Restoring Education Central to American Greatness http://davidanorris.posterous.com David A. Norris Blog posterous.com 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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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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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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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.

 

 

Image from http://washingtonvirtualtrip.wikispaces.com/Abraham+Lincoln+Memorial

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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, 05 Nov 2012 08:58:00 -0800 Part Ten: Grand Jury Presentment of "Problems in Higher Education" http://davidanorris.posterous.com/part-nine-grand-jury-presentment-of-problems http://davidanorris.posterous.com/part-nine-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.

 

End of Presentment II

 

"The 1940 Statement of Principles on Academic Freedom and Tenure by the American Association of University Professors has no legal effect, but the AAUP publicly censures colleges and universities that they believe have violated [their version of] academic freedom.  However, nearly all [not all] of the colleges and universities have adopted this statement or a variation of the statement which is contained in the faculty policy manual of each college or university, and it is incorporated by reference in the employment contract between the university and each individual faculty member."*

 

The penetrating damage imposed because of tenure laws sheltering radical professors and teachers in the soft sciences must be [reversed].  The authority of taxpayer/parents to control what is taught in government institutions must be restored.  By routing education revenues directly to the parents or guardians, sanity will be restored to education.  The many thousands of honest and morally upright teachers will again have the unimpeded support of the citizen consensus.  Not only will what is taught be cleaned up, but also competition between education suppliers will reduce the cost [and increase the quality] of public education.

 

The voice in the chorus of concerned citizens is imperative.  What confronts the American family and voter electorate is a test of wills.  School administrators must be able to fire leftist teachers [without spending] years and… tens of thousands of taxpayers' dollars defending education from the [resulting] lawsuits imposed by ACLU lawyers and the imperial arm of radical judges.  To effect change, active citizen involvement in the political process must exceed the determination of those who are using political circumvention to destroy the family and liberty.

 

43056858587115878

*Dr. Ronald B. Standler, "Academic Freedom in the USA," http://www.rbs2.com/afree.htm

 

 

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

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

 

End of Presentment I

 

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

 

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

 

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

 

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

 

Liberty

 

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

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

 

Most Important Educational Change Needed

 

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

 

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

 

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

 

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

 

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

 

Right of Taxpayers to Control Education Challenged

 

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

 

Problems Compound If Not Corrected

 

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

 

Academic_freedom

 

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

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

 

Summary

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

Gonzalez

Dr. Guillermo Gonzalez

 

 

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

 

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

 

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

 

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Thu, 18 Oct 2012 07:42:00 -0700 Part Four: Grand Jury Presentment of "Problems in Higher Education" http://davidanorris.posterous.com/part-four-grand-jury-presentment-of-problems http://davidanorris.posterous.com/part-four-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

 

II.  They have a general goal of destroying and tearing down traditional values. [Hateful talk leads to hateful acts, and immoral advocacy leads to immoral acts.]  Radical salesmen appeal to idealistic students with words calculated to destroy their youthful faith in their heritage.  The following quotations [provided by the County Attorney to the jury] are from one of many paid speakers at ISU.

 

"I spend about 90 percent of my time now on college campuses.  This is the most morally polluted, insane nation on the face of this earth and it is your job to change it."

 

"And I say to you youngsters in the process of trying to make this peacefully orderly transition of bringing up the constitution over the capitalists, if they offer you too much resistance, then destroy them."

 

"Let's always remember that flag still ain't nothing but a rag, like all of the other flags on the face of the earth."

 

This was not an isolated example but [was] typical of much of the educational approach we observed.

 

In the area of society and human nature, such denial, when implemented, detaches future generations from past experience.  Oddly enough, that is the very reason taxpayers fund colleges and universities.  Tolerating such foolishness gives a teaching license to those who promote illicit sex, the use of decimating drugs, flag burning, and other immoral behavior [that questions] historically known good.

 

Such a position on fundamental tenets raises a very interesting question.  If the desirability of sexual virtue and the undesirability of co-habitation in single student dorms is, as they say, a matter of opinion--if in fact sexual virtue and many other tenets such as basic honesty are not established knowledge suitable for classroom doctrine--what is the good of having humanities [soft science behavioral studies] courses at all?  When a radical teacher lectures, what is he accomplishing with taxpayers' money?

 

Picture_of_iowa_flag

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Mon, 15 Oct 2012 07:34:00 -0700 Part Three: Grand Jury Presentment of "Problems in Higher Education" http://davidanorris.posterous.com/part-three-grand-jury-presentment-of-problems http://davidanorris.posterous.com/part-three-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

 

Following the publication of the Grand Jury Presentment, the Iowa State University Press published a book for the Iowa Civil Liberties Union entitled Freedom in Iowa.  Among many false statements in the book was the claim that the Grand Jury "never defined" the word radicals.  The Grand Jury's description of radicals follows.

 

At this point perhaps we should define to some extent what we mean in this report by "radicals" and "militants" in the context of their behavior on campus [and] as expressed in our interviews and investigation.

 

I.  Their number one goal, both stated and apparent, is that they desire to control the useful university apparatus for a base to promote and direct their activities.  There is no apparent limit; [they want to control the] university news media, selection of guest speakers, extension outlets, et cetera.

 

An example of the power of radicals at ISU was brought to our attention by a citizen who had contacted a department head.  He suggested that the coming News Editors' Seminar might be informed by the University of an Official Pamphlet about the techniques of Communist propaganda in the news media.  The citizen was told that it was not the business of the university to get involved in politics.  The citizen was later shocked to read in the newspaper that an associate professor of history had lectured the editors on possible future problems with certain [conservative] local political groups.

 

This News Editors' Seminar provided by the university was clearly a political program intended to undermine the rights, credibility, and opinions of citizens who oppose leftist agendas for government and radicals' control of the soft sciences in taxpayer-funded education.

 

Court_room

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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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Sat, 29 Sep 2012 13:23:00 -0700 The Beginning of a Grand Jury Investigation http://davidanorris.posterous.com/the-beginning-of-a-grand-jury-investigation http://davidanorris.posterous.com/the-beginning-of-a-grand-jury-investigation

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.  This study of higher education is even more relevant now than when adopted December 23, 1968.  With the imposition of teacher unions and tenure laws, radicals in the soft sciences now dominate lower-level public education.

 

News reports had made it clear that drugs, immorality and disrespect for constitutional authority had become an ongoing part of the academic menu in our universities.  With about six months left in our term, I suggested to the county attorney, Charles Vanderbur, that the jury investigate what was going on at Iowa State University.  He said, "Dave, I'll do anything I can to help you."  He provided us with tape recordings of campus presentations by radicals.  After hearing the first tape, the jury members gave the go-ahead to undertake the investigation.  The jury's main concern was the education environment and its impact upon the behavioral patterns and decision-making ability of students.

 

My challenge as the foreman was to obtain unanimous agreement for significant recommendations from three Republican and three Democrat jurors.  Several legislative directives for changes in the administration of Iowa's colleges and universities followed the release of the study.

 

Because of tenured radicals embedded in the system, the impact of the Presentment faded within four or five years.  The Grand Jury report received nationwide media attention, and requests for copies of the Presentment came from government officials in Iowa, California and Washington, DC.

 

"As one of the tens of thousands who admire the action of your Grand Jury, I wish to commend  Foreman Norris and his jury for their courageous and true Americanism in focusing public attention on the perverted minority… who would destroy what we have… in America and deliver us unto our enemies" (E. Allen, Burlington, North Dakota, letter to the Nevada, Iowa Journal).

 

"OUT IN IOWA… The jury's report said 'there is a need for increased emphasis at all levels of education of the American ideal.  Our soldiers have been dying for this ideal.  Education as never before should clearly teach it.'  So say we" (from the Boston Record, printed in the Ames Daily Tribune).

 

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Mon, 10 Sep 2012 12:21:49 -0700 The Prescription For Citizen Paralysis: Knowledge and Action http://davidanorris.posterous.com/the-prescription-for-citizen-paralysis-knowle http://davidanorris.posterous.com/the-prescription-for-citizen-paralysis-knowle

Liberty with prosperity came to America because the Founding Fathers had it right.  They took self and all pretender gods off the throne, and they placed the King of Kings, the impartial, nonsectarian God of life and creation's nature, on the throne.

 

"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. 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, Vice-President under George Washington, and 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).

 

Parents, guardians and grandparents who can afford it should support the enrollment of their children in God-honoring private schools or, if able, homeschool them.  This is the most powerful political statement that Americans can make.  That is the vanguard for a nationwide competitive school system enabling citizen choice.

 

Promote the election of candidates for public office who unabashedly oppose government tolerance for teacher union tenure laws.  Good teachers have always had tenure by virtue of the quality of their work alone.

 

Teachers do have rights, but ultimately they answer to those who pay their salaries.  Teachers who cannot accept a contract with a school district that requires respect for the family and morality have but one alternative, which is to establish, fund, and teach in their own private schools.

 

"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.*

 

When tenure establishment privileges for government teachers are prohibited, good teachers can again safely support the traditional family and historic American principles without having their patriotism dirtied by secular gossips.

 

"We've been blessed with the opportunity to stand for something--for liberty and freedom and fairness.  And these are things worth fighting for, worth devoting our lives to.  And we have good reason to be hopeful and optimistic… so, let us go forth with good cheer and stout hearts--happy warriors out to seize back a country and a world to freedom."**

 

Liberty-bell1

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

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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

 

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Thu, 09 Aug 2012 07:23:24 -0700 The Spoils of War http://davidanorris.posterous.com/the-spoils-of-war http://davidanorris.posterous.com/the-spoils-of-war

The byproduct of the extremes in old European secular philosophy, Marxist influence, currently known as "Left Eclecticism," has reached alarming heights in universities, colleges and public grade schools in America.  Roger Kimball is a highly regarded analyst and writer on the subject of Left Eclecticism.  His analysis focuses, in part, on neo-Marxism, which has morphed into structuralism, poststructuralism, Lacanian analysis, deconstruction, women's studies, black studies, gay studies, critical legal studies, new historicism, cultural studies and Afrocentrism.  Marxists have also penetrated liberal seminaries via liberation theology and social action materialism.*

 

On a side note, a very important side note, the power of leftist indoctrination on the minds of law students explains the ignominy of judges that would refuse to ban Marxist doctrine from taxpayer public schools but would ban the reading of the Ten Commandments.  They have made prayer in public schools unlawful and have overturned anti-abortion laws in all fifty states in violation of the Tenth Amendment.

 

Under three presidents, our nation committed itself to stopping the takeover of Vietnam by the Communists in the north.  Over 56,000 Americans died in that war, and the concluding Tet counteroffensive waged by our military was an overwhelming success.  But in those few weeks, we lost the war politically, as a result of leftist propaganda and compliant politicians who would not preserve that victory by helping to fund the South Vietnam military.

 

While most Republican party leaders have resisted moral relativism, the moral tradition of leaders in the Democrat party is being hijacked.  Democrat party leaders in the era of President Harry Truman would never have sanctioned abortion, homosexuality or same sex marriage.  Measured by political scientists since 1992, atheists have become a growing component of the Democrat party leadership.**

 

Legislative majorities in the Democrat party have repeatedly obstructed government by and for the people.  They have applied a leftist litmus test for judge nominees.  They have blocked the people's representatives' right to vote for conservative judge nominees who would support the original meaning of the Constitution.  Liberal extremists only allow a vote on judge nominees who have a history of compromising the Constitution.

 

America's youth can be compared to the casualties of military conquest.  They have become victims of ruinous lifestyles by the millions, and many have actually become troopers in support of leftist political agenda.  What is this victimization by education radicals who are sheltered by tenure law if not robbery, blatant betrayal, and treason?

 

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*See http://www.nhinet.org/bengtsson14-1.pdf for a review by Jan Olof Bengtson of Kimball's Cultural Criticism.

**Richard N. Ostling, "Americans Important for Democrats," The Tribune (Ames, IA), August 28, 2004, B5.

 

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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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