Central to American Greatness
Fifteen Principles that Liberated Mankind from the Politics of Tyranny
by David A. Norris
Promoted nationwide by Amazon and other booksellers.
Barnes & Noble featured the book on the worldwide internet along with two other publications – The New Reagan Revolution and the book, Captain John Smith: Jamestown and the Birth of the American Dream.
From pre-publicaton reviews:
“. . . this is undoubtedly one of the best books ever written on the subject.”
Definite American Principles for Government Do Exist
James Wilson was one of six men who signed the Declaration of Independence and the Constitution. Addressing the Pennsylvania Ratifying Convention for the new Constitution, Wilson stated: “I beg to read a few words from the Declaration of Independence made by the representatives of the United States and recognized by the whole Union.”
Wilson concluded, “This [Declaration] is the broad basis on which our independence [from authoritarian rule] was placed; on the same certain and solid foundation this [Constitution of the United States] system is erected.”
Two of the fifteen Foundational Principles from chapter one of Restoring Education Central to American Greatness, follow:
American Principle One
The Spiritual Nature Of Man Is Supreme
“All men are created…endowed by their Creator”
Declaration of Independence
Foundational to liberty and the American approach to government is the fact that man is of divine origin. His spiritual or God-honoring religious nature is held as being of supreme importance.
Upholding man’s God-given “rights” from abuses sanctioned by governments makes liberty possible. The divine quality of these rights calls for the unequivocal rejection of the authoritarian entitlements claimed by elitists of all stripes — kings, authoritarian politicians, clergy, educators, and militarists.
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
Restoring Education Central to American Greatness
Acknowledgments, page xiii
Introduction: Reality, page 1
Part I: Government
- Immortal Principles Central to Liberty and American Greatness
- The Sovereignty of Man under the Impartial God of Creation over Government
- Man May Prosper in Freedom If He Chooses to Honor the Will of Creation’s God
- America’s Civic Religion and the Deeper Personal Faith of Our Nation’s Founders
- Government by Written and Permanent Law
- Defilement of the Judiciary
Part II: Education
- Academic Freedom and Teacher Tenure History
- Consequences of the Unionization of Government Teachers
- The Education Nightmare
- Education That Is Profoundly American
Part III: Liberty and Responsibility
- Appeasement Will Not Work
- Our Strategy for Victory: Political Action—Citizen Power
Part IV: Supplemental Material
- Grand Jury Presentment Problems in Higher Education
- State of Iowa Bill of Rights
- How Socialism Exploits Mankind
- Citation Notes
Why is this book important?
The unionization of teachers and tenure laws have enabled a small cadre of radicals to persistently oppose the teaching of values held by taxpayers and the pro-American teacher majority (documented Chapters 7 and 8). This militant teacher minority uses deviant secular meanings for morality, family, self-government and the American Judeo-Christian heritage to undermine students’ faith in traditional American values.
What makes Restoring Education Central to American Greatness important for the reading public is that it explains the underlying problem causing education to be unresponsive to the parent/taxpayer preferences. Education delivery, prior to the 1960s, upheld what are in “the common opinion,” to quote the Founding Fathers, citizens’ values. Dominance of citizens’ values as the basis for education is the foundation and essential to American greatness. Yielding to elitists who expect taxpayers to fund an education program that is not unabashedly family friendly, socially and morally friendly, and truthful, is devastatingly harmful (Chapter 9). Chapters 11 and 12 outline procedures for restoring citizen control of education in the soft sciences and sanity in education.
“In God We Trust” is not being under God’s control (Introduction through Chapter 5). People are enslaved and come under control when they yield to the open-mindedness and delusional appetites of the atheistic secular world. Those who voluntarily seek wisdom from creation’s God are under His protection and blessings, one being citizen self-reliance which makes true liberty possible.
A conservative historian 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.”
A Complete Citizenship Handbook
Convenient to Use
Indexed, Illustrated, Footnoted, Ideally Paragraphed . . .
Outstanding Resource For:
- Family Studies,
- Political and Military Officials,
- School Boards,
- Public and Private Schools,
- Libraries . . .
- Letters to Editors,
- Presentations by Elected Officials,
- High School and College Reports,
- Government and Campaign Addresses,
- Sunday School God and Country Studies,
- Book Clubs . . .
Scores of Quotations:
- Founding Fathers,
- Founding Documents,
- Creation’s God,
- the Bible,
- American Principles . . .
From reviews of the Grand Jury Presentment, for the 11th Judicial District, Iowa, chaired by David Norris
(Reported by newspapers throughout nation and radio commentators such as Paul Harvey, the Presentment is included in this book)
Ames, Iowa-(AP)-The Grand Jury wants “moral pollution” … “and defamation of our country (in the soft sciences) stopped.”
“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.”
“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.”
Caution: Influence in the Soft Sciences
Where secular militants manage to get control of soft science education, they confuse and deceive immature students by imposing an evolutionary presupposition monopoly. Even the good teachers are not allowed to expose students to Creation Science. The Ten Commandments morality used by Creation Science clearly empowers the hard sciences, such as math, chemistry, engineering, agriculture, etc. A person’s behavior learning is even more important. Objective thinking can be done only in words that have precise meaning. The slippery slope of evolutionary morality as an education standard is very harmful because students who have bought into that standard seldom change later in life.
The soft sciences include:
- education strategies,
- political science,
- life-origins biology,
- life-origins geology,
- law studies,
- social studies,
- psychology, and
How to Order
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978-1-4502-8742-5 (Soft cover ISBN)
978-1-4502-8743-2 (Hard cover ISBN)
978-1-4502-8744-9 (ebook ISBN)
From Restoring Education Central To American Greatness, page ix:
“Patriotism is as much a virtue as justice, and is as necessary for support of societies as the natural affection is for the support of families. The Amor Patriae [patriotism] is both moral and a religious duty. It comprehends not only the love of our neighbors but millions of our fellow creatures [citizens], not only the present but of future generations. This virtue we find constitutes a part of the first character of history.“
Dr. Benjamin Rush, essay on patriotism published in 1773. He was a delegate to the Continental Congress from Pennsylvania and signed the Declaration of Independence. A devout Christian, Rush served as professor of medical theory and clinical practice at the University of Pennsylvania from 1791 to 1813