Restoring Education Central to American Greatness http://davidanorris.posterous.com David A. Norris Blog posterous.com Fri, 22 Feb 2013 04:19:00 -0800 Part I: Government http://davidanorris.posterous.com/part-i-government-1255 http://davidanorris.posterous.com/part-i-government-1255

American Principle Seven (Part II)

 

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

 

 

The Bill of Rights of Massachusetts provides, with clarity, truth learned from Scripture and the laboratory of history: "The happiness of a people and the good order and preservation of civil government essentially depend upon piety, religion, and morality…"  Citizens in four additional states agreed to ratify the Constitution by adopting the same wording for their state's Bill of Rights.

 

Jefferson emphasized justification for taxpayer-funded education: "The first elements of morality too may be instilled in their minds; such as, when further developed as their judgments advance in strength, may teach them how to work out their own greatest happiness, by shewing them that it does not depend on the condition of life in which chance has placed them, but is always the result of a good conscience, good health, occupation, and freedom in all just pursuits" (Thomas Jefferson, Notes on the State of Virginia, 1782).

 

The Grand Jury for the 11th Judicial District of Iowa investigated problems in higher education.  Their Presentment was adopted unanimously December 23, 1968: "In the field of morality all basic truths have been apprehended.  All the changing conditions we hear so much about [the charm of immoral practices] do not affect [negate] the validity or applicability of the central directives of human conduct.  These truths are demonstrable in terms of benefits and as to how it is that those who disregard them fall easily into alien pitfalls of Fascism, lawlessness, drug addiction, etc.  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."

 

The few teachers who are militantly opposed to the "Laws of Nature and of Nature's God" and limited government, present their dogma with godly charm and the promises of an easier life.  Why is secular Political Correctness so dangerous?  Those who disagree, the good teacher majority and students, dare not present data that disproves what is being taught.  Those who do so are victimized by any number of charges… bigotry, unconcern for the destitute, diversity-hating, whatever.  Consequently, students are not taught about the standards of morality that make self-government, prosperity and liberty possible.

 

What is the price?  Alexander Solzhenitsyn, in his Templeton Address, said: "More than a half century ago, while I was still a child, I recall hearing a number of older people offer the following explanation for the great disasters that had befallen Russia: 'Men have forgotten God: that's why all this has happened.' Since then I have spent well-nigh fifty years working on the history of our Revolution; in the process I have read hundreds of books, collected hundreds of personal testimonies, and have already contributed eight volumes of my own toward the effort of clearing away the rubble left by upheaval.  But if I were asked today to formulate as concisely as possible the main cause of the ruinous Revolution that swallowed up some sixty million of our people, I could not put it more accurately than to repeat: 'Men have forgotten God; that's why all this has happened'" (Alexander Solzhenitsyn, Men Have Forgotten God, The Templeton Address, 1983, in National Review, July 22, 1983, 873, quote from David A. Noebel, Understanding the Times, 247-8).

 

The solution requires restoring the intent and meaning of the Bill of Rights that will restore the parents' freedom to choose from among schools that must compete for students.

 

 

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Tue, 12 Feb 2013 06:21:00 -0800 Part I: Government http://davidanorris.posterous.com/part-i-government-57375 http://davidanorris.posterous.com/part-i-government-57375

American Principle Six (Part II)

 

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

 

 

The people as sovereigns have no right to delegate powers to government that are unjust.  Citizens have the right to the fruits of their labor from irrational and confiscatory taxes.  Those in the judiciary have the very serious responsibility to uphold lawsuits, finding that legislators or government administrators are violating the unalienable rights to equal treatment under the law intended by the Constitution.

 

The limited uses of government powers are addressed in 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 citizen self-reliance], and secure the Blessings of Liberty [from oppression] to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America."

 

In Abraham Lincoln's immortal speech, he emphasized that we, as a people, look to God's law for justice and liberty.  He dedicated the field where thousands gave their lives at Gettysburg, saying, "That this nation, under God, shall have a new birth of freedom--and that government of the people, by the people, for the people, shall not perish from the earth" (The Gettysburg Address, Gettysburg, Pennsylvania, November 19, 1863).

 

Some delegates to the Constitutional Convention believed these principles of the Declaration of Independence for guiding government action would prevail without amending the Constitution because many states had adopted a Bill of Rights.  Framers at the national level felt the Constitution was adequate because they just spent four months designing ways to expose and remove evil men from government and encourage honorable employees to stay.  Obviously the delegates did not anticipate the pervasiveness of the federal judiciary as it has since developed.  Ultimately the Founders at the state level made a most significant contribution by insisting that the nation's Constitution be amended by a Bill of Rights.

 

Regardless of the rank of those in government, they are the servants, and the citizens who established the Constitution are the sovereigns.  Having it any other way is a return to the long history of tyranny from the hands of evil men powered by government.

 

 

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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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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

 

Book_image

 

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Tue, 04 Dec 2012 14:55:00 -0800 State of Iowa Bill of Rights II http://davidanorris.posterous.com/state-of-iowa-bill-of-rights-ii http://davidanorris.posterous.com/state-of-iowa-bill-of-rights-ii

This law follows the right to life and liberty from government oppression, principles of the Declaration of Independence.

 

Protection of the citizens from authoritarian judges depends upon preserving the intent of the law in the matter of unalienable citizen rights.  This depends upon discontinuation of fascistic tenure guarantees that empower leftist law professors to prevent the school administrators from controlling what is taught to those who may later become judges.

 

Twice tried--bail. SECTION 12. No person shall after acquittal, be tried for the same offense.  All persons shall, before conviction, be bailable, by sufficient sureties, except for capital offenses where the proof is evident, or the presumption great.

Habeas corpus. SECTION 13. The writ of habeas corpus shall not be suspended, or refused when application is made as required by law, unless in case of rebellion, or invasion the public safety may require it.

Military. SECTION 14. The military shall be subordinate to the civil power.  No standing army shall be kept up by the state in time of peace; and in time of war, no appropriation for a standing army shall be for a longer time than two years.

Quartering soldiers. SECTION 15. No soldier shall, in time of peace, be quartered in any house without the consent of the owner, nor in time of war except in the manner prescribed by law.

Treason. SECTION 16. Treason against the state shall consist only in levying war against it, adhering to its enemies, or giving them aid and comfort.  No person shall be convicted of treason, unless on the evidence of two witnesses to the same overt act, or confession in an open court.

Bail--punishments. SECTION 17. Excessive bail shall not be required; excessive fines shall not be imposed, and cruel and unusual punishment shall not be inflicted.

Eminent domain--drainage ditches and levees. SECTION 18. Private property shall not be taken for public use without just compensation first being made, or secured to be made to the owner thereof, as soon as the damages shall be assessed by a jury, who shall not take into consideration any advantages that may result to said owner on account of the improvement for which it is taken.

The general assembly, however, may pass laws permitting the owners of lands to construct drains, ditches, and levees for agricultural, sanitary or mining purposes across the lands of others, and provide for the organization of drainage districts, vest the proper authorities with power to construct and maintain levees, drains and ditches and to keep in repair all drains, ditches, and levees heretofore constructed under the laws of the state, by special assessments upon the property benefited thereby.   The general assembly may provide by law for the condemnation of such real estate as shall be necessary for the construction and maintenance of such drains, ditches and levees, and prescribe the method of making such condemnation.  Paragraph 2 added 1908, Amendment [13].

Imprisonment for debt. SECTION 19.  No person shall be imprisoned for debt in any civil action, on mesne or final process, unless in case of fraud; and no person shall be imprisoned for a militia fine in time of peace.

Right of assemblage--petition. SECTION 20.  The people have the right freely to assemble together to counsel for the common good; to make known their opinions to their representatives and to petition for a redress of grievances.

Attainder--ex post facto law--obligation of contract. SECTION 21.  No bill of attainder, ex post facto law, or law impairing the obligation of contracts, shall ever be passed.  Referred to in S12E.11, 16.2 of the Code.

Resident aliens. SECTION 22.  Foreigners who are, or may hereafter become residents of this state, shall enjoy the same rights in respect to the possession, enjoyment and descent of property, as native born citizens.

Slavery--penal servitude. SECTION 23.  There shall be no slavery in this state; nor shall there be involuntary servitude, unless for the punishment of crime.

Agricultural leases. SECTION 24.  No lease or grant of agricultural lands, reserving any rent, or service of any kind, shall be valid for a longer period than twenty years.  Referred to in S461A.25 of the Code.

Rights reserved. SECTION 25.  This enumeration of rights shall not be construed to impair or deny others, retained by the people.

 

Iowa-state-flag

Image from http://www.elcivics.com/state-lessons/iowa-lesson-1.html

 

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Thu, 29 Nov 2012 13:32:00 -0800 State of Iowa Bill of Rights I http://davidanorris.posterous.com/state-of-iowa-bill-of-rights-i http://davidanorris.posterous.com/state-of-iowa-bill-of-rights-i

This law follows the right to life and liberty from government oppression, principles of the Declaration of Independence.

 

Protection of the citizens from authoritarian judges depends upon preserving the intent of the law in the matter of unalienable citizen rights.  This depends upon discontinuation of fascistic tenure guarantees that empower leftist law professors to prevent the school administrators from controlling what is taught to those who may later become judges.

 

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, the boundaries whereof shall be as follows:

 

ARTICLE I. BILL OF RIGHTS.

Rights of persons. SECTION 1. All men and women 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.  Amended 1998, Amendment [45].

Political power. SECTION 2. All political power is inherent in the people.  Government is instituted for the protection, security, and benefit of the people, and they have the right, at all times, to alter or reform the same, whenever the public good may require it.

Religion. SECTION 3. The general assembly shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; nor shall any person be compelled to attend any place of worship, pay tithes, taxes, or other rates for building or repairing places of worship, or the maintenance of any minister, or ministry.

Religious test--witnesses. SECTION 4. No religious test shall be required as a qualification for any office, or public trust, and no person shall be deprived of any of his rights, privileges, or capacities, or disqualified from the performance of any of his public or private duties, or rendered incompetent to give evidence in any court of law or equity, in consequence of his opinions on the subject of religion; and any party to any judicial proceeding shall have the right to use as a witness, or take the testimony of, any other person not disqualified on account of interest, who may be cognizant of any fact material to the case; and parties to suits may be witnesses, as provided by law. Referred to in S729.1 of the Code.

Dueling. SECTION 5. Repealed 1992, Amendment [43].

Laws uniform. SECTION 6. All laws of a general nature shall have a uniform operation; the general assembly shall not grant to any citizen, or class of citizens, privileges or immunities, which, upon the same terms shall not equally belong to all citizens.

Liberty of speech and press. SECTION 7. Every person may speak, write, and publish his sentiments on all subjects, being responsible for the abuse of that right.  No law shall be passed to restrain or abridge the liberty of speech, or of the press.  In all prosecutions or indictments for libel, the truth may be given in evidence to the jury, and if it appears to the jury that the matter charged as libelous was true, and was published with good motives and for justifiable ends, the party shall be acquitted.

Personal security--searches and seizures. SECTION 8. The right of the people to be secure in their persons, houses, papers and effects, against unreasonable seizures and searches shall not be violated; and no warrant shall issue but on probable cause, supported by oath or affirmation, particularly describing the place to be searched, and the persons and things to be seized.

Right of trial by jury--due process of law. SECTION 9. The right of trial by jury shall remain inviolate; but the general assembly may authorize trial by a jury of a less number than twelve men in inferior courts; but no person shall be deprived of life, liberty, or property, without due process of law.  See also R.Cr.P. 2.17, 2.21(2), 2.67; R.C.P. 1.902, 1.903, 1.1108.

Rights of persons accused. SECTION 10. In all criminal prosecutions, and in cases involving the life, or liberty of an individual the accused shall have a right to a speedy and public trail by an impartial jury; to be informed of the accusation against him, to have a copy of the same when demanded; to be confronted with the witnesses against him; to have compulsory process for his witnesses; and, to have the assistance of counsel. See S602.1601 of the Code.

When indictment necessary--grand jury.  SECTION 11. All offenses less than felony and in which the maximum permissible imprisonment does not exceed thirty days shall be tried summarily before an officer authorized by law, on information under oath, without indictment, or the intervention of a grand jury, saving to the defendant the right to appeal; and no person shall be held to answer for any higher criminal offense, unless on presentment or indictment by a grand jury, except in cases arising in the army, or navy, or in the militia, when in actual service, in time of war or public danger.

The grand jury may consist of any number of members not less than five, nor more than fifteen, as the general assembly may by law provide, or the general assembly may provide for holding persons to answer for any criminal offense without the intervention of a grand jury.  Paragraph 2 added 1884, Amendment [9]; Paragraph 1 amended 1998, Amendment [46]; As to indictment and the number of grand jurors, see R.Cr.P.2.3, 2.4; Magistrate jurisdiction, see S602.6405 of the Code.

 

Iowa_capitol

Capitol Building of the State of Iowa

Des Moines, Iowa

 

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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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Fri, 16 Nov 2012 09:37:00 -0800 The First Amendment is the Most Important Amendment http://davidanorris.posterous.com/the-first-amendment-is-the-most-important-ame http://davidanorris.posterous.com/the-first-amendment-is-the-most-important-ame

The most important of all the amendments to our Constitution is the First Amendment:  "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances."

 

In the 1947 Everson v. Board of Education decision, the Supreme Court majority discarded the principle for control of government by law (government limited by laws instituted by citizen sovereigns).  They displaced it with control of government by man (top down authoritarianism).  Quoting Alexander Hamilton:  "Government is frequently and aptly classed under two descriptions, a government of FORCE [changeable decrees by authoritarian man], and a government of LAWS [governments that derive 'their just powers' from the consent of the governed], the first is the definition of despotism--the last Liberty" (Tully Papers, 1794).  These two approaches to governing society have been at war against one another throughout human history.

 

The Everson v. Board of Education decision clearly compromised "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof…" The judges altered the Constitution at the core of its meaning.  Power-hungry judges and politicians, along with fellow travelers in education, the media and monopoly union bosses, are now working overtime.  They are leveraging the judge-created right that empowers liberals to impose government establishment monopoly in public education, preventing the competition of ideas by moral religions.  The power to impose false renditions of truth upon  captive government classrooms and poison youthful minds is being used to confuse, marginalize and rule new generations.

 

"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 of later life, but, once acquired, such concepts become dominant and often unalterable in the adult" (Story County Grand Jury, in and for the 11th Judicial District of Iowa, 1969).

 

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Mon, 22 Oct 2012 08:50:00 -0700 Part Five: Grand Jury Presentment of "Problems in Higher Education" http://davidanorris.posterous.com/part-five-grand-jury-presentment-of-problems http://davidanorris.posterous.com/part-five-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.

 

Observations in the Problem Area

 

III.  Radicals use tactics that blatantly ignore the basic teaching standard of honesty.  It is not unusual to hear them proclaim the virtues of equality and love, and extol violence, hatred and the use of harmful drugs in the same speech.  In their effort to present a one-sided picture, they suppress opposing views.  One jury interviewee [a professor] stated his concern--if students hear a lie often enough, some will believe it!

 

IV.  Radicals' tactics are aggressive, domineering and, when needed, ruthless in character.  In such cases, students and other teachers with average courtesy are no match.  The most aggressive [teachers] prevail over those who feel obligated to spend their time teaching and learning rather than contending with and being buffeted by verbal terrorism.  One of the radicals' tactics is rule by policy committee domination.  They pressure administrators to relinquish their duty in a specific area and turn it over to a committee.

 

These practices by employees all fall below what the taxpaying public, in our opinion, expect and have a right to expect of the teachers they hire.

 

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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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Sat, 06 Oct 2012 09:32:00 -0700 Original Purpose Destroyed by Union Control http://davidanorris.posterous.com/original-purpose-destroyed-by-union-control http://davidanorris.posterous.com/original-purpose-destroyed-by-union-control

 

It was my privilege to chair a Grand Jury for the Eleventh Judicial District of Iowa that investigated activities at Iowa State University and made several recommendations for changes in higher education. 

 

The Grand Jury members all contributed to the report.  There was a considerable amount of material to review.  A few campus administrators and members of the faculty met with us to give their perspective.  Following each meeting, I wrote a brief of what seemed relevant and presented it to the jury members at the next meeting.  The members approved most all of my draft, which later became the Presentment, unanimously approved by the jury.

 

The original purpose of universities was freedom of 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.

 

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 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.

 

Rev. Charles Finney is quoted as saying, "The time has come that Christians must vote for honest men and take consistent ground in politics…  Politics are a part of religion in a country such as this and Christians must do their duty to their country as a part of their duty to God…  God will bless or curse this nation according to the course Christians take in politics."*

 

Arrangements were made for a local print shop to reproduce and handle requests for copies of the Presentment.  Later, I received a call from them informing me that the university had purchased the remaining copies, so I instructed them to print five hundred more.  Portions of the Presentment will follow in the next blog post.

 

Grand_jury_report

*http://www.trumpetofheritage.org/

 

 

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Fri, 21 Sep 2012 09:34:00 -0700 The Supreme Judge http://davidanorris.posterous.com/the-supreme-judge http://davidanorris.posterous.com/the-supreme-judge

The Declaration of Independence, unanimously adopted by Congress, made four specific references to political reliance upon Higher Authority.  This was not done hesitatingly.*

 

~  Higher authority is the resource that feeds the branches of liberty, "the laws of Nature and Nature's God"

~ "That all men are created equal, that they are endowed by their Creator with certain unalienable rights…"

~ "Appealing to the Supreme Judge of the world for the rectitude of our intentions…"

~  "With a firm reliance on the protection of divine Providence…"

 

A liberal judge says we make mistakes, but this discussion is not about mere mistakes.  Liberty-loving Americans need to be blunt about this.  What we are talking about is the colossal error of rejecting the universal and impartial Laws of Nature and creation's God that reversed thousands of years of authoritarian exploitation and human deprivation.  We have a National Day of Prayer.  We have paid chaplains in our Congress and military to emphasize the importance of faith.  When the Supreme Court comes out, the crier yells, "God save America."  This was made even more explicit when in 1954, "One nation under God" was added for the invocation of the Pledge of Allegiance.  It is time to expose the fascistic exclusivity of the pagan religion demanded by liberal-minded judges, educators and politicians.

 

John Adams, a preeminent lawyer and Founding Father had something to say about the Author of liberty.  Benjamin Rush wrote in a letter, "I sat next to John Adams in Congress, and upon my whispering to him and asking him if he thought we should succeed in our struggle with Great Britain, he answered me, 'Yes, if we fear God and repent of our sins.'"**

Goddesslibertywatchingdeclaration-of-independence-signing-300x201

 

*For a review of the harmful laws imposed by unelected judges, see Chapter 6 in Restoring Education Central To American Greatness and "High Courts and Misdemeanors" by R.P. George, at http://touchstonemag.com/archives/print.php?id=17-08-026-f.

**Benjamin Rush, "Letters of Benjamin Rush", L.H. Butterfield, editor (NJ: American Philosophical Society, 1951), Vol. I, 532-536, to John Adams on February 24, 1790 (http://www.partyof1776.net/p1776/issues/Sins/contents.html).>

 

Image from http://blog.beliefnet.com/on_the_front_lines_of_the_culture_wars/2011/07/so-w...

 

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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."**

 

Image_child_to_school

 

*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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Mon, 06 Aug 2012 14:34:00 -0700 Marxism and Tenure Law http://davidanorris.posterous.com/marxism-and-tenure-law http://davidanorris.posterous.com/marxism-and-tenure-law

Perhaps the most virulent among the education strategists in American universities and colleges are the Marxists.  

 

The five paragraphs noted below are from the book Understanding the Times by Dr. David A. Noebel, published by Harvest House Publishers, Manitou Springs, Colorado, in 1999, pages 19-20.  Citation sources detailed in the book are listed in parentheses.

 

"The strides made by Marxism at American universities in the last two decades are breathtaking," says New York University's Herbert London.  He reports that two self-declared "Marxist historians, Eugene Genovese and William A. Williams, were elected presidents of the Organization of American Historians in successive elections.  Louise Kampf, a radical with Marxist predilections, was elected president of the Modern Languages Association" (Herbert London).

 

"The field of American history has come to be dominated by Marxists and feminists" (Dr. Arnold Beichman and Professor John P. Diggens, Accuracy in Academia Campus Report, July/August 1987).

 

"Marxist academics are today's power elite in the universities" (Georgie Anne Geyer, "Marxism Thrives on Campuses," a Denver Post article, quoted by Arnold Beichman, August 29, 1989, B7).

 

"The complexion of education in everything from genetics to sociology and psychology has become decidedly, materialistic" (Malachi Martin, The Keyes of This Blood, "The Rising Tide of Marxists' Interpretation of History, Law, Religion and Scientific Inquiry," 262).

 

It is believed that there are at least "ten thousand Marxist professors on America's campuses" (David B. Richardson, "Marxism in US Classrooms," US News and World Report, January 25, 1982, 42-45).

 

Without the senseless intrusion of collective bargaining authority for unions and teacher tenure laws, Marxism could never have become rooted in public education.  

 

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Thu, 02 Aug 2012 13:16:00 -0700 Let's Compare, Shall We? http://davidanorris.posterous.com/lets-compare-shall-we-99380 http://davidanorris.posterous.com/lets-compare-shall-we-99380

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Thu, 26 Jul 2012 07:48:27 -0700 Monopoly Money http://davidanorris.posterous.com/monopoly-money http://davidanorris.posterous.com/monopoly-money

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

 

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

 

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

 

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

 

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

Bullies

 

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

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

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

 

Monopoly_money_100

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Mon, 23 Jul 2012 10:48:59 -0700 Teacher Union Contracts http://davidanorris.posterous.com/teacher-union-contracts http://davidanorris.posterous.com/teacher-union-contracts

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

 

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

 

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

 

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

 

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

 

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

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

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Fri, 08 Jun 2012 19:33:00 -0700 John Adams: A Government of Laws and Not of Men http://davidanorris.posterous.com/john-adams-a-government-of-laws-and-not-of-me http://davidanorris.posterous.com/john-adams-a-government-of-laws-and-not-of-me

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

 

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

 

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

 

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

 

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

 

Stuart_adams_john_c1800_15_ngdc

John Adams

2nd President of the United States

1735 - 1826

 

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

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

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

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

 

 

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