Restoring Education Central to American Greatness http://davidanorris.posterous.com David A. Norris Blog posterous.com Mon, 08 Apr 2013 11:46:47 -0700 Part I: Government/Chapter 2, P 36, 37 http://davidanorris.posterous.com/part-i-governmentchapter-2-p-36-37 http://davidanorris.posterous.com/part-i-governmentchapter-2-p-36-37

 

The Sovereignty Of Man

Under the Impartial God Of Creation Over Government

 

 

In 1772, Samuel Adams stated: "The right to freedom being a gift from God Almighty . . . the rights of Christians may be best understood by reading and carefully studying the institutions of the great Law Giver which are to be found clearly written and promulgated in the New Testament."  Disrespect for Authority: Being under authority is not being under control.  It is being under God's protection.  The help provided by God-ordained authorities can be illustrated by the protective wall or "breakwater" that shields boats in a harbor from devastation.  Getting a boat into the harbor may be inconvenient, but the barrier tames the waves and keeps boats safe.  Similarly husbands, parents, employers, and police may be an inconvenience at times, but they play an important role in our progress.  God's benevolent instruction is evident at several levels of responsibility and authority for government (Romans 13:1-3).

 

The first level of government is individual self-government.  Lasting success comes by giving attention to God's standards, the laws of creation's nature that were the norm before man's rebellion opened the door for Satan's influence.  Big government, the abundance of police, prisons, and hospitals are the consequences of sinful life practices.  When man restrains his own selfish impulses and desires, the tyranny and exploitation of big government can be avoided.

 

The second level of government is the family.  From the beginning, it has been the holy commitment of one man and one woman in marriage that has defeated the will of Satan in his war against civilization.  God instituted marriage to facilitate companionship and the nurturing of children in the Truth.  The husband cares for his wife in a loving way, and she respects him (Eph. 5:22-33).  Parents are responsible for the education of their children.  By learning to honor and obey their parents, children also learn to honor the lordship of God and become responsible citizens (Eph. 6:1,4; Prov. 15:5).  The Bible makes it clear that property ownership and wealth come through labor, while laziness produces poverty (Prov. 10:4-5). Recognition of this aspect of the laws of creation's nature benefits families (1 Tim. 5:8; Prov. 31:13-27).

 

The third level of government is the voluntary union of people belonging to a church, churches of different denominations to evangelize and edify citizens through Biblical principles for faith and community (1 Tim. 5:17) and discipline (Matt. 18:16-19).  Churches also have the Bible mandate to be societal caregivers (1 John 3:17).  Families and churches are united in the promotion of citizen self-reliance and limited civil governments.

 

The fourth level of government is civil government on local, regional and national levels.  Its prime function is to protect the citizens from criminals inside and outside government and from external aggression (Rom. 13:1-4; 1 Pet. 2:13-14).

 

 

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Tue, 02 Apr 2013 06:21:44 -0700 Part I: Government http://davidanorris.posterous.com/part-i-government-61143 http://davidanorris.posterous.com/part-i-government-61143

Conclusion (Part II)

 

Immortal Principles Central To Liberty and American Greatness

 

 

The tragic support for radical teacher privilege can be traced to changes in what many law students are being taught.  In the 1870s, Christopher C. Langdell, Dean of the Harvard Law School, discarded the foundational basis for law upon which greatness has been achieved in America: "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.  That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed…"

 

Langdell's fellow travelers are themselves victims of bad education.  According to them, no lasting absolutes upon which laws can be framed exist.  Instruction that fortifies the enemies of William Blackstone's Commentaries on Common Law is BAD education.  Blackstone's Commentaries were used by law students up through Abraham Lincoln's time.  It took several decades for the secularized instruction in law schools to compromise American jurisprudence.  The Commission on Excellence in Education emphasizes what is happening, "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).

 

"Human history records the ongoing effort by men to substitute man-made law for the [unrelenting] laws of God and creation's nature."  Laws contrived by men end in disaster because they reject the existence of moral absolutes.  The consequences of this are clearly apparent today in America.  Quoting Alexander Solzhenitsyn, who documented the extermination of tens of millions of innocent victims in order to create a socialistic utopia in his homeland, "man has forgotten God" (quotes in this paragraph are from Understanding the Times, an exceptional resource, by David A. Noebel, Harvest House Publishers).

 

Enslavement by authoritarians' regulations and excessive taxation could not occur if Americans were being taught American history.  Renewed exposure to the God-honoring principles of the American Declaration of Independence is our most powerful weapon.  The light of truth fortifies the minds of men and women, boys and girls.  We believe these principles because they reflect the unrelenting power of creation's God.

 

We serve God.  The most significant change that came from the American war for independence is that the people were recognized by law to be sovereigns under God, over government.  Citizen self-rule replaced self-anointed authoritarians.  Government officials were recognized for what they are--servants of the people.

 

The Spiritual Awakening of 1740 through 1780 drove the selfless dedication that brought the American Revolution to a successful conclusion.  We have this 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).

 

 

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Fri, 29 Mar 2013 09:56:37 -0700 Part I: Government http://davidanorris.posterous.com/part-i-government-2233 http://davidanorris.posterous.com/part-i-government-2233

Conclusion (Part I)

 

Immortal Principles Central To Liberty and American Greatness

 

 

"Without learning, men are incapable of knowing their rights, and where learning is confined to a few people, liberty can be neither equal nor universal" (Dr. Benjamin Rush, Essay, 1786).

 

Our families and nation are at risk.  Where moral law ends, tyranny begins.  Some sixty years ago, public schools were still circulating the A Golden Treasury From The BIBLE pamphlet full of wholesome character-building Bible verses.  The God-rejecting secular worldview imposed upon education by control of just a few militant teachers, protected by union contract negotiators, has undoubtedly put our nation "conceived in liberty" to the ultimate test.

 

The tactics of a small group of tenured teachers have forcibly elevated sexual promiscuity, infanticide and other practices devastating to students and society to the status of education legitimacy.  Because of the tactics of secular militants, good teachers, students and even the taxpayers who pay the teachers' salaries, are afraid to object.  These few radicals have the power to totally disrupt the education process.  School administrators know this.  Teacher tenure laws, approved by current state laws, force administrators to leave bad teachers in control of the God-rejecting anti-Christian education climate.

 

This is not a strictly religious matter.  The consequences of rejecting the life-enhancing Laws of Nature are easily seen in daily experience.  Even though some parents do not give creation's God credit for life-enhancing standards, they take their children out of government public schools to avoid exposing them to evil suggestiveness.

 

What do we mean by LIBERTY?  We do not need new principles to solve our problems.  We need America; meaning, we need to advance again and apply the civic values of the American Judeo-Christian heritage.  The Preamble (purpose) for the Constitution reads to "… secure the BLESSINGS of LIBERTY to ourselves and our posterity…"  If we do not succeed in alerting our young people, our friends and others, to what the enemies of American liberty are accomplishing, there will no longer be the kind of liberty that inspires the "BLESSINGS of LIBERTY for our posterity [descendants]."  The purpose of the Constitution includes "… 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).  If we do not succeed in alerting others, ill-advised politicians will, at the expense of taxpayers, justify benefits for voters from birth to grave.

 

 

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Tue, 12 Mar 2013 06:32:00 -0700 Part I: Government http://davidanorris.posterous.com/part-i-government-57285 http://davidanorris.posterous.com/part-i-government-57285

American Principle Eleven (Part II)

 

Government and Union Monopolies Involving Education

Or Religion Are Prohibited--For Liberty's Sake


"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.'"

First Amendment, Constitution of the United States

 

 

Education that does not teach the timeless Creator-based principles, outlined in the Declaration of Independence, empowers the enemies of America and the people's right to liberty from oppressive government employees.  "Without learning, men are incapable of knowing their rights, and where learning is confined to a few people, liberty can be neither equal nor universal" (Dr. Benjamin Rush, Essay, 1786; Dr. Rush was a highly regarded physician and signer of the Declaration of Independence).  Freedom from tyrants of the mind requires that government be prohibited from being a part of or permitting monopolies over education, religion and political unions.  It is the duty of government to encourage competition between them in America.

 

The Following Was Taken From Chapter Nine

 

Even though some judges are soft on crime, "One of every 100 adults are in jail or prison, according to a new report documenting America's rank as the world's No. 1 incarcerator," according to a new study by the nonpartisan Pew Center on the States.  With more than 2.3 million people behind bars, the United States leads the world in both the number and percentage of residents it incarcerates" (David Crary, New York Associated Press, February 28, 2008).

Graph_for_principle_11_pic

These are merely symptoms of the consequences of the secularization of education in government schools.  Far greater damage is the hidden loss to the soul of America, including the loss of the people's discernment needed for choosing public officials.


First Amendment law, intended to prevent the suppression of the right of parents to choose between competing education suppliers for their children's education, is superior to all other laws--national, state and local.

 

 

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Thu, 07 Mar 2013 13:42:00 -0800 Part I: Government http://davidanorris.posterous.com/part-i-government-50006 http://davidanorris.posterous.com/part-i-government-50006

American Principle Eleven (Part I)

 

Government and Union Monopolies Involving Education

Or Religion Are Prohibited--For Liberty's Sake


"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.'"

First Amendment, Constitution of the United States

 

 

The delegates to the Constitutional Convention were concerned about the use of government power by what Thomas Jefferson called "Tyrants of the Mind."  Instead of government being the servant of the people, tyrants override the people's authority and gradually take control of what schools teach.  The family and the teaching of American history become early victims.  Students are dumbed down.  Secular open-minded morality and class envy divide families and communities.  Fellow travelers in the judiciary reject the historical application of First Amendment law.  In later chapters we document the inroads of harmful law.

 

Government-sanctioned teacher tenure guarantees are a violation of the First Amendment.  Privileged government teachers lead toward the same devastating consequences as the government-sanctioned church imposed on medieval Europe.  Experience with tyrants of the mind is the reason for the First Amendment.

 

Tyrants of the mind are bullies.  The creation of fear enables the few to overpower school administrators hired by the people to run schools in the public interest.  The weapons used include bad-mouthing and the ruin of the reputations of good administrators and teachers who dare to challenge leftist "politically correct" militants.

 

Editors of the book Speeches That Changed the World started with the Ten Commandments (Exodus 20:1-17) and Christ's Sermon on the Mount (Matthew 5-7).  These editors recognized the good that believers have contributed to society and the superior quality of the Bible as literature.  Speeches That Changed the World included speeches by two Darwinian evolutionists, Adolf Hitler and Joseph Stalin.  Their leadership did influence the world.  The murder of millions of innocent people demonstrates the depths to which the open-mindedness of Darwin's God-rejecting Origin of the Species dogma can take men.

 

As always happens, those who reject the envelope of the life-enhancing "Laws of Nature and of Nature's God" eventually self-destruct.  The problem now in America is the damage being done to the minds of millions of our youth who will soon be leaders.

 

"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" (Grand Jury study of problems in higher education for the Eleventh Judicial District of Iowa, chaired by David A. Norris).

 

"The first national study of four common sexually transmitted diseases among girls and young women has found that one in four [is] infected with at least one of the diseases, U.S. health officials reported Tuesday" (Lawrence K. Altman, New York Times, March 11, 2008).  One in four U.S. teenage girls have STDs.  The diseases, which are infections caused by bacteria, viruses and parasites, can produce acute symptoms… and potentially fatal pregnancy… and cervical cancer.  The two most common sexually transmitted diseases, or STDs, among all the participants tested were HPB at 18 percent, and chlamydia at 4 percent, according to the analysis portion of the National Health and Nutrition Examination Survey.

 

An honest evolutionist: "Evolution is unproved and unprovable.  We believe it only because the only alternative is special creation which is unthinkable" (Sir Arthur Keith, citation in Wallie A. Criswell's Did Man Just Happen?, Grand Rapids MI: Zondervan, 1973).

 

Education worthy of the name will emphasize that the president, congress and the judiciary are servants of, by and for the people who are the sovereigns under creation's God.

 

 

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Tue, 26 Feb 2013 10:18:00 -0800 Part I: Government http://davidanorris.posterous.com/part-i-government-13277 http://davidanorris.posterous.com/part-i-government-13277

American Principle Eight

 

The Overriding Concern When Writing the Constitution

Was Imposing a Check On Man's Sin-Prone Behavior

 

"He has combined with others to subject us jurisdiction [control] foreign to our Constitution and unacknowledged by our laws, giving his assent to their acts of pretended legislation."

Declaration of Independence

 

 

A high priority when framing the Constitution was to expose government officials who persist in rejecting the message of their own conscience for the short-lived benefits of dishonesty and immoral conduct.

 

Upholding the responsibilities of civility is the necessary predicate for a liberty-friendly Constitution; liberty being the absence of authoritarian oppression.  This dictates the values that must be upheld by legislators, judges and administrators.  These values include sacredness of the family - one man and one woman in marriage; upholding the right to life and liberty, meaning citizen self-rule; equal treatment by law for all, leaders and non-leaders; protecting the labors of citizens' property rights, meaning to keep thieves out of the corn crib and taxes low; respect for God-honoring leaders.  And absolutely no government involvement in education and church except supporting unfettered competition among education and religion providers.  This protects the people's right as sovereigns to choose.  The people can be trusted (historic "rule of law"); government officials cannot be trusted (historic "rule of man").  The clear lesson from history is that government-established education, church authorities, and sanctioned monopoly unions empower tyrants who confuse, exploit and enslave.

 

The testimony of the Constitutional Fathers reminds us that government must be continually restored to the control of law-abiding citizens.

 

"But there is a Degree of Watchfulness over all Men possessed of Power or influence upon which the liberties of mankind much depend.  It is necessary to guard against the Infirmities of the best as well as the Wickedness of the worst of Men.  Such is the Weakness of human Nature that Tyranny has oftener sprang from than any other Source.  It is this that unravels the Mystery of Millions being enslaved by a few" (Samuel Adams, Letter to Elbridge Gerry, 1784, emphasis by Adams, Samuel Adams was a Delegate to the First Continental Congress, 1774; signed the Declaration of Independence, 1776: member of Massachusetts State Constitutional Convention, 1781).

 

"Show me that age and country where the rights and liberties of the people were placed on the sole chance of their rulers being good men, without a consequent loss of liberty!  I say that the loss of that dearest privilege has ever followed, with absolute certainty, every such mad attempt" (Patrick Henry, Virginia Convention for accepting or rejecting the Federal Constitution, 1788).

 

James Madison wrote, "The only distinction between freedom and slavery consists of this: in the former state, man is governed by laws to which he has given his consent, either in person or, by his representative.  In the latter he is governed by the will of another…  If men were angels, no government would be necessary" (cited by Forrest McDonald, The Intellectual Origins of the Constitution, Lawrence, Kansas, University of Kansas Press, 1985, 160 and 205 respectively).

 

 

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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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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, 08 Feb 2013 10:00:00 -0800 Part I: Government http://davidanorris.posterous.com/part-i-government-54471 http://davidanorris.posterous.com/part-i-government-54471

American Principle Six (Part I)

 

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

 

 

Americans established government when covenanting to share a small portion of their God-given rights to use force and keep thieves out of the corncrib.  The tax revenues provided by the people, as sovereigns under God, give government its power to function.

 

George Washington, who chaired the Constitutional Convention, wrote about the dangers of government:  "Government is not reason; it is not eloquent; it is force.  Like fire, it is a dangerous servant and a fearful master."  The original unamended Constitution provides the nuts and bolts needed to curtail the abuse of power by government employees.  The Constitution was tailored to expose and remove government employees who use the people's treasury to purchase fame for themselves and twist the liberating self-government role of the people as intended by constitutional law.  The delegates identified the self-serving principles used by dishonest men and built in many compliant checks between officials and departments whose limited powers are detailed.

 

In like manner, automobiles need nuts and bolts such as brakes, accelerator control and lights to work safely.  Tools need a second set of laws to maintain their limited use and purpose.  The predicate limiting the use of automobiles includes speed limits, stop signs and no-travel zones.  The predicate limiting the use of government power includes the Creator-based Declaration of Independence and the Bill of [unalienable God-given human] Rights law.  The emphasis of these charters is that the monopoly power of government must never be granted to church or religious leaders, education, media or other privilege-seeking unions.  Permitting government establishment of these entities ALWAYS ends up with power-seeking authoritarians leveraged by law.  They then confuse, mislead and control the people with distorted versions of truth and morality.  It is the people at the grassroots of society who are the diviners of truth and morality, not government-established bosses.  This can only occur when knowledge providers (teachers, religious leaders, media or privilege-seeking unions) are required to compete against one another for the support of citizens in the public arena of ideas.

0478-0611-1413-4904_george_washington_at_valley_forge_m

 

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Tue, 05 Feb 2013 07:28:00 -0800 Part I: Government http://davidanorris.posterous.com/part-i-government-99382 http://davidanorris.posterous.com/part-i-government-99382

American Principle Five

 

Liberty--From Oppression By Big Government

and Nongovernment Authoritarians--Is Vital

 

"unalienable Rights, that among these are … liberty."

Declaration of Independence

 

 

"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).

 

Liberty, in the context of the Declaration of Independence and Preamble to the Constitution, means freedom from government activity that would undermine the development of citizen self-reliance.  Not only must those in the judicial branch of government support the meaning and intent of the Constitution for God-honoring education curriculum, the people's money should not be used to buy political advantage.  When politicians continually manage to have welfare payments given to healthy people when jobs remain available, they are promoting a growing block of dependent citizens within the population.  Once reduced to dependence on government, the fiscal and sociological consequences to society become permanent.  These people soon figure out that by electing liberals, they can become work-free.  Helping those who are incapable for reasons beyond their control is, of course, man's duty and beneficial to all.

 

"Can the liberties of a nation be thought secure when we have removed their only firm basis, a conviction in the minds of the people that these liberties are a gift of God?  That they are not violated but with His wrath?  Indeed I tremble for my country when I reflect that God is just:  that His justice cannot sleep forever" (Thomas Jefferson, Notes on Virginia Q.XVIII, 1782. ME 2:227).  Thomas Jefferson was the principal author of the Declaration of Independence and third President of the United States.

 

The Constitution, starting with We the people, was designed to identify and remove authoritarian cheats from power in government.  Many of those cheats remain unpunished, but, in the recent past, one president of the United States was forced to resign because of dishonest claims.  Another president was required to testify before a citizen grand jury and later found to be guilty of perjury (telling lies under oath) and obstruction of justice, and was impeached by the House of Representatives.  This only works when all men are equal in the sight of God and the law, and when the laws reflect justice.

 

Leaders are important, but leaders must be held accountable to the judgment of the people.

 

 

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Fri, 01 Feb 2013 07:16:00 -0800 Part I: Government http://davidanorris.posterous.com/part-i-government-57382 http://davidanorris.posterous.com/part-i-government-57382

American Principle Four (Part II)

 

All Men Are Equal

In the Sight Of God and the Law

 

"that all men are created equal ..."

Declaration of Independence

 

 

The Bible's Priesthood of Believers doctrine points to the direct God-to-man relationship that has liberated countless millions of people from exploitation by truth trashers.  People cherish a system that defines the truth as a gift from God, unchanging and always applicable.  They appreciate a system that respects the right to enjoy the fruit of one's labor and freedom to exchange enhanced products for prosperity.  Recognized anew during the Great Reformation (1500-1570), it is part of the American Judeo-Christian heritage.  The God-to-man relationship is a protective covenant.  People may choose to avoid deception imposed by authoritarians by going directly to God's Word and, when interpreted as such, learn the TRUTH.  Protected by the religious liberty amendment, until twisted by judges, the First Amendment freed the people from the tyranny of ideological truth trashers.

 

When adopted both religiously and educationally, Priesthood of Believers diminished the ability of truth and knowledge trashers and generated the greatest expanse of human ingenuity and prosperity in history.

 

The Judeo-Christian faith is not a religion that is forcefully imposed on the people.  Acceptance is a personal choice.  Paralleling Biblical morality, the Creator-based Declaration of Independence serves as America's impartial Civic Religion for public life.  Immigrants come to America by the millions because they can be free from the inequality of authoritarian rule.  For some readers, this may seem beside the point, but the Judeo-Christian Bible, though thousands of years old, has been the most popular book throughout history, by far.  Pilgrim's Progress, a book composed of Christian allegory by John Bunyan, was published in February, 1678.  Written almost 350 years ago, Pilgrim's Progress is thought to be second only to the Bible in existent numbers today.

 

Only when public alarm leads to changes in the judicial branch, and the meaning of the First Amendment again becomes law, can education become free from the enemies of religious liberty and citizen self-government.  This would put an end to the use of government-powered lawsuits by men intent on defiling society.  "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 …" (from the First Amendment to the Constitution of the United States of America).

 

 

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Wed, 30 Jan 2013 07:24:00 -0800 Part I: Government http://davidanorris.posterous.com/part-i-government-94240 http://davidanorris.posterous.com/part-i-government-94240

American Principle Four (Part I)

 

All Men Are Equal

In the Sight Of God and the Law

 

"that all men are created equal ..."

Declaration of Independence

 

 

All persons, regardless of their religious, racial, and cultural backgrounds, have human rights that are equal in value.  These rights, which include the right to life, start with the inception of life and the God-given right to equal treatment by the civil and criminal justice systems.

 

"The multitude I am speaking of is the body of people--no contemptible multitude--for whose sake government is instituted; or rather, who have themselves erected it, solely for their own good--to whom even kings and all in subordination to them, are strictly speaking, servants and not masters" (Samuel Adams, essay in the Boston Gazette, 1771).

 

The Creator-based Declaration of Independence is a monumental reversal of the idea that leaders as a class have divine rights, are superior to and entitled to rule others.  The constitutional Fathers believed the Bible, which is a history book, and they recognized how respect for the values of Creation's God supported the work ethic and self-government.  The Founders were students of historic experiments in governments that led to tyranny.  Although they themselves were leaders, they wisely concluded that the people are more trustworthy and discerning in matters of government than are leaders.  Thomas Jefferson wrote, "Whenever the people are well-informed, they can be trusted with their own government; that whenever things get so far wrong as to attract their notice, they may be relied on to set them to rights" (Thomas Jefferson, Letter to Richard Price, January 8, 1789).

 

As has been the case throughout history, determined enemies of citizen self-government are now fighting day and night to achieve unequal and superior standing by law for control over education.  Removing respect for Creation's God from curriculum and de-emphasizing the fact that immoral practices lead to harmful consequences are not education.  The consequence of taking Creation's God out of education is apparent from the huge increase in births by unwed teenage girls, infectious diseases and violent crime (even in homes and on school campuses).  Also, S.A.T. scores have declined and the God-honoring family values upon which American greatness was achieved are brought into question, Chapters 7-10.  Pointed instruction for reliance upon the divine nature and breadth of God-given human equality would also reverse support for baby genocide and the appetite for racial prejudice.


 

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Mon, 21 Jan 2013 09:53:00 -0800 Part I: Government http://davidanorris.posterous.com/part-i-government-74414 http://davidanorris.posterous.com/part-i-government-74414

American Principle Two

 

God Is the Source Of Unalienable Rights

 

"All men are … endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness."

Declaration of Independence

 

"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 ..."

Preamble, Constitution of Iowa, adopted in 1846--seventy years

after the Declaration of Independence

 

 

Education that does not emphasize that man's unalienable rights are the gift of God is energizing the secular enemies of the family, self-rule, prosperity and liberty.  Liberty is not man's creation or something radically new to the world, but rights "derived from our Maker," rights "indisputable, unalienable," "inherent," "essential," "divine," and even acknowledged since the Middle Ages by British law (from John Adams' Dissertation on the Canon and the Feudal Law, published in the Boston Gazette, August 12, 1765).

 

"The sacred Rights of mankind are not to be rummaged from among old parchments or musty records.  They are written, as with a sunbeam, in the whole volume of human nature, by the Hand of the Divinity itself, and can never be erased or voided or obscured by mortal power" (Alexander Hamilton in his essay, The Farmer Refuted, 1775).

 

"We further recommend the most clear and explicit assertion and vindication of our rights and liberties to be entered on the public records, that the world may know, in present and all future generations, that we have a clear knowledge and a just sense of them, and, with submission to Divine Providence that we never can be slaves" (John Adams, adopted on October 14, 1765, by the town meeting of Braintree, Massachusetts, and sent to their representatives in the Massachusetts state legislature).

 

 

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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.

 

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Sat, 29 Dec 2012 08:25:00 -0800 Introduction VI http://davidanorris.posterous.com/introduction-vi http://davidanorris.posterous.com/introduction-vi

"Sunlight is said to be the best of disinfectants," Justice Brandeis

http://www.law.louisville.edu/library/collections/brandeis/node/196

 

Secular militants claim to be patriots because, as they say, dissent is American.   What they mean is evident from how they have gutted traditional American values in public education.  They demand freedom for themselves, but reject the American concept of academic freedom (the freedom to be honestly informed) and the freedom of others to make their own choices.  The soft underbelly of the secular left is the fact that they cannot withstand the competition of ideas.  For them, it is intolerable to allow students to be taught about the non-sectarian and impartial  God of creation upon which inalienable rights, citizen self-government and liberty depend.

 

An elaboration of “In God We Trust” is found in Proverbs 3:5,6:  “Trust in the LORD with all thine heart; and lean not unto thine own understanding.  In all thy ways acknowledge him, and he shall direct thy paths.”

 

The “In God We Trust” worldview has been the foundation for public education, beginning in the original thirteen colonies and continuing for over 250 years.  The Supreme Court's ruling in the Everson v. Board of Education decision of 1947 began a dramatic shift away from “In God We Trust.”  See Chapter 6 for details about this Supreme Court ruling.  We review the civic religion adopted by immigrants from around the world in Chapters 1 through 4 and Part IV, Appendix B, Iowa's Bill of Rights, taken in part from the Declaration of Independence.  The strategy for restoring competition in education and choice by the people is outlined in Chapters 11 and 12.

 

The unionization of teachers and accompanying tenure law have enabled a small cadre of radicals to take God out of citizen-funded government schools. Newt Gingrich stated:  “Those who want absolute proof you cannot teach American history honestly and accurately without reference to God, go to the Lincoln Memorial and read where in Lincoln’s second inaugural, March 1865, he referred to God fourteen times and used two quotes from the Bible.”*

 

*http://www.c-spanvideo.org/clip/3597743

 

 

Lincoln_memorial_lincoln_contrasty

Lincoln Memorial Statue

 

 

 

There are millions of honest, hardworking teachers, but they have no more control over the lifeview being taught in the soft sciences than do parents.  An entirely different system for educating American youth is needed that would bypass the leftist teachers' union monopoly.  Funds for education provided by Americans must be routed through the parents, similar to the G.I. Bill following World War II.  This bill provided that education sought by veterans be paid from taxpayer revenues, and the veterans had the freedom to use the tuition grant in a public or private institution of their choice.

 

 

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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

 

Image from http://stevebuttry.wordpress.com/2012/01/07/how-a-digital-first-reporter-shou...

 

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