It seems rather clear that the nerve center for society, the power for social revolution, is inherent in the adult electorate rather than in the schools, and that the radical missionaries should be sent to the electorate, not to the captive audience of youthful minds.

 

The idea… that the people of this land should not be trusted with the complexities of education is absurd.  The greatness of America places the educational and political emphasis under the control of the people.  This approach is much safer than providing a haven [tenure guarantees] for… teachers.

 

Our soldiers have been dying for this ideal.  Education, as never before, should clearly teach it.  Even in imperfection, it has achieved greatness for Americans unparalleled in history.  Every individual is important, and the mature public make the decisions over government--something that atheistic, humanist-based governments do not and cannot provide.

 

Right of Taxpayers to Control Education Challenged

 

Who has academic freedom, the parent/taxpayer or the teacher?  Is the parent, who once had academic freedom, now to be deprived because a teacher was hired?  Most agree that anyone can teach what he pleases on his own, but must not [take advantage of his own] academic freedom by robbing taxpayers of their freedom to direct public education in the public's interest, based upon the learning process and established knowledge.

 

Problems Compound If Not Corrected

 

No single level of education should be considered in a vacuum…  But it is going on!  The students of colleges are, after all, the graduates of American elementary and secondary schools.  We, the adults and teachers of today, are the graduates of high schools, colleges, and universities in the recent past.  Not only are various levels of American education interrelated, but the problems also feed back upon one another to produce a complex of relationships that affect us all and must be handled wisely.  In professions such as medicine or architecture, failures soon become apparent and are corrected.  A faulty experiment impacting the socio/political mindset may not be detected for two or three generations, when it is too late to reverse and avoid disaster.

 

Academic_freedom

 

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Fri, 26 Oct 2012 07:50:00 -0700 Part Six: Grand Jury Presentment on "Problems in Higher Education" http://davidanorris.posterous.com/part-six-grand-jury-presentment-on-problems-i http://davidanorris.posterous.com/part-six-grand-jury-presentment-on-problems-i

Portions of the Presentment of the Grand Jury for the Eleventh Judicial District of Iowa follow, with words added for clarification in brackets.  Supplemental ideas are italicized.

 

Summary

 

The concrete evidence of failures is well illustrated by the article entitled "New Left's Boasts: We Are Organizing Sedition."  According to the article, the New York Times asked an Iowa State University student where he picked up his radical ideas.  The student referred to a teacher by name and concluded, "He was a history teacher here [Iowa State University] two years ago.  I took a course in Ideas of Western Civilization from him.  That got me started."  There is no doubt that some teachers are guilty of using their status to effectively subvert or undermine the morals and allegiance of some students.

 

Friedrich A. Hayek said, regarding sectarian missionaries, "The whole intellectual climate [is a] complete perversion of language…  Collectivism means the end of truth…  The most effective way of making people accept the validity of the values they are to serve is to persuade them that they are really the same as those which they, or at least the best among them, have always held, but which were not properly understood or recognized before."*

 

The atheistic humanist approach to education is illustrated by events at ISU.  Using scurrilous charges, tenured academic mafia undermined academic freedom and forced the discontinuation of a very popular university course dealing with creation science.  The course violated the secular dogma upon which the God-rejecting theory of evolution, anti-Americanism, and anti-morality are constructed.  The course, taught by a highly ranked professor administrator at Iowa State University, was discontinued, and the professors who bullied that decision into effect did not receive so much as a reprimand.

 

According to an article in the Ames Tribune, May 12, 2007, "Guillermo Gonzalez… [was] denied tenure this semester by Iowa State University."  In this event that became known to the public, Iowa State University denied tenure to gifted astronomer Guillermo Gonzalez, who made the mistake of writing a book that included academic support for intelligent design.  At the same time, the university promoted to full professor with tenure rights in the soft sciences an outspoken leftist, Hector Avalos. As a religious studies professor, he served as the adviser to the ISU Atheist Society.

 

Our investigation indicates that the main reason for the youthful rebellion and attitude of carelessness in student morals is their loss of confidence in the wisdom embedded in their heritage.  Failure to clearly implant these truths detaches future generations from past experience, the very basis of education.

 

In the field of morality, all basic truths have been apprehended.  All the changing conditions we hear so much about do not affect the validity or applicability of the central directives of human conduct.  These truths are demonstrated both by their benefits and by the consequences of disregarding them--those who do fall easily into lawlessness, and harmful addictions, et cetera.  There is no greater contribution a teaching institution can make to human progress and purpose than to endow students at all levels with this knowledge.

 

Those who place their present faith and future hope in law enforcement to conduct humanity to brighter times ignore a fundamental psychological truth.  Legal and material attempts to correct human conduct resulting form improper training must all end in failure.  It is impossible to superimpose an effective code of ethics through compulsion.  Police force provides nothing more corrective than temporary control of faulty behavior that is traceable to education's failure to implant established knowledge of morality and the precepts of individual responsibility.

 

Gonzalez

Dr. Guillermo Gonzalez

 

 

*Friedrich A. Hayek, The Road to Serfdom, Britain, Rutledge, 1944, 174).

 

Image from http://www.public.iastate.edu/~astro/fickwww/calendar2005/mather.html

 

Biography of Dr. Guillermo Gonzalez at http://www.discovery.org/a/4058

 

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Fri, 12 Oct 2012 14:30:00 -0700 Part Two: Grand Jury Presentment of "Problems in Higher Education" http://davidanorris.posterous.com/part-two-grand-jury-presentment-of-problems-i http://davidanorris.posterous.com/part-two-grand-jury-presentment-of-problems-i

 

Portions of the Presentment of the Grand Jury for the Eleventh Judicial District of Iowa follow, with words added for clarification in brackets.  Supplemental ideas are italicized.

 

The American Ideal Reflected in 

the Constitutions of the States

 

Control over the use of government power has always been a test of wills.  The Judeo-Christian approach to government was vehemently opposed by atheists during the writing of the Iowa Constitution.  The following quotations are from the Constitution of the State of Iowa, which is similar to many other state constitutions.

 

1. Preamble:  "We, the People of the State of Iowa, grateful to the Supreme Being for the blessings hitherto enjoyed, and feeling our dependence on Him for a continuation of those blessings, do ordain and establish a free and independent government, by the name of the STATE OF IOWA."

 

2.  Article I, Section 2:  "Government is instituted [by the people] for the protection, security and benefit of the people."

 

3.  Article I, Section 1:  "All men are, by nature, free and equal, and have certain inalienable rights--among which are those of enjoying and defending life and liberty, acquiring, possessing and protecting property, and pursuing and obtaining safety and happiness."

 

4.  Article I, Section 2:  "All political power is inherent in the people."

 

5.  Article I, Section 2:  "They [the people] have the right at all times, to alter or reform the government, whenever the public good may require it."

 

6.  Provision for unrestricted exchange of ideas for education and government policy, no matter how radical, is provided through frequent elections:  candidates for office must go before the public and be chosen by mature citizens at the ballot box.

 

7.  Article IX, Section 3:  "The General Assembly shall encourage by all suitable means the intellectual, scientific, moral and agricultural improvement."

 

2168fcca8f15853c5f_zbm6i2jnc

 

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Mon, 08 Oct 2012 09:37:00 -0700 Part One: Grand Jury Presentment of "Problems in Higher Education" http://davidanorris.posterous.com/part-one-grand-jury-presentment-of-problems-i http://davidanorris.posterous.com/part-one-grand-jury-presentment-of-problems-i

Portions of the Presentment of the Grand Jury for the Eleventh Judicial District of Iowa follow, with words added for clarification in brackets.  Supplemental ideas are italicized.

 

Power to Capture a Nation

Through Indoctrination of Its Youth

 

For many years, psychologists and educators have recognized the processes by which thought and behavioral patterns acquired in youth become the basis for adult motivation. In modern times, thoughtful observers have become progressively aware that moral, social, and political concepts implanted during the time of mental immaturity not only participate in the conduct later in life, but, once acquired, become dominant and often unalterable in the adult.  Thus, captive audiences of immature minds provide powerful and much prized forums for anti-Judeo-Christian, anti-American indoctrination.

 

Educational environments, left unguarded [by politically active citizens and wise legislators], can easily be captured by alien militants and, in due course, transformed into climates of unquestioned social and political opinion.

 

Dr. I. L. Kandell, a refugee from Romania and professor at Columbia University, aptly lamented education devoid of established knowledge, calling it "the most Communist feature of the Communist Revolution and the most Nazi expression of the National Socialist Revolution."

 

A modern term for the atheistic-secular worldview is "political correctness."  Opposing points of view, namely morality, religious liberty, traditional marriage, and the political principles upon which America has prospered, are censored from textbooks and teacher presentations.

 

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Tue, 04 Sep 2012 06:54:25 -0700 The Healing of Citizen Paralysis http://davidanorris.posterous.com/the-healing-of-citizen-paralysis http://davidanorris.posterous.com/the-healing-of-citizen-paralysis

Restoring educational traditions central to American greatness provides the sure basis for strong families, prosperity and limited government for, by and of the people.  Many people are in the dark about the God-rejecting worldview now being imposed upon captive student classrooms and as a result, they do not join in opposition.  

 

We must broadcast anew and persist in upholding the First Principle, that it is creation's God Who is man's Benefactor.  This is the basic principle upon which all other worthy principles follow.  When the First Principle is not publicly upheld by educators (for students to learn), the standards of righteousness that are central to liberty and American greatness soon become fodder for distortion by atheistic secular militants.

 

When we as a people championed the spirit of the First Principle, creation's God Who is man's Benefactor, the meaning of the Declaration of Independence was clear and the war of King George III and his army against Americans failed.

 

Our duty now is to be very public about the fact that reliable standards for law come with knowledge of the nonsectarian Creator-based meaning of the Declaration of Independence and the First Amendment.  In 1835, the significance of this connection was observed by the French lawyer, Alexis de Tocqueville, "… in America, religion is the road to knowledge and the observance of the divine laws leads man to civil freedom…"

 

The rudeness and even hatred exhibited by secular pathfinders when confronted with American principles gives politics a bad name.  They cannot tell the truth and sell their leftist agenda.  This gives us a comparative advantage.  Political involvement and persistence in broadcasting American values is a noble and necessary calling for every freedom-loving American.

 

In the American system of representative government, education central to American greatness will be restored if the people know how it has been altered.  That is the purpose of Restoring Education Central to American Greatness.  I accept no personal remuneration for writing or serving as President of the Heartland Foundation, Inc.  If you have received important insights from this blog, purchase the book, Restoring Education Central to American Greatness, and share it with people you know.  The documentation has been put in book form so that readers such as you can put it into the hands of as many people as possible.

 

"The only thing necessary for the triumph [of evil] is for good men to do nothing" (The Works of Edmund Burke in Nine Volumes, Vol. IX… 172).

 

Prayer, humility and recommitment must be undertaken.  The selfless dedication that made the American Revolution possible is seen in the Great Awakening of 1740 through 1780.  God has provided this specific promise:  "If my people, which are called by my name, shall humble themselves, and pray, and seek my face, and turn from their wicked ways; then will I hear from heaven, and will forgive their sin, and will heal their land" (2 Chronicles 7:14).

 

"As the safety and prosperity of nations ultimately and essentially depend on the protection and the blessing of Almighty God, and the national acknowledgement of this truth is not only an indispensable duty which the people owe to Him, but a duty whose natural influence is favorable to the promotion of that morality and piety without which social happiness cannot exist nor the blessings of a free government be enjoyed."*

 

Book_image

*John Adams in his Proclamation 8 ~ Recommending a National Day of Humiliation, Fasting and Prayer, March 23, 1798 (http://www.presidency.ucsb.edu/ws/index.php?pid=65661).

 

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Sat, 01 Sep 2012 09:12:53 -0700 The Prognosis of Citizen Paralysis http://davidanorris.posterous.com/the-prognosis-of-citizen-paralysis http://davidanorris.posterous.com/the-prognosis-of-citizen-paralysis

Our duty as Americans is clear.  Defending what is right is a cost of freedom that must be paid.  It is the all-important principles advanced in the God-honoring Declaration that provide the moral predicate essential to restrain the use of oppressive government.  Had leaders and educators failed to convey with boldness the God-honoring principles from the beginning, America would be just another of the hapless nations that has flitted in and then out of history.

 

Under the providence of God, we have pushed back the frontiers of tyranny and evil time and again.  America has freed more human beings from the clutches of evil than any nation on earth and we are a relatively young country.  Even though continental Europe, in its posture of pseudo-sophistication, might consider us the country cousin in the family of nations, when those same Europeans needed to be rescued--often from themselves.  We were there to rescue them.  We have done it many times and in many ways around the world.  At enormous cost to ourselves, we have gone into and out of dozens of nations in order to make the world a better place--even those nations that were our deadliest enemies, like Germany and Japan after World War II.  What MacArthur did in Japan, and what the Marshall Plan accomplished in Europe, are without historical equal and they indicate what we believe is our high calling on the planet (Dr. Jack Wheeler, The Ugly Liberal American, page 4, quoted by The Schwarz Report, May 2008, Volume 48, number 5).

 

Ernest Renan, the agnostic, warned his friends that were promoting a socialist utopia:  "Let us enjoy the liberty of the sons of God, but let us take care lest we become accomplices in the diminution of virtue which would menace society if Christianity were to grow weak.  What should we do without it?  If Rationalism wishes to govern the world without regard to the religious needs of the soul, the experience of the French Revolution is there to teach us the consequences of such a blunder."*

 

Rabbi Daniel Lapin is quoted as saying, "Without a vibrant and vital Christianity, America is doomed, and without America, the west is doomed.  Which is why I, an Orthodox Jewish rabbi, devoted to Jewish survival, the Torah, and Israel am so terrified of American Christianity caving in."**

 

Appeasement will not work.  There is no valid reason for the complaint of leftists that conservatives are one-sided and unreasonable in support of their basic principles.  Secular militants do not compromise their atheistic dogma.  The hope that they will change is foolish.  To be at peace with their belief in atheistic exclusivity, they must have control over and displace those who project higher standards.  The struggle between the forces of liberty and those who want an atheistic-secular world is a war of wills.  If we win, they will still be free to fund and promote their own schools.  If they win, we will be slaves to Godless authoritarian rule.

 

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*Ernest Renan's appeal to his agnostic friends, 1866 (http://www.questia.com/googleScholar.qst?docId=5002045047).

** Rabbi Daniel Lapin, noted rabbinic scholar and radio and television host (http://jpfo.org/articles-assd02/christian-nation.htm).>

 

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Mon, 27 Aug 2012 07:34:00 -0700 A Suggested Letter to the Editor of Your Local Newspaper http://davidanorris.posterous.com/a-letter-to-the-editor-of-the-ames-tribune-77979 http://davidanorris.posterous.com/a-letter-to-the-editor-of-the-ames-tribune-77979

Applicable today, the confusion of many now trying to decide which candidates for government service best represent the civic and economic interests of our families and businesses is understandable.  The decline in the quality of what is taught about American history, morality, government and free enterprise comes at no surprise with the secularization of government education and, in my opinion, this is NOT the fault of the great majority of teachers.

 

Articles in the local Ames Tribune* opinion page by an atheistic professor in the religion department of Iowa State University suggest that he MAY not understand two things.  One is the Judeo-Christian Bible and the other is American history.

 

The tone of one's deeply felt religious belief, be it God-honoring or otherwise, and values sought for government, law and education, ARE INSEPARABLE.  Much older than any other text, the Bible has remained intact down throughout history.  The reasons are many, but one is that it resonates with human life experience.  The moral law, John 3:16 and Psalm 23 have no equal.  The Bible tells the truth and it DOES NOT GLOSS OVER the evil done in the name of religion.

 

The power of government comes from the people who fund the gigantic bank called the Public Treasury.  We pay for courthouses, schools, highways, salaries of public servants, etc.  Good government is a tool for protecting life and liberty for the pursuit of happiness.  The God-honoring American Declaration of Independence is universal and immortal in scope.  That Declaration and Bill of Rights, added later to the Constitution, are the design, and the Constitution is the tool for implementing that design.

 

Patriotic Americans applaud diversity.  They recognize, however, that worldly concoctions for diversity that tear down family values, morality and appreciation for the American idea, IN GOD WE TRUST, are evil and totally unacceptable.

 

"Patriotism is as much a virtue as justice, and is as necessary for support of societies as the natural affection is for the support of families.  The Amor Patriae is both moral and a religious duty.  It comprehends not only the love of our neighbors but millions of our fellow creatures, not only the present but of future generations.  This virtue we find constitutes a part of the first character of history."

 

The above essay on patriotism by Dr. Benjamin Rush was published in 1773.  He was a delegate to the Continental Congress and signed the Declaration of Independence.  A devout Christian, Rush established Dickinson College in Carlisle, Pennsylvania, and served as professor of medical theory and clinical practice at the University of Pennsylvania from 1791 to 1813.

 

This particular blog entry is not under copyright, and we encourage you to use it as a template to write a letter to the editor of your own local newspaper.  Use of the blog is increasing by over 1,000 repeat users per month.  You can help restore the American dynamic by informing your friends about this refreshing review of American values provided by Heartland Foundation, Inc.

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*http://amestrib.com/

 

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Thu, 23 Aug 2012 09:21:00 -0700 The Foundational Malady Diagnosed http://davidanorris.posterous.com/the-foundational-malady-diagnosed http://davidanorris.posterous.com/the-foundational-malady-diagnosed

When we observe secular militants without knowing their intentions, we arrive at faulty conclusions.  Their determination is rooted in the fact that morality, the traditional family, and belief in God firmly undermine the power of hierarchical authoritarians.  For them, deception in pursuit of their atheistic world is a virtue.

 

Robert Chandler writes about David Horowitz' testimony before the Kansas House of Representatives regarding "academic freedom."  Horowitz said:  "Entire academic departments and fields are no longer devoted to scholarly pursuits, but have become ideological training and recruitment centers for radical causes."  The departments most suspect are economics, health, history, English, political science, sociology, psychology and anthropology. Add to these departments women's studies, queer studies, black liberation studies, Islamic studies, third-world studies, global warming studies, and so on--you get the picture (Robert Chandler, PhD, with experience in the Department of Defense, State, and the Central Intelligence Agency, Shadow World, One Massachusetts Ave., N.W. Washington, D.C., Regnery Publishing, 2008).

 

David Horowitz writes later in his book Radical Son, "The Marxists and socialists who had been refuted by historical events are now the tenured establishment of the academic world.  Marxism had produced the bloodiest and most oppressive regimes in human history" (New York:  Free Press, 1997).  Citations are from the September 2010 Journal by Dr. David A. Noebel, published by Summit Ministries, Manitou Springs, CO.

 

By far the greatest peril to America today is internal.  It is the secular militants' war against traditional American values. This started when taxpayer-funded universities foolishly caved in to the demand for the old European secular policy of unionization and teachers' independence (tenure guarantees).  Now contemporary liberals gleefully impose their God-rejecting approach to life upon the minds of American youth even in lower-level public schools.

 

Abraham Lincoln understood that it was the dangers from within America, not from the outside, that could destroy America.  He stated:  "What constitutes the bulwark of our own liberty and independence?  It is not our frowning battlements, our bristling seacoasts, the guns of our war steamers, or the strength of our gallant and disciplined army.  Our defense is in the preservation of the spirit that prizes liberty as the heritage of all men, in all lands, everywhere.  Destroy this spirit, and you have planted the seeds of despotism around your own doors."*

 

Ronald Reagan contributes more insight to this grave topic in remarks at a Dallas Ecumenical Prayer Breakfast, delivered on August 23, 1984 in Dallas, Texas:  "Without God, there is no virtue, because there's no prompting of the conscience.  Without God, we're mired in the material, the world that tells us only what the senses perceive… And without God, democracy will not and cannot long endure.  If we ever forget that we're one nation under God, then we will be a nation gone under."**

 

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*Abraham Lincoln, Speech at Edwardsville, Illinois, September 11, 1858, in Roy P. Basler, ed., The Collective Works of Abraham Lincoln, vol. 3 (Boston: 1935), 91-96.  This speech is one of several Lincoln made against slavery, http://www.classicreader.com/book/3766/17/

 

**http://www.americanrhetoric.com/speeches/ronaldreaganecumenicalprayer.htm

 

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Thu, 19 Jul 2012 08:22:00 -0700 Revisionism In the Soft Sciences http://davidanorris.posterous.com/revisionism-in-the-soft-sciences http://davidanorris.posterous.com/revisionism-in-the-soft-sciences

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

 

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

 

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

 

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

97vmk

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

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