Happy Birthday, America!

In celebration of America's birthday, here are excerpted gems from previous postings about our beloved country - brought together in one posting again on this July 4:

Ronald Reagan noted:

The day of our nation's birth in that little hall in Philadelphia, [was] a day on which debate had raged for hours. The men gathered there were honorable men hard-pressed by a king who had flouted the very laws they were willing to obey. Even so, to sign the Declaration of Independence was such an irretrievable act that the walls resounded with the words 'treason, the gallows, the headsman's axe,' and the issue remained in doubt. [On that day] 56 men, a little band so unique we have never seen their like since, had pledged their lives, their fortunes and their sacred honor. Some gave their lives in the war that followed, most gave their fortunes, and all preserved their sacred honor...

In recent years, however, I've come to think of that day as more than just the birthday of a nation. It also commemorates the only true philosophical revolution in all history. Oh, there have been revolutions before and since ours. But those revolutions simply exchanged one set of rules for another. Ours was a revolution that changed the very concept of government. Let the Fourth of July always be a reminder that here in this land, for the first time, it was decided that man is born with certain God-given rights; that government is only a convenience created and managed by the people, with no powers of its own except those voluntarily granted to it by the people. We sometimes forget that great truth, and we never should.

President Calvin Coolidge gave a powerful speech in 1926 on the 150th anniversary of the Declaration of Independence. If you want to rediscover some of the majesty of the principles underlying our Founding, read Coolidge's entire speech. Here are some key excerpts:

There is something beyond the establishment of a new nation, great as that event would be, in the Declaration of Independence which has ever since caused it to be regarded as one of the great charters that not only was to liberate America but was everywhere to ennoble humanity.

It was not because it proposed to establish a new nation, but because it was proposed to establish a nation on new principles, that July 4, 1776, has come to be regarded as one of the greatest days in history...

...Three very definite propositions were set out in [the Declaration's] preamble regarding the nature of mankind and therefore of government. These were the doctrine that all men are created equal, that they are endowed with certain inalienable rights, and that therefore the source of the just powers of government must be derived from the consent of the governed...

While these principles were not altogether new in political action, and were very far from new in political speculation, they had never been assembled before and declared in such a combination...

It was the fact that our Declaration of Independence containing these immortal truths was the political action of a duly authorized and constituted representative public body in its sovereign capacity, supported by the force of general opinion and by the armies of Washington already in the field, which makes it the most important civil document in the world...

...when we come to a contemplation of the immediate conception of the principles of human relationship which went into the Declaration of Independence we are not required to extend our search beyond our own shores. They are found in the texts, the sermons, and the writings of the early colonial clergy who were earnestly undertaking to instruct their congregations in the great mystery of how to live...

In its main features the Declaration of Independence is a great spiritual document. It is a declaration not of material but of spiritual conceptions. Equality, liberty, popular sovereignity, the rights of man - these are not elements which we can see and touch. They are ideals. They have their source and their roots in religious convictions...Unless the faith of the American people in these religious convictions is to endure, the principles of our Declaration will perish...

About the Declaration there is a finality that is exceedingly restful. It is often asserted that the world has made a great deal of progress since 1776..that we may therefore very well discard their conclusions for something more modern. But that reasoning can not be applied to this great charter. If all men are created equal, that is final. If they are endowed with inalienable rights, that is final. If governments derive their just powers from the consent of the governed, that is final...If anyone wishes to deny their truth or their soundness, the only direction in which he can proceed historically is not forward, but backward toward the time when there was no equality, no rights of the individual, no rule of the people...

In all the essentials we have achieved an equality which was never possessed by any other people...The rights of the individual are held sacred and protected by constitutional guarantees, which even the government itself is bound not to violate. If there is any one thing among us that is established beyond question, it is self-government -- the right of the people to rule. If there is any failure in respect to any of these principles, it is because there is a failure on the part of individuals to observe them. We hold that the duly authorized expression of the will of the people has a divine sanction...The ultimate sanction of law rests on the righteous authority of the Almighty...

...We live in an age of science and of abounding accumulation of material things. These did not create our Declaration. Our Declaration created them. The things of the spirit come first. Unless we cling to that, all of our material prosperity, overwhelming though it may appear, will turn to a barren sceptre in our grasp. If we are to maintain the great heritage which has been bequeathed us, we must be like-minded as the fathers who created it...We must cultivate the reverence which they had for the things that are holy. We must follow the spiritual and moral leadership which they showed...

This Power Line posting elaborates further on the uniqueness of the American creed:

Knowledge of American history holds the key to much of the current discussion of political issues, such as the ongoing liberal attack on Christian belief and on arguments premised on belief in God...Absent knowledge of American history, one would never know that the United States is founded on the basis of a creed, rather than on tribal or blood lines, in which God plays a prominent part. Absent knowledge of history generally, one would never know that this fact makes America unique.

What is the American creed?...The American creed is expressed with inspired concision in the words of the Declaration of Independence...

But does the Declaration have any legal status such that these words can be truly deemed to state the American creed? It does, although virtually no one seems to know it. In 1878 Congress enacted a revised version of the United States Code that included a new first section entitled "The Organic Laws of the United States."

The Code is Congress's official compilation of federal law; the organic laws of the United States are America's founding laws. First and foremost of the four organic laws of the United States is the Declaration of Independence...

Professor Jaffa [of the Claremont Institute] teaches us that the Declaration contains four distinct references to God: He is the author of the "laws of...God"; the "Creator" who "endowed" us with our inalienable rights; "the Supreme Judge of the world"; and "Divine Providence." Americans declared their independence, "appealing to the Supreme Judge of the world for the rectitude of our intentions."

The Declaration states the American creed, the creed that recognizes the source (Nature and Nature's God) of our rights.

Anchor Rising's own Mac Owens gave a speech entitled Limited Government to Protect Equal Rights, published on this blog site, which elaborates further on the uniqueness of the American Experiment:

Before the American founding, all regimes were based on the principle of interest - the interest of the stronger. That principle was articulated by the Greek historian Thucydides: "Questions of justice arise only between equals. As for the rest, the strong do what they will. The weak suffer what they must."...

The United States was founded on different principles - justice and equality...It took the founding of the United States on the principle of equality to undermine the principle of inequality...Thanks to the Founders, the United States was founded on a principle of justice, not the interest of the stronger. And because of Lincoln's uncompromising commitment to equality as America's "central idea," the Union was not only saved, but saved so "as to make, and to keep it, forever worthy of saving..."

"Every nation," said Lincoln, "has a central idea from which all its minor thoughts radiate." For Lincoln, this central idea was the Declaration of Independence and its notion of equality as the basis for republican government - the simple idea that no one has the right by nature to rule over another without the latter's consent...

Indeed, it is the idea of equality in the Declaration, not race and blood, that establishes American nationhood, constituting what Abraham Lincoln called "the mystic chords of memory, stretching from every battle-field, and patriot grave, to every living heart and hearthstone, all over this broad land..."

The United States is a fundamentally decent regime based on the universal principle that all human beings are equal in terms of their natural rights...

...the only purpose of government is to protect the equal natural rights of individual citizens. These rights inhere in individuals, not groups, and are antecedent to the creation of government...

Roger Pilon wrote the following in a 2002 Cato Institute booklet containing the Declaration of Independence and Constitution:

Appealing to all mankind, the Declaration's seminal passage opens with perhaps the most important line in the document: "We hold these Truths to be self-evident." Grounded in reason, "self-evident" truths invoke the long tradition of natural law, which holds that there is a "higher law" of right and wrong from which to derive human law and against which to criticize that law at any time. It is not political will, then, but moral reasoning, accessible to all, that is the foundation of our political system.

But if reason is the foundation of the Founders' vision – the method by which we justify our political order – liberty is its aim. Thus, cardinal moral truths are these:

…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.

We are all created equal, as defined by our natural rights; thus, no one has rights superior to those of anyone else. Moreover, we are born with those rights, we do not get them from government – indeed, whatever rights or powers government has come from us, from "the Consent of the Governed." And our rights to life, liberty, and the pursuit of happiness imply the right to live our lives as we wish – to pursue happiness as we think best, by our own lights – provided only that we respect the equal rights of others to do the same. Drawing by implication upon the common law tradition of liberty, property, and contract – its principles rooted in "right reason" – the Founders thus outlined the moral foundations of a free society.

Dr. Pilon concluded his essay by writing:

In the end, however, no constitution can be self-enforcing. Government officials must respect their oaths to uphold the Constitution; and we the people must be vigilant in seeing that they do. The Founders drafted an extraordinarily thoughtful plan of government, but it is up to us, to each generation, to preserve and protect it for ourselves and for future generations. For the Constitution will live only if it is alive in the hearts and minds of the American people. That, perhaps, is the most enduring lesson of our experiment in ordered liberty.

The powerful words from and about our Founding appeal to timeless moral principles grounded in both our Declaration of Independence and the great moral traditions that preceded our Founding. It is these principles that make America unique and inspire us to be proud, engaged citizens who are vigilant stewards of freedom and opportunity for all Americans.

Happy Birthday, America!

The Declaration Of Independence & What It Means To Be An American Citizen

To lessen the lack of clarity in the immigration debate about what it means to be an American citizen, let's go back to the first principles of the American Founding. The Claremont Institute has developed a web-based overview of the Declaration of Independence which includes these sub-sections:

A Guide to the Declaration of Independence

Issues at the time of the Founding

Hot topics

The Declaration of Independence

Founder's library

Becoming Americans

As an alumnus of one of The Claremont Colleges, it is with pride that I highlight the mission of the Claremont Institute:

The mission of the Claremont Institute is to restore the principles of the American Founding to their rightful, preeminent authority in our national life.

The Claremont Institute finds the answers to America's problems in the principles on which our nation was founded. These principles are expressed most eloquently in the Declaration of Independence, which proclaims that "all men are created equal and are endowed by their Creator with certain inalienable rights...."

To recover the Founding principles in our political life means recovering a limited and accountable government that respects private property, promotes stable family life and maintains a strong defense...

The Claremont Institute believes that informed citizens can and will make the right choices for America's future...the Institute engages Americans in an informed discussion of the principles and policies necessary to rebuild our civic institutions...

America's Founders endowed our Republic with sound principles and a framework for governing that is unmatched in the history of mankind. The prosperity and freedom of America can only be made secure if they are guided by a return to these basic principles as our country enters the 21st Century.

Toward that end, the Institute is reprinting three classic essays by Claremont scholars on "Becoming Americans" as the nation debates immigration, American culture and principles, and the nature of citizenship. A version of the first essay - Educating Citizens - addresses multiculturalism and originally appeared in Moral Ideas for America, edited by Larry P. Arnn and Douglas A. Jeffrey and published in 1993. Here are some excerpts:

Democracy requires more of its citizens than any other form of government. It depends on the capacity of the citizens to govern themselves. But the habits and dispositions of self government are difficult to acquire and to sustain. They are rooted in moral and political principles in which each new generation must be educated. It is no accident that history provides so few examples of successful and enduring democracies. In the American democracy today, we have largely lost sight of those moral and political principles which provide the common ground of American political community and inform the civic character required of American citizens. There is widespread recognition of the necessity to restore that private morality which is the source of the public good and to strengthen the common bonds of civility among the diverse citizens of America. Educating citizens in the principles, rights, duties, and capacities of citizenship is the primary purpose of public education in America, and our institutions of higher learning play a critical part in making our public schools capable or incapable of fulfilling their purpose. That America is failing miserably in accomplishing this purpose is apparent to all who have eyes to see and ears to hear...

...To the extent that a single cause may be identified as the primary source of our failure at the task of educating citizens, it can be summed up simply: bad ideas.

Education in America today, at every level, is dominated by doctrines that openly repudiate the principles on which America is founded; indeed, they deny the very capacity of men to distinguish freedom from tyranny, justice from injustice, right from wrong. These doctrines have wholly discredited the perspective of the democratic citizen: they have made self government itself unintelligible as a political phenomenon...The consequence has been a corruption of the political language through which the nation conducts its public deliberations, a citizenry increasingly confused or uncertain about the ground and substance of its rights and duties, and political and educational leaders capable for the most part only of deepening the crisis. These bad ideas are rooted in a profound assault upon human reason and human nature as grounds of human morality, an assault waged over the past two centuries culminating in explicit and assertive nihilism. The popular expressions of these ideas in our time take a wide variety of forms. But as they are professed and practiced in the world of American education today, they converge most faddishly under the banners of "Multiculturalism" and "Diversity."

The multicultural movement and the diversity movement are distinct political and intellectual movements which frequently overlap and reinforce one another. Their stronghold is in the academies of higher learning, whence they have sallied forth into practically every nook and cranny of American life...

The foremost idea of multiculturalism is the equal value of all cultures, or cultural relativism...

This is not just the view of zealots or extremists but of the mainstream, supposedly responsible public officials making policy at the highest levels...

This reigning dogma among professional educators who shape the curriculum of American public schools requires a non-chauvinistic, non-ethnocentric, balanced treatment of Hitler, Stalin, Mao, Pol Pot, and Jefferson or Lincoln. Moral relativism prohibits preferring freedom to despotism or believing that there can be a rational ground for preferring one over the other. With Lincolnian firmness, our civics instruction is dedicated to the proposition that "the concept of freedom can mean different things to different people in different circumstances."...

Inherent in the idea of cultural relativism is the idea that culture, race, or ancestry (feminist multiculturalists throw in gender) determines our ideas. Our minds, that is, are locked inside our skins, and the gulf between races or cultures is unbridgeable. There is no such thing as human reason capable of grasping any part of objective moral truth (which also doesn't exist) which is worthy of imparting to a student...Education itself is thus understood to be merely the imposition of one's own ethnically or culturally determined prejudices on others. The relation between teacher and student can be understood only in terms of power.

Multiculturalists loudly denounce the emphasis in American schools on American history and culture and western civilization. Everyone has read about this. Perpetuating the American heritage in American public schools falls under the heading of "Eurocentrism," one of the worst forms of cultural or ethnic chauvinism. It discriminates against other cultures by denying them an equal "voice" in the classroom or the textbooks. One might think that it would be a rational and non-controversial approach to teach American students about the American Declaration of Independence and the American Constitution. This is naive. And, again, it is not just the "fringe elements" who protest...American taxpayers are thus required to support the inculcation among American citizens of non-American cultural heritages however antipathetic these cultures may be to democracy or to American institutions...

Bilingualism springs from this fount of multiculturalism...In fact, the animating idea of the bilingual movement today is to preserve the sanctity of the students' "native" language and culture against the imperialistic efforts to force the "foreign" tongue of English upon them...

...The more ardent multiculturalists not only denounce the emphasis on Western civilization as bad but denounce Western civilization and its American variety as uniquely evil in themselves. The very ideas of "humanity" and "reason" are seen in this view as Eurocentric (and for the feminists, patriarchal) prejudices contrived to exploit "oppressed" cultures. This is the real driving force of the multicultural movement.

Multiculturalism has no patience for objective academic standards of excellence. These are merely other means by which the "dominant culture" oppresses "minority cultures." Therefore demonstrably objective tests are denounced as racist...

The multiculturalist replaces education with therapy, insisting that supporting the students' "self-esteem" is the governing object of education. Self-esteem is achieved by teaching the students of "oppressed cultures" to be proud of their particular race or ancestry. Some argue that this should be done by revealing the true greatness of these oppressed cultures which has been systematically repressed by a dominant white, male, European culture. But the more candid or incautious multiculturalists admit or even insist that the self worth of the oppressed must be cultivated by myths where facts will not do the trick...

...But truth must not get in the way of therapy...

The teachers who teach our public school children are graduates of American colleges where such doctrines of multiculturalism are rampant...

Social critic Rita Kramer recently spent a year visiting and studying representative schools of education across the country. Her conclusion: "At present, our teacher-training institutions, the schools, colleges, and departments of education on campuses across the country, are producing for the classrooms of America experts in methods of teaching with nothing to apply those methods to. Their technique is abundant, their knowledge practically nonexistent. A mastery of instructional strategies, an emphasis on educational psychology, a familiarity with pedagogical philosophies have gradually taken the place of a knowledge of history, literature, science, and mathematics."...What matters is not to teach any particular subject or skill, not to preserve past accomplishments or stimulate future achievements, but to give to all that stamp of approval that will make them 'feel good about themselves.' Self-esteem has replaced understanding as the goal of education."...

Educational therapy apparently works. We have succeeded perhaps beyond our expectations in replacing knowledge and skills with self-esteem in our students. American students and even their parents "feel good" about their educations...around 80% of American mothers think their child's school is doing a good or excellent job even as one national study after another headlines the declining academic performance of the nation's students. The prospect in civics, one supposes, is that Americans will feel good about their country as their civic freedoms continue to erode and they turn to tribal warfare.

The not surprising tendency of the multicultural therapy inflicted on America's students at all levels is to produce adult citizens who cannot distinguish between right and wrong; who are ignorant of their rights and duties as citizens and of the foundations and conditions of their political freedom; who have been taught to identify themselves through the skin color or surnames of their ancestors; who are ignorant of American history and the principles of American democracy or have been taught to despise America; who are lacking in basic intellectual accomplishments; and who believe that they should feel good about all this.

Perhaps the most tragic injustice perpetrated against the innocent student by teachers animated by these bad ideas is that he will have been denied his greatest birthright as an American. He will have been intellectually and therefore politically exiled from that community bound together by what Abraham Lincoln called "the principles and axioms of free society": the community originating in 1776 with the bold proclamation of the inalienable rights of man as the foundation of American political existence. Indeed, today's student is in a sense divested of his very humanity insofar as he is taught to understand himself not as a being possessed of the "rights of human nature," but as a member of one tribe asserting his atavistic will against other tribes, while possessing no capacity of distinguishing or choosing between good and evil.

Intelligent liberal critics of such multiculturalism see the problem more or less clearly. As the respected historian of education Diane Ravitch says, American schools should say to students from other cultures "that wherever they have come from, wherever their parents have come from, they are now preparing to be American citizens… They must learn about American history, the Declaration of Independence, the Constitution, and the Bill of Rights, because this is now part of their precious heritage as American citizens."...

America began with a ringing affirmation of a fundamental moral and political truth: "We hold these truths to be self evident, that all men are created equal, that they are endowed by their creator with certain inalienable rights." Certainly, here was no appeal to skin color or ethnicity. The truth of human equality and liberty was asserted against all despotisms of race, class, or religion. Neither is this an appeal to "history" or an invocation of "Anglo-Saxon" roots. America is distinguished by being founded on an idea, the idea of the equal rights of human nature. We do not "live and die" for this idea because "it works for us" or because it is "our own." We make it our own because it is true. And having been elevated by making it our own, we pledge "our lives, our fortunes, and our sacred honor" to its vindication. No nation or people in history had ever established its political institutions on such principles...

Proclaiming that all men everywhere and at all times possess by nature equal rights to life, liberty, and the pursuit of happiness, the American Founders undertook the historic effort to secure these rights, so far as they thought they could then be secured, to a small people at a particular place and time. They were acutely conscious of the limits of their ability to secure these rights. When they were able to establish a "more perfect union" they understood full well how far from perfection they remained...

In the course of its history, the American people have many times fallen beneath the high standards they set for themselves at the beginning. They have strayed from those principles, and they have forgotten them, and become confused about them, and allowed misunderstood self-interest to obscure them. The reason that Abraham Lincoln is rightly regarded as the greatest democratic statesman is that he kept America from abandoning those principles as the foundation of American democracy. His statesmanship preserved for future generations of Americans the moral truth of human equality as the pole star of their political life...

To begin to restore American education today, it is necessary to restore the moral and intellectual horizons within which the self evident truths on which America was founded can command the respect and allegiance they deserve...

The "genius" of the American people at the time of the American revolution and founding made it both possible and necessary to establish a regime based on the republican principles proclaimed in the Declaration of Independence. As Jefferson said in explaining the genesis of the Declaration of Independence, the ideas expressed in it were "the common sense of the subject" in America. He was merely expressing "the American mind." It was only because the American people had learned to embrace republican principles that it was possible to establish an American republic. The founders were animated by "that honorable determination which animates every votary of freedom to rest all our political experiments on the capacity of mankind for self-government." But they understood that this was a capacity that Americans would have to demonstrate for themselves, and continue to demonstrate each generation. As the Declaration proclaims, the just powers of government are derived from "the consent of the governed." Only a people prepared to consent to a republic are capable of establishing one. This means a people prepared to recognize their own humanity and that of their fellow citizens; who will neither aspire to be masters nor submit to be slaves; who are prepared to rule and be ruled in turn; who are prepared to abide by the laws they claim the right to make for themselves. A people that means to be free must have the virtues necessary to sustain their freedom. Do we?

It is up to this generation, as it has been up to each generation that preceded us and will be up to each generation that succeeds us, to demonstrate our capacity for self government...

At the end of the American War of Independence James Madison wrote an Address to the States, endorsed by Congress and by George Washington, recommending measures to secure the fragile independence that had just been won. He concluded with a reflection that sheds light on what is at stake in the education of American citizens in our own day: "[T]he citizens of the United States are responsible for the greatest trust ever confided to a political society. If justice, good faith, honor, gratitude and all the other qualities which enoble the character of a nation and fulfill the ends of government be the fruits of our establishments, the cause of liberty will acquire a dignity and lustre, which it has never yet enjoyed, and an example will be set, which cannot but have the most favourable influence on the rights of Mankind. If in the other side, our governments should be unfortunately blotted with the reverse of these cardinal and essential virtues, the great cause which we have engaged to vindicate, will be dishonored and betrayed; the last and fairest experiment in favor of the rights of human nature will be turned against them; and their patrons and friends exposed to be insulted and silenced by the votaries of tyranny and usurpation."

Steven Hayward - a Claremont alumnus - writes about the uniqueness of the American Founding in the Spring 2006 issue of the Claremont Review of Books (not yet online):

...the idea of American exceptionalism - the idea, as old as the founding itself, that America is a special, even providential nation because it is, in Leo Strauss's words, "the only country in the world which was founded in explicit opposition to Machiavellian principles..."

The posting, Happy Birthday, America!, elaborates on Hayward's argument by further discussing the unique principles guiding the American Founding.

Other related postings include:

We Are Paying Quite a Price for Our Historical Ignorance
To Nurture Greater Ethical Awareness, Students Need Practice in Moral Discernment
Spreading Falsehoods in our Children's Education about Martin Luther King, Jr. and the American Founding

Spreading Falsehoods in our Children's Education about Martin Luther King, Jr. and the American Founding

Joseph Farah has written an editorial entitled I have a dream, too about how the life of a great American - Martin Luther King, Jr. - is being taught to our children:

I have a dream that America will return to its heritage of freedom.

But before that dream is realized, we've got to stop miseducating kids at every turn. What do I mean? Take what your kids are learning today about Martin Luther King and the principles of American freedom.

They learn that "civil rights are the freedoms and rights that a person has as a member of a community, state or nation." That's what Scholastic magazine, distributed through schools all over the country, published six years ago. "In the U.S., these rights are guaranteed to all citizens by the Constitution and acts of Congress."

That is not true. Civil rights, America's founders taught us so well, are God-given, unalienable rights. They don't descend from government. They are not given out through acts of Congress. They cannot be invented by man. They are inherent, universal, permanent.

This is such a foundational point of understanding American civic life, history and government...This is deliberate brainwashing – an example of the dumbing-down process...What these institutions produce are not educated students so much as spare parts for a giant statist-corporate matrix called America.

As if to underline the point, the Scholastic article writer added: "Since the 1960s, many laws have been passed to guarantee civil rights to all Americans. But the struggle continues. Today, not only blacks, but many other groups – including women, Hispanics, Asian-Americans, people with disabilities, homosexuals, the homeless and other minorities – are waging civil-rights campaigns."

If Scholastic is correct about rights simply being extended by legislative decree, then rights can be taken away as easily as they are bestowed. Those are not rights, folks. Those are privileges.

Notice the subtle way the struggle by blacks is equated with agitation by "the homeless" and homosexuals. This is Marxist Indoctrination 101...now it is thoroughly permeating not just academia, but elementary schools and private educational companies that must sell their products to the government educational monopoly...

...Who cares what people think about rights? It doesn't matter. Once again, rights – true rights – descend from God and cannot be given to man by anyone else nor taken away.

We also learn from Scholastic materials that King got his ideas for peaceful resistance from two sources – Mahatma Gandhi and Henry David Thoreau...I don't deny that those folks were influences on King, but to ignore King's inspiration from the Bible is ludicrous...

Ah, but then, of course, you have the old sticky wicket of religion in the classroom. Better to simply ignore reality – the truth that Martin Luther King was a Christian minister. I have a feeling that not many kids in government school will hear this part of Martin Luther King's "I have a dream" speech:

I have a dream today. I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together.

This is our hope. This is the faith with which I return to the South. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.

This will be the day when all of God's children will be able to sing with a new meaning, 'My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim's pride, from every mountainside, let freedom ring.'

And if America is to be a great nation this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania!

Let freedom ring from the snowcapped Rockies of Colorado!

Let freedom ring from the curvaceous peaks of California!

But not only that; let freedom ring from Stone Mountain of Georgia!

Let freedom ring from Lookout Mountain of Tennessee!

Let freedom ring from every hill and every molehill of Mississippi. From every mountainside, let freedom ring.

When we let freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, "Free at last! free at last! Thank God Almighty, we are free at last!"

Freedom, freedom, freedom, freedom. That was the King message. Martin Luther King talked a lot more about freedom than he did rights. He was clear on where true freedom and rights came from. That distinction has been obliterated in today's teaching about him.

Why? Because freedom cannot be controlled by government. Government would prefer to define the limits of your freedom by arbitrarily creating new "rights" and disabusing us of the notion that rights are God's unalienable gifts to all humanity.

It is startling how misinformed Americans are about the principles underlying the American Founding. And we are raising children who either are ahistorical or know only politically correct falsehoods about America, a point argued by Yale's David Gelernter in We Are Paying Quite a Price for Our Historical Ignorance:

...Our schools teach history ideologically. They teach the message, not the truth...They are propaganda machines. Ignorance of history destroys our judgment...

To forget your own history is (literally) to forget your identity. By teaching ideology instead of facts, our schools are erasing the nation's collective memory...

There is an ongoing culture war between Americans who are ashamed of this nation's history and those who acknowledge with sorrow its many sins and are fiercely proud of it anyway. Proud of the 17th century settlers who threw their entire lives overboard and set sail for religious freedom in their rickety little ships. Proud of the new nation that taught democracy to the world. Proud of its ferocious fight to free the slaves, save the Union and drag (lug, shove, sweat, bleed) America a few inches closer to its own sublime ideals. Proud of its victories in two world wars and the Cold War, proud of the fight it is waging this very day for freedom in Iraq and the whole Middle East.

If you are proud of this country and don't want its identity to vanish, you must teach U.S. history to your children. They won't learn it in school. This nation's memory will go blank unless you act.

In an effort to correct those falsehoods, three quotes below elaborate further on the American Founding.

In an earlier posting, Honoring The Land We Love, Roger Pilon discusses the Declaration of Independence and Constitution:

Appealing to all mankind, the Declaration's seminal passage opens with perhaps the most important line in the document: "We hold these Truths to be self-evident." Grounded in reason, "self-evident" truths invoke the long tradition of natural law, which holds that there is a "higher law" of right and wrong from which to derive human law and against which to criticize that law at any time. It is not political will, then, but moral reasoning, accessible to all, that is the foundation of our political system. But if reason is the foundation of the Founders' vision – the method by which we justify our political order – liberty is its aim. Thus, cardinal moral truths are these:

…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.

We are all created equal, as defined by our natural rights; thus, no one has rights superior to those of anyone else. Moreover, we are born with those rights, we do not get them from government – indeed, whatever rights or powers government has come from us, from "the Consent of the Governed." And our rights to life, liberty, and the pursuit of happiness imply the right to live our lives as we wish – to pursue happiness as we think best, by our own lights – provided only that we respect the equal rights of others to do the same. Drawing by implication upon the common law tradition of liberty, property, and contract – its principles rooted in "right reason" – the Founders thus outlined the moral foundations of a free society.

A speech entitled "Limited Government to Protect Equal Rights" by Mac Owens, published on this blog site, elaborates further on the uniqueness of the American Experiment:

Before the American founding, all regimes were based on the principle of interest - the interest of the stronger. That principle was articulated by the Greek historian Thucydides: "Questions of justice arise only between equals. As for the rest, the strong do what they will. The weak suffer what they must."...

The United States was founded on different principles - justice and equality...It took the founding of the United States on the principle of equality to undermine the principle of inequality...Thanks to the Founders, the United States was founded on a principle of justice, not the interest of the stronger. And because of Lincoln's uncompromising commitment to equality as America's "central idea," the Union was not only saved, but saved so "as to make, and to keep it, forever worthy of saving..."

"Every nation," said Lincoln, "has a central idea from which all its minor thoughts radiate." For Lincoln, this central idea was the Declaration of Independence and its notion of equality as the basis for republican government - the simple idea that no one has the right by nature to rule over another without the latter's consent...

Indeed, it is the idea of equality in the Declaration, not race and blood, that establishes American nationhood, constituting what Abraham Lincoln called "the mystic chords of memory, stretching from every battle-field, and patriot grave, to every living heart and hearthstone, all over this broad land..."

The United States is a fundamentally decent regime based on the universal principle that all human beings are equal in terms of their natural rights...

...the only purpose of government is to protect the equal natural rights of individual citizens. These rights inhere in individuals, not groups, and are antecedent to the creation of government...

An earlier posting entitled Our Declaration of Independence contains excerpts from a speech by President Calvin Coolidge:

There is something beyond the establishment of a new nation, great as that event would be, in the Declaration of Independence which has ever since caused it to be regarded as one of the great charters that not only was to liberate America but was everywhere to ennoble humanity. It was not because it proposed to establish a new nation, but because it was proposed to establish a nation on new principles, that July 4, 1776, has come to be regarded as one of the greatest days in history...

...Three very definite propositions were set out in [the Declaration's] preamble regarding the nature of mankind and therefore of government. These were the doctrine that all men are created equal, that they are endowed with certain inalienable rights, and that therefore the source of the just powers of government must be derived from the consent of the governed...

While these principles were not altogether new in political action, and were very far from new in political speculation, they had never been assembled before and declared in such a combination...

...when we come to a contemplation of the immediate conception of the principles of human relationship which went into the Declaration of Independence we are not required to extend our search beyond our own shores. They are found in the texts, the sermons, and the writings of the early colonial clergy who were earnestly undertaking to instruct their congregations in the great mystery of how to live...

In its main features the Declaration of Independence is a great spiritual document. It is a declaration not of material but of spiritual conceptions. Equality, liberty, popular sovereignity, the rights of man - these are not elements which we can see and touch. They are ideals. They have their source and their roots in religious convictions...Unless the faith of the American people in these religious convictions is to endure, the principles of our Declaration will perish...

About the Declaration there is a finality that is exceedingly restful. It is often asserted that the world has made a great deal of progress since 1776..that we may therefore very well discard their conclusions for something more modern. But that reasoning can not be applied to this great charter. If all men are created equal, that is final. If they are endowed with inalienable rights, that is final. If governments derive their just powers from the consent of the governed, that is final...If anyone wishes to deny their truth or their soundness, the only direction in which he can proceed historically is not forward, but backward toward the time when there was no equality, no rights of the individual, no rule of the people...

In all the essentials we have achieved an equality which was never possessed by any other people...The rights of the individual are held sacred and protected by constitutional guarantees, which even the government itself is bound not to violate. If there is any one thing among us that is established beyond question, it is self-government -- the right of the people to rule. If there is any failure in respect to any of these principles, it is because there is a failure on the part of individuals to observe them. We hold that the duly authorized expression of the will of the people has a divine sanction...The ultimate sanction of law rests on the righteous authority of the Almighty...

...If we are to maintain the great heritage which has been bequeathed us, we must be like-minded as the fathers who created it...We must cultivate the reverence which they had for the things that are holy. We must follow the spiritual and moral leadership which they showed...

ADDITIONAL PERSPECTIVE ON KING:

Andrew Busch, a professor at Claremont McKenna College, offers these thoughts on King.

To Nurture Greater Ethical Awareness, Students Need Practice in Moral Discernment

In offering his comments on an article entitled The Corrosion of Ethics in Higher Education, Joseph Knippenberg of No Left Turns quotes one excerpt from the article:

We would argue that, like elementary schools, universities have an obligation to ethically nurture undergraduate and graduate students. Although the earliest years of life are most important for the formation of ethical habits, universities can influence ethics as well. Like the Greek polis, universities become ethical when they become communities of virtue that foster and demonstrate ethical excellence...

Knippenberg then offers his own commentary on the article:

The authors indeed identify some campus practices that may corrupt all members of the community, students, faculty, and staff alike. But there’s more to it than that...either to promote virtue or to avoid its corruption.

...Students come to us not quite fully formed, but nevertheless pretty far down the moral path they’re going to take...We can do our darndest to undermine the commitments and character our students bring to campus. Or we can strengthen them at the margins...

Let me state this...in both secular and religious ways. The secular way of putting is that, the authors to the contrary notwithstanding, philosophy is indeed necessary, not in order logically to derive moral principles, but rather to defend them against relativist and nihilist doubts. Aristotle himself works within a moral horizon, offering the most systematic possible account of gentlemanly virtue, but not deducing it from non-moral first principles. A latter-day Aristotelian can offer a defense of sound common sense against the inventions of theory.

From a religious point of view, the college and university experience can help students become more articulate and thoughtful defenders of their faith, open to the larger world, but not vulnerable and defenseless in the face of its challenges.

...the two things most needful for ethics in higher education are religion and philosophy, the one not mentioned in the column, the other more or less dismissed. Campus practices can indeed avoid undermining and reinforce the common decency a good number of our students bring with them, but our students do need practice in moral discernment, whether offered in explicitly religious terms or in the language of natural law...

We Are Paying Quite a Price for Our Historical Ignorance

David Gelernter of Yale has written this editorial:

...Our schools teach history ideologically. They teach the message, not the truth...They are propaganda machines.

Ignorance of history destroys our judgment. Consider Sen. Dick Durbin (D-Ill), who just compared the Guantanamo Bay detention center to Stalin's gulag and to the death camps of Hitler and Pol Pot — an astonishing, obscene piece of ignorance. Between 15 million and 30 million people died from 1918 through 1956 in the prisons and labor camps of the Soviet gulag. Historian Robert Conquest gives some facts. A prisoner at the Kholodnaya Gora prison had to stuff his ears with bread before sleeping on account of the shrieks of women being interrogated. At the Kolyma in Siberia, inmates labored through 12-hour days in cheap canvas shoes, on almost no food, in temperatures that could go to minus-58. At one camp, 1,300 of 3,000 inmates died in one year.

"Gulag" must not go the way of "Nazi" and become virtually meaningless...

...I have met college students who have never heard of Pol Pot and the Khmer Rouge — the genocidal monsters who treated Cambodia in the 1970s to a Marxist nightmare unequaled in its bestiality since World War II.

And I know college students who have heard of President Kennedy but not of anything he ever did except get assassinated. They have never heard JFK's inaugural promise: that America would "pay any price, bear any burden, meet any hardship, support any friend, oppose any foe to ensure the survival and the success of liberty." But President Bush remembers that speech, and it's lucky he does.

To forget your own history is (literally) to forget your identity. By teaching ideology instead of facts, our schools are erasing the nation's collective memory...

There is an ongoing culture war between Americans who are ashamed of this nation's history and those who acknowledge with sorrow its many sins and are fiercely proud of it anyway. Proud of the 17th century settlers who threw their entire lives overboard and set sail for religious freedom in their rickety little ships. Proud of the new nation that taught democracy to the world. Proud of its ferocious fight to free the slaves, save the Union and drag (lug, shove, sweat, bleed) America a few inches closer to its own sublime ideals. Proud of its victories in two world wars and the Cold War, proud of the fight it is waging this very day for freedom in Iraq and the whole Middle East.

If you are proud of this country and don't want its identity to vanish, you must teach U.S. history to your children. They won't learn it in school. This nation's memory will go blank unless you act.

With those insights in mind, it is astounding that a United States Senator would say what Senator Durbin has said.

Some reactions to Senator Durbin's comments are here and here. Plus these comments from the Chicago Tribune, in his own home state. Hugh Hewitt has more. Power Line also has more here and here. The latter references a Hugh Hewitt article which provides readers with exactly what Senator Durbin said. The editors at National Review add their comments.

Since Durbin's comments relate to the Amnesty International debacle, there are two related links here and here to postings on AI's actions.

Senator Durbin apologizes, well sort of. Here is actual transcript of what he said.