Introduction to Key of Liberty

Week 1: Introduction to Key of Liberty

Why are you here?

What do you want to learn from this class?

We are all busy but are willing to invest the time.

What is Liberty?

Liber: free, independent

Liber or Libri: book

Libere: freely

Libero: deliver, liberate

Libero: to raise up, to lift, grow

Libertas: freedom, liberty, independence

Liber: child, offspring, as opposed to slave

What is Liberty to you?

Quote by Thomas Jefferson:

Educate and inform the whole mass of the people… They are the only sure reliance for the preservation of our liberty.

The Liber Cycle (also referred to as the Cycle of Greatness)

Truth

Application

Challenges the Character

Transformation

Real Change

Does our current education make us free?

Our Greek Educational background

Grammar School

Grammar: the study of rules for language structure

Rhetoric: the study of rules for using language effectively

Logic: reasoning skill

Advanced School

Arithmetic: the study of numbers

Geometry: the study of points, lines, angles and figures

Astronomy: science that deals with the universe

Music: the art of sound

Does the study of this make us free?

Our Hebrew Background

Elementary School

Right/Wrong

Good/Bad

True/False

Love of Learning

Advanced School

Vision: the power of anticipating that which may come to pass

Mission: a self-imposed task or calling

Abilities: talents, special skills or aptitudes

Skills: proficiency through knowledge and training

Since we have all acquired our Greek Education from some form of schooling, and we all should know the Elementary school basics, right/wrong, we are going to focus on what we can learn in the advanced school.

We cannot learn using Vision and Mission alone, we must use our Abilities and Skills, and the converse is true.

Climb the Scholarship Ladders

Vision Mission Abilities Skills

Mentored

Self directed

Apprentice

Practice Key of Liberty is a Practice Scholar class

Based on what you have told me you want to get out of the class, what is a “Vision” “Mission”? What abilities can we walk away from class with?

What types of skills will you have?

Vision: Man is a being that craves freedom more than anything. I see the connection between education and greatness.

Mission: I can be an advocate for freedom. I have a personal call to greatness and I can take a stand for freedom.

Abilities: Understand self-governance

I am able to organize like-minded people to affect positive outcomes in my community.

I am ale to participate in local government meetings and political campaigns.

I can see through the hype of hidden agendas.

Skills: Finding my voice to share through writing, speaking, oral persuasion, analytical thinking and memorization.

Making mistakes is part of success, be vulnerable.

People who stay home want to be in their Comfort Zone

By coming here, you have shown that you are willing to be in the Learning Zone, where you are a little uncomfortable.

Push yourself until you know your boundaries of your Shutdown Zone.

Key of Liberty is the foundation for studying and will help you focus your allegiance to God, self and country. We will study the COlonial and Revolutionary periods of our country and gain a greater appreciation for the sacrifices made by our Founding Fathers.

Each week you will have a writing and reading assignment. You will each have the opportunity to give an oral presentation this first semester and an oral presentation and a written report the second semester. The class will participate in simulations, games, book discussions and debates. We will study and work to memorize the Declaration of Independence.

Assignment: Read Red Scarf Girl, and read The Five Thousand Year Leap- beginning through Principle #1 for Week 3.

New FCC Diversity Advisor Wants a New Standard

Mr. Lloyd, the new FCC Diversity Advisor, wants to “Count all “independent” media outlets that serve the local media market, including print, broadcast, cable, and Internet media; but include only those sources contributing locally produced news and public affairs.” In other words, not look at the MANY ways a local audience receives it’s news and information, but only the LOCAL means. He wants to place limits on local media sources. A clear violation of the right of free speech: Congress shall make no law… abridging the freedom of speech, or of the press.

“The liberty of the press consists, in a strict sense, merely in an exemption from the superintendence of a licenser.” (Hallam, Constitutional History of England).

This is a man who clearly has designs on laying forth a strict license.

Read full article here.

To Own a Home is to Be American

According to an article entitled “The New American Dream: Renting” by Thomas J. Sugrue, “It’s time to accept that home ownership is not a realistic goal for many people and to curtail the enormous government programs fueling this ambition.”

Walt Whitman states that “A man is not a whole and complete man unless he owns a house and the ground it stands on.”

To own a home is to be American.

The drive to own a home is fueled by an natural law, that of ownership of private property. Private property is a necessary and essential part of personal freedom and the liberty it provides because it is a stepping stone to gaining independence. Private property enables one to accumulate wealth  and money.

John Adams says: “The moment the idea is admitted into society that property is not as sacred as the laws of God, and that there is not a force of law and public justice to protect it, anarchy and tyranny commence.”

Karl Marx: “The theory of the Communists may be summed up in the single sentence: Abolition of private property.”

Builder William Levitt: “No man who owns his own house and lot can be a Communist.”

In the aforementioned Wall Street Journal article, Mr. Sugrue, refers to the desire for private property ownership as a “gauzy platitude.”

In the early day of the 20th century, home ownership was difficult, due to high down payments. You either needed to build your own house or have enough money to pay cash for it. In 1934, FDR created the Federal Housing Administration to facilitate home ownership programs. Easy credit actually became indentured servitude. People believed that home ownership was due to their own hard work and virtue, not due to “one of the grandest government programs ever,” according to Surgue.

More and more individuals bought into the mortgage financing by the government. THis has allowed the means whereby the rug can be yanked out from under millions of people, bringing their dreams crashing down. A vast majority believe they will never own homes again. Many economists are now advocating that the government should encourage people to rent, thus leading the citizenry of the Republic further down the Communist path to loss of private property.

Gay Marriage, Democracy and the Courts

The culture war will never end if judges invalidate the choices of voters.
First, I have to say that Mr. George, like a majority, got it wrong by referring to our country as a democracy, when in fact, it is a republic. That being said, this is a very telling article regarding the title subject, written by a professor of jurisprudence at Princeton University. If he sees this, why aren’t other getting it?

http://online.wsj.com/article/SB10001424052970204619004574322084279548434.html

Founding Fathers

Our revolutionary leaders wanted the best from their children.

From the Wall Street Journal, June 20, 2009

By BARBARA DAFOE WHITEHEAD

Barack Obama is a doting father who says that one of the greatest pleasures of his presidency is eating dinner with his daughters on the nights when he is in town.

Some of the nation’s Founding Fathers were not so lucky. Doting dads though they were, patriotic service forced them to live apart from their families for years at a time. Benjamin Franklin, John Adams and Thomas Jefferson, the three Founders who spent the most time abroad, missed milestone events. Franklin was a no-show at his daughter’s wedding and his wife’s funeral. Adams was in Philadelphia when his wife, Abigail, gave birth to a stillborn daughter. While in France, Jefferson received word that his 2-year-old daughter had died of whooping cough. The news came seven months after her funeral.

Trans-Atlantic separations proved too painful to bear. Whenever possible, the Founders took their children with them or sent for the children once they had established a household abroad. John Adams set off on his maiden voyage to England accompanied by his 9-year-old son, John Quincy. On a second crossing he brought along sons John Quincy and Charles. His teenage daughter, Abigail, arrived in France with her mother a few years later. Benjamin Franklin’s son, William, and his two grandsons, Temple Franklin and Benny Bache, were part of the Franklin overseas ménage at various times. A new widower, Jefferson took his elder daughter, Patsy, along with him on his diplomatic mission to France and later sent for his younger daughter, Polly.

The children were not always thrilled to go. Charles Adams sobbed inconsolably as he boarded the ship with his father. Eight-year-old Polly begged her father to let her remain at home in Virginia with her beloved aunt: “I am very sorry you sent for me,” she bravely wrote. “I don’t want to go to France.” Still she went, accompanied on the journey by a 14-year-old babysitter named Sally Hemings. Upon arrival in London, the homesick girl spent the next month in the temporary care of Abigail Adams until her father sent a French-speaking manservant to fetch her. Abigail pointedly reminded Jefferson that the experience was traumatic for the child who, once again, was faced with separation from a mother figure and sent off to live with a father she did not know.

Nor was the arrangement a piece of cake for their fathers. In addition to the all-consuming diplomatic responsibilities of winning allies and funders for the Revolution, these lone fathers had to raise Revolutionary Kids. Chief among their responsibilities was securing an elite European education for their young offspring while protecting them from the temptations and dissipations of living abroad. The Founders’ children and grandchildren kept company with an aristocratic power elite, savored Continental fads and fashions, and learned to speak fluent French.

It was all too easy, their fathers worried, for the Revolutionary Kids to abandon the republican virtues of industry and frugality and, even worse, to lose their native language. “It is a mortification to me,” John Adams wrote to John Quincy, “that you write better in a foreign language than in your mother tongue.”

To protect their children from corrupting influences, therefore, the Founding Fathers had to part with them again. Franklin dispatched his 9-year-old grandson, Benny Bache, to school in Switzerland for five years. The Adams sons attended schools in Holland. The Jefferson daughters were placed in a convent in Paris.

Yet no matter how devoted, the Founding Fathers were not inclined, as today’s parents are, to lavish their students with praise. “Good job” was not in their vocabulary. “Take care you never spell a word wrong,” Jefferson admonished his younger daughter. “Remember too . . . not to go out without your bonnet because it will make you very ugly and then we should not love you so much.”

Nor did the Founding Fathers leave it up to their children to “make good choices.” Instead, they moralized endlessly on the perils of indolence, time-wasting and thriftlessness. Jefferson reproved Patsy: “If at any moment, my dear, you catch yourself in idleness, start from it as you would from the precipice of a gulph.” John Adams lectured John Quincy, hardly a slouch of a student, to “lose no Time. There is not a moral Percept of clearer Obligation or of greater Import.”

When Benny Bache asked his grandfather for a gold watch, Franklin responded tartly: “You should remember that I am at a great Expence for your education . . . and you should not tease me for things that can be of little or no Service to you.”

Even the profligate Thomas Jefferson embraced the virtue of frugality. When Patsy appealed for extra money, her father refused: “The rule I wish to see you governed by is of never buying anything which you have not money in your pocket to pay for. Be assured that it gives much more pain to the mind to be in debt, than to do without any article whatever which we may seem to want.”

Judged by today’s psychological standards, these 18th century fathers sound harsh and unfeeling. Yet to see the Founding Fathers as flesh-and-blood dads, to glimpse their struggles to rear their children at a time of grave uncertainty and peril, is to appreciate their service and sacrifice anew. Founding a nation meant more than winning a war. It also called upon the nation’s Founders to pass on the passion for freedom, educational excellence and civic virtue to their children and grandchildren.

John Adams said it best in a letter to Abigail: “The education of our children is never out of my Mind . . . Fire them with Ambition to be useful and make them disdain to be destitute of any useful or ornamental knowledge or accomplishment. Fix their Ambition upon great and solid objects.”

Ms. Whitehead is director of the John Templeton Center for Thrift and Generosity at the Institute for American Values and co-editor of “Franklin’s Thrift: The Lost History of a American Virtue,” just published by Templeton Press.

The Inner Ring

In this lecture, C.S. Lewis warns his congregation against the “World.”

Lewis describes the “inner ring” as he calls it. Today we refer to this as the “in” crowd. Everyone wants to be a part of this group. In church, we seek to be a part of those who have knowledge, or the upper leadership of the church, in school, we seek to be a part of the popular, “beautiful” people crowd. In neighborhoods we seek to be a part of the group that drives the best car, has the best yard, goes to the best parties, and even trying to be the one who pays the most for something. “Keeping up with the Jones’” may even be a part of this…

In reading this, I recognize that seeking to be a part of an “inner ring” is not necessarily a bad thing, we may gain knowledge and friends from being a part, however, I find that I want to avoid the seeking. I want to learn to love myself, know myself and also know Christ and love Christ- this is the group that I wish to be a part of more.

In the final two paragraphs, I felt the truth ring out- that by breaking the ring, the result would be surprising. It will lead to the real reason for seeking: service and love of our fellow man. It will feel just like a ring, because you will have the same comradeship that you were seeking, but it will not be exclusive, love for all will lead you to include all others who ask to be a part of this. Outsiders will see it as an inner ring, but when seeking to be a part, will naturally be included. This truly is a “virtue” as Aristotle said. The true road lies is following the path which has an “inside” worth reaching.

June 3, 2006