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PRINCIPLES OF LIBERTY

Source= The 5,000 Year Leap by W. Cleon Skousen , National Center for Constitutional Studies

1. The only reliable basis for sound government and just human relations is Natural law.
2. A free people cannot survive under a republican constitution unless they remain virtuous and morally strong.
3. The most promising method of securing a virtuous and morally stable people is to elect virtuous leaders.
4. Without religion the government of a free people cannot be maintained.
5. All things were created by God, therefore upon Him all mankind are equally dependent, and to Him they are equally responsible.
6. All men are created equal.
7. The proper role of government is to protect equal rights, not provide equal things.
8. Men are endowed by their Creator with certain unalienable rights.
9. To protect man's rights, God has revealed certain principles of divine Jaw.
10. The God-given right to govern is vested in the sovereign authority of the whole people.
11. The majority of the people may alter or abolish a government which has become tyrannical.
12. The United States of America shall be a republic.
13. A constitution should be structured to permanently protect the people from the human frailties of their rulers.
14. Life and liberty are secure only so long as the right of property is secure.
15. The highest level of prosperity occurs when there is a free market economy and a minimum of government regulations.
16. The government should be separated into three branches legislative, executive, and judicial.
17. A system of checks and balances should be adopted to prevent the abuse of power.
18. The unalienable rights of the people are most likely to be preserved if the principles of government are set forth in a written constitution.
19. Only limited and carefully defined powers should be delegated to government, all others being retained in the people.
20. Efficiency and dispatch require government to operate according to the will of the majority, but constitutional provisions must be made to protect the rights of the minority.
21. Strong local self-government is the keystone to preserving human freedom.
22. A free people should be governed by law and not by the whims of men.
23. A free society cannot survive as a republic without a broad program of general education.
24. A free people will not survive unless they stay strong.
25. “Peace, commerce, and honest friendship with all nations entangling alliances with none.”
26. The core unit which determines the strength of any society is the family; therefore, the government should foster and protect its integrity.
27. The burden of debt is as destructive to freedom as subjugation by conquest.
28. The United States has a manifest destiny to be an example and a blessing to the entire human race.

Source: Over 150 volumes of the Founding Fathers' writings.
Copyright © 1991, 2009 National Center for Constitutional Studies
All Rights Reserved visit www.nccs.net             ---File info: scan/text time/date 914 AM 11/7/2013

 

SCAN OF STUDY GUIDE

Lesson 1: Introduction

Reading Assignment:

The 5000 Year Leap: (pages 1-6)

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. Can you give at least three reasons why U.S. Senator Orrin Hatch indicated that he was
personally excited about The 5000 Year Leap? (Page ix)

2. According to Senator Hatch, what six groups of people should read and study this book? (x)

3. Briefly explain why The 5000 Year Leap was written. (xiii-xv)

4. Why did Jamestown seem to be the turning point between the previous 5,000 years and the next 200 years? (1-4)

5. Tell of the miraculous effect of the "28 great ideas" upon the United States, as described by President George Washington. (5-6)

Foreword (pages ix-xi); Preface (pages xiii-xviii); Introduction

Lesson 2: Ruler's Law vs. People's Law
Reading Assignment: The 5000 Year Leap: (pages 9-33)
The Founders' Monumental Task: Structuring a Government with All Power in the People

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. Describe the two extremes of today's popular political spectrum.

2. Describe the two extremes of the Founders' political spectrum and tell why it it a better way to measure government.

3. Give at least five characteristics of Ruler's Law.

4. Give at least five characteristics of People's Law.

5. What two great civilizations did the Founders admire for their institutes of government. Tell how they wanted to memorialize them.

6. Describe the position of the Articles of Confederation and the Constitution on the Founders' spectrum.

7. If the federal government were to move on the spectrum from its original position, which
direction would it most likely move? Give two specific warnings from the Founders to prevent such a move.

8

Lesson 3: Principle 1 - The Genius of Natural Law

Reading Assignment: (pages 37-47)

The 5000 Year Leap: 1st Principle: The Genius of Natural Law

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. Briefly describe the Roman statesman Cicero "his life, writings, and fundamental teachings. (pages 37-39)

2. What are the main characteristics of natural law? (39-40)

3. According to Cicero, what unique trait do God and man have in common? (41)

4. Why do the concepts of natural law so closely harmonize with Christian beliefs? (42-43)

5. What advice would Cicero give to modern lawmakers and citizens of nations? (44-46)

6. Name several concepts in our American system of government that have their basis in natural law. (46-47)


Lesson 4: Principle 2 - A Virtuous and Moral People

Reading Assignment: (pages 49-57)
The 5000 Year Leap: 2nd Principle: A Virtuous and Moral People

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. What big question was on the minds of many Americans before they declared their
independence? (pages 49-51)

2. What event led Americans to serious self-examination regarding their readiness for freedom? (51-52)

3. Explain how the tide of moral reform in America helped to accelerate the Revolution. (52-53)

4. What was the counsel of James Madison, George Washington, and Benjamin Franklin
concerning the need for future generations to maintain virtue and morality? (54-57)

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Lesson 5: Principle 3 - Virtuous and Moral Leaders

Reading Assignment: (pages 59-73)

The 5000 Year Leap: 3rd Principle: Virtuous and Moral Leaders

Lesson objectives: As a result of this lesson, the student should be able to discuss the following questions/topics:
1. According to Samuel Adams, what is one way to identify the true friends of liberty? (pages 59-60)

2. By what method did the founders want citizens to qualify themselves for public office? (60-62)

3. Describe the founders' view of the whole subject of politics. (62-64)

4. How did Benjamin Franklin describe the two weaknesses that tempt people in public office? (64-67)

5. What did Franklin prophesy would most likely happen to public officials over time? (67-69)

6. Describe the founders' efforts to prevent public offices from becoming monetary attractions. (69-73)


Lesson 6: Principle 4 - The Role of Religion

Reading Assignment: (pages 75-92)

The 5000 Year Leap: 4th Principle: The Role of Religion

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. What three important areas of learning did the founders want taught in the public schools?

What document of that period contains these requirements? (pages 75-76)

2. Which religion was to be taught in the schools? What are the five fundamental principles of all sound religions? (77-79)

3. Describe the role of religion in American life as observed by Alexis de Tocqueville. (79-84)

4. Describe the founders' campaign for equality of all religions. (84-85)

5. Constitutionally, why and how did the founders exclude the federal government from involving itself in matters of religion? (86-89)

6. What is the origin and meaning of the phrase "a wall of separation between church and state"?
(89-90)

7. How were the states encouraged to deal with matters involving religion? (90-92)

Lesson 7: Principle 5 - The Role of the Creator

Reading Assignment: (pages 95-101)
The 5000 Year Leap: 5th Principle: The Role of the Creator
Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:
1. Tell why John Locke concluded that an atheist was "irrational." (pages 95-96)

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2. Explain the five steps by which, according to Locke, everyone can know there is a divine
Creator. (96)

3. Describe several attributes of God that Locke said would be easy for man to identify. (97-98)

4. What are the two ways men learn about God's laws? What kinds of truths are made known by each method? (98-99)

5. Were the founding fathers deists? Give examples showing that the founders regarded
themselves as being dependent on a living, intelligent, benevolent, caring, and responsible God. (99-100)

6. Of what value were religious convictions to the validity of public oaths? (100-101)

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Lesson 8: Principle 6 - All Men Are Created Equal
Reading Assignment:

The 5000 Year Leap: 6th Principle: All Men Are Created Equal (pages 103-12)

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. In what three ways are all people equal? (pages 103-4)

2. What does it mean to have equal rights? (105)

3. Ideally, how should minorities cross the "culture gap" and become accepted into society? (105- 8)

4. Evaluate the push for "civil rights" over the past three decades. Would the founders have
suggested a better way? (108-11)

5. Describe the constitutional amendments that were passed to ensure equal rights. Was there a better way to accomplish this? (111-12)


Lesson 9: Principle 7 - Equal rights, Not Equal Things

Reading Assignment: (pages 115-21)
The 5000 Year Leap: 7th Principle: Equal Rights, Not Equal Things
Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:
l. What powers can be legitimately assigned to government? (pages 115-16)

2. What are the natural results of a government's assuming the authority to take from the "haves" and give to the "have nots "? (116-17)

3. Protecting equal rights for all provides for what great economic freedoms? (117-18)

4. America excelled all other nations in at least four ways because it protected equal rights
instead of trying to provide equal things. Name these four achievements. Give proof that the
founders made "leveling" unconstitutional. (119)

5. Where did Benjamin Franklin gain experience that helped him learn how to effectively care for the poor? What kind of compassion did he consider counterproductive? (119-20)

6. State the five principles that summarize the founders' views on how to help the truly poor by means of "calculated" compassion. (120-21)


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Lesson 10: Principle 8 - Man's Unalienable Rights

Reading Assignment:

The 5000 Year Leap: 8th Principle: Man's Unalienable Rights (pages 123-29)

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. What is an unalienable right? What is a vested right? (pages 124-25)

2. Name some unalienable rights that you hadn't thought of before reading this chapter. (125-26)

3. What did Thomas Jefferson mean by "the pursuit of happiness"? (127)

4. Name the three great natural rights. (127)

5. Do states also protect unalienable rights? (128)

6. What blessings come from the protection of life? (128-29)


Lesson 11: Principle 9 - The Role of Revealed Law

Reading Assignment:

The 5000 Year Leap:

9th Principle: The Role of Revealed Law (pages 131-39)

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. What is necessary in order for an unalienable right to be enforceable? (Pages 132-33)

2. How do unalienable duties relate to unalienable rights in both public and private arenas? Give some examples. (133-35)

3. Describe God's law of criminal justice. (135-36)

4. Tell how God's law was considered for many centuries to be the supreme law. (137-38)


Lesson 12: Principle 10 & 11: Sovereignty of the People; Who Can Alter the Government

Reading Assignment:

The 5000 Year Leap:
10th Principle: Sovereignty of the People (pages 141-45);
&
11th Principle: Who Can Alter the Government?(pages 147-51)

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. Why was Algernon Sidney beheaded? (Pages 141-42)

2. According to John Locke, what two standards must be met in order for an office holder to have proper authority to act? (142-43)

3. Describe the concept of "sovereign authority of the people" among the Anglo-Saxons. (143)

4. According to Alexander Hamilton and James Madison, why should the people never have to fear the federal government? (143-45)

5. At what point are the people justified in altering or abolishing their government? (147-48)

6. Who has the power to change government? (148-50)

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Lesson 13: Principle 12 - Advantages of a Republic

Reading Assignment:

The 5000 Year Leap:

12th Principle: Advantages of a Republic (pages 153-61)

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. What is a democracy? Why does democracy always end in tyranny? (Pages 153-54)

2. What is a republic? Why did the founders prefer it to a democracy? (154-55)

3. Describe how the word "democracy" became a tool of the socialist cause. (155-57)

4. Tell how the government's own literature once distinguished between a democracy and a
republic. (157-58)

5. Explain how the term "democracy" became entrenched as a description of our society during President Woodrow Wilson's administration. (158-59)

6. How has the word "democracy" lost its identification with socialism in the American mind? (159-60)

7. Can it be said that the term "democracy" has actually been used to attack the Constitution? (160-61)


Lesson 14: Principle 13 - Protection Against Human Frailty

Reading Assignment:

The 5000 Year Leap: 13th Principle: Protection Against Human Frailty (pages 163-67)

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. According to Alexander Hamilton, what is the greatest danger to the people's rights? (pages 163-64)

2. Describe Thomas Jefferson's feelings about trusting our political leaders. (164)

3. George Washington said that government is neither reason nor eloquence. What did he call it? (165)

4. Describe James Madison's two-step approach to developing a good government. (165-66)

5. Why will the Constitution never be obsolete or old-fashioned? (166)

6. At what point should patriotic Americans sound the alarm over an erosion of our liberties? (166-67)

13

Lesson 15: Principle 14 - Property Rights Essential to Liberty
Reading Assignment: 14th Principle: Property Rights Essential to Liberty (pages 169-77)
The 5000 Year Leap:

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. According to English common law, what is the origin of property? (Pages 169-70)

2. What does "ownership" mean, and why is it necessary to help man subdue and gain dominion over the earth? (170)

3. Without property rights, what four things would happen? (170-71)

4. Why is an attack on private property rights actually an attack on life itself? (171-72)

5. How is ownership acquired? (172)

6. Which should be regarded as sacred, property or property rights? (172-73)

7. What is the primary purpose of government? (173-75)

8. How has history proven the value of property rights? (176)

9. How do we care for the poor without violating property rights? (176-77)



Lesson 16: Principle 15 - Free-market Economics

Reading Assignment:

The 5000 Year Leap: 15th Principle: Free-market Economics (pages 179-91)

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. Where did the founders find direction regarding the kind of economic system they should set up? (Pages 179-80)

2. Name six elements of Adam Smith's free-market formula. (180)

3. For any nation to maximize freedom and prosperity, what four laws of economic freedom must be maintained? (180-81)

4. Identify four areas where, according to the founders and Adam Smith, government can
legitimately intervene in the economy. (181-82)

5. Describe the events that occurred around 1900 that caused Adam Smith's free-market formula to be replaced. What replaced it? (182-85)

6. Are Americans reawakening to the wisdom of Adam Smith? (185-86)

7. What major reform must take place before free-market economics can be fully restored? (187)

8. What was Thomas Jefferson's warning about allowing private interests to control our
monetary system? (188-90)

9. When hard-fought reforms brought America close to an ideal monetary system, what did the power centers of Europe have to say about it? (190)

14

Lesson 17: Principle 16 - The Separation of Powers

Reading Assignment:

The 5000 Year Leap: 16th Principle: The Separation of Powers (pages 193-202)

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. Who was Polybius? When did he live? How many history books did he write? (pages 193-94)

2. According to Polybius, what were the advantages and disadvantages of a monarchy, an
aristocracy, and a democracy? (194)

3. Describe Polybius's suggestion for a "mixed" government. (194-95)

4. Who was Baron Charles de Montesquieu? What great work did he produce that proved to be of immense help to the founders? (195-96)

5. How did Montesquieu emphasize the need for three branches of government? (196-97)

6. What was the heated debate about the executive branch that took place in the Constitutional Convention? (197-98)

7. Describe the development of the separation-of-powers doctrine in America. How did John Adams refer to the science of politics? (198-200)

8. Describe John Adams's struggle against the popular thinking of his time in trying to promote his ideas on sound government. (200-202)

Lesson 18: Principle 17 - Checks and Balances

Reading Assignment:

The 5000 Year Leap: 17th Principle: Checks and Balances (pages 205-15)

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. After the founders convinced the people of the need for a separation of powers, what great challenge did they face? (Page 205)

2. Which founder gave perhaps the most detailed reasoning for a system of checks and balances?

Where is it recorded? (206-7)

3. Explain the difference between "blending" the powers of government and "usurping" them.

Why has it proven a difficult task to maintain the delicate difference? (207-8)

4. Tell about two different ideas that were tried or suggested in the founding period as ways of protecting the people from abusive government. (208-9)

5. How did the founders finally conclude that a system of checks and balances was the best and only answer? (210-11)

6. How many internal checks are provided for in the Constitution? What final check do the people have? (211-13)

7. What was George Washington's advice about preserving the constitutional system of checks and balances? (213-14)

8. How has this ingenious device been effectively used as a means of peaceful self-repair? (214- 15)

15

Lesson 19: Principle 18 & 19 -Importance of a Written
Constitution; Limiting & Defining the Powers of Government

Reading Assignment:

The 5000 Year Leap: 18th Principle: Importance of a Written Constitution (pages 217-

21); 19th Principle: Limiting and Defining the Powers of Government (223-27)

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. What was the one weakness of the Anglo-Saxon common law? (page 217)

2. What did the Anglo-Saxons and their descendants learn from the Norman Conquest and its eventual results? (217-18)

3. Describe the origins of written constitutions in American history. Why is the first constitution of Connecticut especially noteworthy? (218-19)

4. When compared to other civilizations, what's one of the main differences in how the American system of government was framed? Has this contributed to its longevity? (219-21)

5. What was one of the principles emphasized most vigorously during the Constitutional
Convention? (223)

6. What did the states require to help ease their fears of intrusion by the new national
government? (223-24)

7. Explain the principle of dual sovereignty. Why was it absolutely necessary to maintain a
healthy balance between the national and state governments? (225)

8. Describe the damage done to this delicate balance by the Seventeenth Amendment. (226-27)

Lesson 20: Principle 20 & 21 - Majority Rule, Minority Rights;
Strong Local Self-government

Reading Assignment:

The 5000 Year Leap: 20th Principle: Majority Rule, Minority Rights (pages 229-32); 21st
Principle: Strong Local Self-Government (pages 235-40)

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. What was the serious defect in the Articles of Confederation that made it virtually impossible for the American people to improve the structure of their government? (Page 229)

2. After reading John Locke's explanation of majority rule, how binding do you think a majority's decision should be in your community? Is there any room for civil disobedience? (229-30)

3. According to Locke, what is the alternative to majority rule? How practical is it to achieve that? (230)

4. Why is it a problem to require even a two-thirds majority in Congress for the passage of ordinary legislation? (230-31)

5. Although the majority rules in our society, what protection is extended to an people? (231-32)

6. Explain the harm that comes to a people when political power becomes too centralized. (235)

7. What's the golden key to preserving freedom? (235-36)

8. How did New England revive the Anglo-Saxon institutes of local self-government? (236-37)

9. How did Thomas Jefferson describe the distribution of powers among different levels of government? (239)

16

10. How did James Madison describe the distribution of powers between the national and state governments? (239)

11. Describe the size of the federal government as envisioned by Jefferson. (239-40)

12. What was the warning of historian John Fiske concerning the growth of the central
government? (240)

Lesson 21: Principle 22 - Government by Law, Not by Men

Reading Assignment: The 5000 Year Leap: 22nd Principle: Government by Law, Not by Men (pages 243-47)
Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. How can one tell when a nation is being ruled by the "whims of men"? (page 243)

2. Define law. In a free society, to whom should the law apply? (244)

3. Why is there no liberty without law? (244)

4. According to John Locke, what does law do for man? (244)

5. How did John Adams and Aristotle describe the blessings of fixed law? (244-45)

6. What did Plato advocate as the best way to govern? (245)

7. What's the basic difference between the founders' view of law and Plato's view? (246)

8. How did the founders further clarify what good laws should be like? (246-47)


Lesson 22: Principle 23 - Importance of an Educated Electorate

Reading Assignment:

The 5000 Year Leap: 23rd Principle: Importance of an Educated Electorate (pages 249-56)

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. What underlying principle compelled the founders to advocate universal education? (page 249)

2. How was Massachusetts organized to provide universal education? What year was this system established? (250)

3. How did John Adams describe public education in New England? (251)

4. Describe local school boards in New England during the founding era. (251)

5. Compare the literacy rates of Europe and America at that time. (251)

6. How did Alexis de Tocqueville describe the American education system in 1831? (252)

7. How did Tocqueville characterize the American pioneer? (252-53)

8. According to Tocqueville, how well acquainted were Americans with their system of
government? (253-54)

9. Why were even the young children knowledgeable about their government at that time? (254)

10. How well did these early Americans know the English language? To what did they attribute this knowledge? (255)

11. What did knowledge of the Bible do for Americans of that era? (255-56)

17

Lesson 23: Principle 24 - Peace through Strength

Reading Assignment:

The 5000 Year Leap: 24th Principle: Peace through Strength (pages 259-65)

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. What does an industrious, prosperous nation usually attract? (page 259)

2. According to the founders, what two things are necessary to maintain freedom and prosperity? (260)

3. According to Benjamin Franklin, what advantage will come to America because of its strength and readiness? (260)

4. What great responsibility do our leaders have to the people? (260-61)

5. What great benefits did Franklin foresee as the population and wealth of America grew? (261)

6. What was Franklin's opinion of Americans who refused to help pay for the defense of their own liberty? (261-62)

7. Why was George Washington considered highly qualified to comment on America's state of readiness? (262)

8. What was the warning President Washington expressed in his fifth annual address to
Congress? What was happening to necessitate such a warning? (263-64)

9. Describe Samuel Adams's feelings about our responsibility to preserve God's gift of liberty. (264-65)

Lesson 24: Principle 25 - Avoid Entangling Alliances

Reading Assignment:

The 5000 Year Leap: 25th Principle: Avoid Entangling Alliances (pages 267-78)

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. What was Thomas Jefferson's motto regarding foreign relations? (page 267)

2. Did the founders ever consider alliances with other nations necessary? (267)

3. Which term best describes the founders' position on foreign relations, "isolationism" or

"separatism"? (267- 68)

4. Which European nation has managed to follow a policy of separatism? (268)

5. Describe George Washington's views on the United States as an example to mankind. (268-69)

6. What did Washington say about the advisability of classifying foreign nations as friends or

enemies? (269)

7. What's the problem with favoring some countries over others? (269-71)

8. According to Washington, what should our foreign policy be? (271-73)

9. What was the founders' underlying reason for wanting to remain separate from other nations?
(273-74)

10. Explain how "internationalism" has replaced "separatism" in U.S. foreign policy. (274-76)

11. Describe J. Reuben Clark's dream of America as a world peacemaker. (276-78)

18

Lesson 25: Principle 26 - Protecting the Role of the Family

Reading Assignment:

The 5000 Year Leap: 26th Principle: Protecting the Role of the Family (pages 281-88)
Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. According to Alexis de Tocqueville, how did family life in America differ from family life in Europe during the 1830s? (Pages 281-82)

2. How are men and women equal under God's law? What did John Locke say to support this position? (282-83)

3. How did the lifestyle of early American families contribute to their success? (283-84)

4. Is Benjamin Franklin a legitimate source of advice on happy family life? Why? (284-85)

5. How did Franklin attempt to persuade a young friend to get married? (285)

6. Explain why parental authority is based on natural law. (285-86)

7. According to Locke, what is the meaning of maturity? (286-87)

8. What is the responsibility of children to their parents? Does it have roots in natural law? (287)

9. Why did Locke say that no government should interfere with legitimate family relations? (287- 88)

Lesson 26: Principle 27 - Avoiding the Burden of Debt

Reading Assignment:

The 5000 Year Leap: 27th Principle: Avoiding the Burden of Debt (pages 291-303)
Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. Describe at least two ways a person can become a slave. (page 291)

2. What is debt? (291-92)

3. How did Thomas Jefferson and Benjamin Franklin feel about personal debt? (293-94)

4. Did the founders feel any differently toward national debt? What about inherited debt? (294- 96)

5. What priority did the founders give to debt retirement? (296-97)

6. What fundamental principles have U.S. political leaders violated in the process of
accumulating today's massive national debt? (297-301)

7. What remedies can solve our national debt crisis? Do you think politicians know the real
answers? (301-3)

19

Lesson 27: Principle 28 - The Founders' Sense of Manifest
Destiny

Reading Assignment:

The 5000 Year Leap: 28th Principle: The Founders' Sense of Manifest Destiny (pages 305-10)

Lesson objectives:

As a result of this lesson, the student should be able to discuss the following questions/topics:

1. According to most historians, what outstanding feature was common to early Americans? Can you give an example? (Pages 305-6)

2. Can you provide evidence that the founders regarded themselves and their countrymen as master servants rather than a master race? (306-7)

3. What crime did John Adams say Americans would be guilty of if they abandoned freedom? (307)

4. What were John Jay's reasons for believing that America had been the recipient of God's
blessings? (307-8)

5. What events seemed to prove the accuracy of Jay's assessment? (309)

6. How did James Madison characterize the uniqueness of the American experiment? (309-10)

20

DESCRIPTIVE PHRASES


1 The Genius of Natural Law 2. A Virtuous and Moral People 3.Virtuous & Moral Leaders 4. The Role of Religion 5. The Role of the Creator 6. All Men Are Created Equal; 7. Equal Rights, Not Equal Things 8. Man’s Unalienable Rights 9. Advantages of A Republic 10. Protection Against Human Frailty 11. Property Rights Essential to Liberty 12. The Role of Revealed Law 13. Role of the People 14. Who can Alter the Government 15. Free Market Economics 16. The Separation of Powers 17. Checks and Balances 18. Importance of a Written Constitution 19. Limiting & Defining the Powers of Government 20. Majority Rule; Minority Rights 21. Strong Local Self-Government; 22. Government by Law, Not By Men, 23. Importance of Educated Electorate 24. Peace Through Strength 25. Avoiding Entangling Alliances 26. Protecting the Role of the Family 27. Avoiding the Burden of Debt 28. The Founders’ Sense of Manifest Destiny

IN RELATION TO OUR CONSTITUTION


28 Principles of Liberty form the
Basis for our Founding Documents

The Founders principles, which are discussed in The 5000 Year Leap , led the Founders to formulate the concepts and ideas contained in the Declaration of Independence and the Constitution. The Principles and their place in the documents may be summarized as follows:

Lines 1-4 text conversion of chart:
No. | Principle | Category | Document, paragraph or section

1

The Genius of Natural Law

Foundations

Dec. of Ind. , 1

2

A Virtuous and Moral People

Foundations

Dec. of Ind., 1, 2, concl.

3

Virtuous and Moral Leaders

Foundations

Dec. of Ind., 1, 2, concl.

4

The Role of Religion

Foundations

Dec. of Ind., 1, 2, concl.

5

The Role of the Creator

Foundations

Dec. of Ind., 1, 2, concl.

6

All Men are Created Equal

Foundations

Dec. of Ind. , 2

7

Equal Rights, Not Equal Things

Foundations

Dec. of Ind. , 2

8

Man's Unalienable Rights

Foundations

Dec. of Ind. , 2

9

The Role of Revealed Law

Foundations

Dec. of Ind., 1,2, concl.

10

Sovereignty of the People

Foundations

Dec. of Ind., 1 concl.

11

Who Can Alter the Government?

Foundations

Dec. of Ind., 2, concl.

12

Advantages of a Republic

Foundations

Const., Art I

13

Protection Against Human Frailties

Foundations

Const., Preamble, Amd. 1

14

Property Rights Essential to Liberty

Foundations

Dec. of Ind. , 2;

Const. Art. IV, Amd. 5

15

Free-Market Economics

Foundations

Const. Art I.8, Amd. 10

16

The Separation of Powers

Structure

Const. Art I, II, III, Amd. 10

17

Checks and Balances

Structure

Const. Art I, II, III, IV, V, VI

18

Importance of a Written Constitution

Structure

Const., Preamble, Art I, II, III

19

Limiting and Defining the Powers of Government

Structure

Dec. of Ind. , 2;

Const., Art I, II, III, Amd. 1-10

20

Majority Rule, Minority Rights

Structure

Const., Art I.2.1, I.5.3

21

Strong Local Self-Government

Structure

Const., Art I.8, IV.4, Amd. 10

22

Government by Law, Not by Men

Structure

Dec. of Ind. , 2, List of Grievances; Const., Art I.8

23

Importance of an Educated Electorate

Working Policies

Dec. of Ind. , List of Grievances; Const., Amd 10

24

Peace Through Strength

Working Policies

Const. Art. I.8

25

Avoid Entangling Alliances

Working Policies

Const. Art II.2, Art VI.2

26

Protecting the Role of the family

Working Policies

Dec. of Ind., 1, 2, concl.

Const. Art I.10

27

Avoiding the Burden of Debt

Working Policies

Const. Art I.8, Art VI.1

28

The Founders' Sense of Manifest Destiny

Working Policies

Dec. of Ind., 1, 2, List of Grievances, concl., Const. Art IV. 3,4

 

BIBLE PASSAGES REALTED TO EACH PRINCIPLE

National Center for Constitutional Studies
37777 W. Juniper Rd. • Malta, Idaho 83342 ·208-645-2625 (fax-2667) Products orders: 800-388-4512
Seminar information: 480-832-0174, fax 480-854-8381 Internet: www.nccs.net

November 2013
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Biblical Basis for the Principles in The 5000 Year Leap

Several years ago, a young student, Kari Hayes, completed our one-semester course on the 28 Principles of Liberty entitled "American Government and Constitution, Part I." Feeling the excitement and truthfulness of these ideas, she wrote, "Armed with a pink highlighter, I began to mark verses in my Bible that correlated with the Principles of Liberty." Kari sent me a copy of her project which she entitled, A Scriptural Index to The 5000 Year Leap. While I was teaching a seminar in Georgia, Kari showed up, eager to learn more. We have developed a warm friendship and she recently married and is now known as Kari Wentworth.

I am grateful to this young freedom-loving patriot for her untiring work and her love of correct principles.

The following, which is mostly Kari's work, is an indication of how the Founders' principles, explained in The 5000 Year Leap, indeed have their roots in the Holy Scriptures.



Principle 1. The only reliable basis for sound government and just human relations is Natural Law.

Leviticus 24:22 - Ye shall have one manner of law, as well for the stranger, as for one of your own country: for I am the Lord your God.

Deuteronomy 30: 11-14 - For this commandment which I command thee this day, it is not hidden from thee, neither is it far off. It is not in heaven, that thou shouldest say, Who shall go up for us to heaven, and bring it unto us, that we may hear it, and do it? Neither is it beyond the sea, that thou shouldest say, Who shall go over the sea for us, and bring it unto us, that we may hear it, and do it? But the word is very nigh unto thee, in thy mouth, and in thy heart, that thou mayest do it.

Psalm 19:7 - The law of the Lord is perfect, converting the soul: the testimony of the Lord is sure, making wise the simple.

Principle 2. A free people cannot survive under a republican constitution unless they remain virtuous and morally strong.

Leviticus 18:26-28 - Ye shall therefore keep my statutes and my judgments, and shall not commit any of
these abominations; neither any of your own nation, nor any stranger that sojourneth among you: (For all these abominations have the men of the land done, which were before you, and the land is defiled;) That the land spue not you out also, when ye defile it, as it spued out the nations that were before you.

John 8:31-32 - Then said Jesus to those Jews which believed on him, If ye continue in my word, then are ye my disciples indeed; And ye shall know the truth, and the truth shall make you free.

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Principle 3. The most promising method of securing a virtuous and morally stable people is to elect virtuous leaders.

Exodus 18:21 - Moreover thou shalt provide out of all the people able men, such as fear God, men of truth, hating covetousness; and place such over them, to be rulers of thousands, and rulers of hundreds. rulers of fifties, and rulers of tens:

Job 34:30 - That the hypocrite reign not, lest the people be ensnared.

Principle 4. Without religion the government of a free people cannot be maintained.

Genesis 4:8-12 - And Cain talked with Abel his brother: and it came to pass, when they were in the field,
that Cain rose up against Abel his brother, and slew him. And the LORD said unto Cain, Where is Abel thy brother? And he said, I know not: Am I my brother's keeper? And he said, What hast thou done? The voice of thy brother's blood crieth unto me from the ground. And now art thou cursed from the earth, which hath opened her mouth to receive thy brother'S blood from thy hand; When thou tillest the ground, it shall not henceforth yield unto thee her strength; a fugitive and a vagabond shalt thou be in the earth.

2 Chronicles 7: 14 - If my people, which are called by my name, shall humble themselves, and pray, and
seek my face, and tum from their wicked ways; then win I hear from heaven, and will forgive their sin, and will heal their land.

2 Corinthians 5: 1 0 - For we must all appear before the judgment seat of Christ; that everyone may receive the things done in his body, according to that he hath done, whether it be good or bad.

Principle 5. All things were created by God, therefore upon Him all mankind are equally dependent, and to Him they are equally responsible.

Psalms 19: 1 - The heavens declare the glory of God; and the firmament sheweth his handywork

Malachi 2: 11 - Have we not all one father? hath not one God created us? why do we deal treacherously
every man against his brother, by profaning the covenant of our fathers?

Revelations 20: 12 - And I saw the dead, small and great, stand before God; and the books were opened: and another book was opened, which is the book of life: and the dead were judged out of those things which were written in the books, according to their works.

Principle 6. All men are created equal.

Exodus 30: 12-15 - When thou takest the sum of the children ofIsrael after their number, then shall they
give every man a ransom for his soul unto the Lord, when thou numberest them; that there be no plague among them, when thou numberest them. This they shall give, every one that passeth among them that are numbered, half a shekel after the shekel of the sanctuary: (a shekel is twenty gerahs:) an half shekel shall be the offering of the Lord. Every one that passeth among them that are numbered, from twenty years old and above, shall give an offering unto the Lord. The rich shall not give more, and the poor shall not give less than half a shekel, when they give an offering unto the Lord, to make an atonement for your souls.

Leviticus 24:22 - Ye shall have one manner of law, as well for the stranger, as for one of your own country: for I am the Lord your God.

Numbers 15:15-16 - One ordinance shall be both for you of the congregation, and also for the stranger that sojourneth with you, an ordinance forever in your generations: as ye are, so shall the stranger be before the Lord. One law and one manner shall be for you, and for the stranger that sojourneth with you.

Deuteronomy 16: 19 _ Thou shalt not wrest judgment; thou shalt not respect persons, neither take a gift: for a gift doth blind the eyes of the wise, and pervert the words of the righteous.

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Romans 2: 11 - For there is no respect of persons with God.

Principle 7. The proper role of government is to protect equal rights, not provide equal things.

Exodus 20: 15 - Thou shalt not steal.

Exodus 20: 17 - Thou shalt not covet thy neighbour's house, thou shalt not covet thy neighbour's wife, nor his manservant, nor his maidservant, nor his ox, nor his ass, nor any thing that is thy neighbour's.

Principle 8. Men are endowed by their Creator with certain unalienable lights.

Genesis 9:6 - Whoso sheddeth man's blood, by man shall his blood be shed: for in the image of God made he man.

Exodus 20: 15 - Thou shalt not steal.

Leviticus 25: 1 0 - And ye shall hallow the fiftieth year, and proclaim liberty throughout all the land unto all the inhabitants thereof: it shall be a jubilee unto you; and ye shall return every man unto his possession, and ye shall return every man unto his family.

Principle 9. To protect man's rights, God has revealed certain principles of divine law.

Exodus 20:1-17 - AND God spake all these words, saying, I am the LORD thy God, which have brought
thee out of the land of Egypt, out of the house of bondage. Thou shalt have no other gods before me. Thou shalt not make unto thee any graven image, or any likeness of any thing that is in heaven above, or that is in the earth beneath, or that is in the water under the earth: Thou shalt not bow down thyself to them, nor serve them: for I the LORD thy God am a jealous God, visiting the iniquity of the fathers upon the children unto the third and fourth generation of them that hate me; And shewing mercy unto thousands of them that love me, and keep my commandments. Thou shalt not take the name of the LORD thy God in vain; for the LORD will not hold him guiltless that taketh his name in vain. Remember the sabbath day, to keep it holy.
Six days shalt thou labour, and do all thy work: But the seventh day is the sabbath of the LORD thy God: in it thou shalt not do any work, thou, nor thy son, nor thy daughter, thy manservant, nor thy maidservant, nor thy cattle, nor thy stranger that is within thy gates: For in six days the LORD made heaven and earth, the sea, and all that in them is, and rested the seventh day: wherefore the LORD blessed the sabbath day, and hallowed it. Honour thy father and thy mother: that thy days may be long upon the land which the LORD thy God giveth thee. Thou shalt not kill. Thou shalt not commit adultery. Thou shalt not steal. Thou shalt not bear false witness against thy neighbour. Thou shalt not covet thy neighbour's house, thou shalt not covet thy neighbour's wife, nor his manservant, nor his maidservant, nor his ox, nor his ass, nor any thing that is thy neighbour's.

2 Titus 3: 16-17 - All scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness: That the man of God may be perfect, throughly furnished unto all good works.

Principle 10. The God-given right to govern is vested in the sovereign authority of the whole people.

Exodus 24:3 - And Moses came and told the people all the words of the LORD, and all the judgments: and all the people answered with one voice, and said, All the words which the LORD hath said will we do.

Principle 11. The majority of the people may alter or abolish a government which has become tyrannical.

Psalms 133: 1 - Behold, how good and how pleasant it is for brethren to dwell together in unity!
Philippians 2:2-4 - Fulfil ye my joy, that ye be likeminded, having the same love, being of one accord, of
one mind. Let nothing be done through strife or vainglory; but in lowliness of mind let each esteem other better than themselves. Look not every man on his own things, but every man also on the things of others.

4

Principle 12. The United States of America shall be a republic.

Exodus 18:21 _ Moreover thou shalt provide out of all the people able men, such as fear God, men of truth,
hating covetousness; and place such over them, to be rulers of thousands, and rulers of hundreds, rulers of

fifties, and rulers of tens:

Principle 13. A Constitution should be structured to permanently protect the people from the human frailties of
their rulers.

Exodus 23:8 - And thou shalt take no gift: for the gift blindeth the wise, and perverteth the words of the
righteous.

Deuteronomy 17: 18-20. And it shall be, when he sitteth upon the throne of his kingdom, that he shall write
him a copy of this law in a book out of that which is before the priests the Levites: And it shall be with him,
and he shall read therein all the days of his life: that he may learn to fear the LORD his God, to keep all the
words of this law and these statutes, to do them: That his heart be not lifted up above his brethren, and that
he turn not aside from the commandment, to the right hand, or to the left: to the end that he may prolong his
days in his kingdom, he, and his children, in the midst of Israel.

Principle 14. Life and liberty are secure only so long as the right of property is secure.

Genesis 1: 28 And God blessed them, and God said unto them, Be fruitful, and multiply, and replenish the
earth, and subdue it: and have dominion over the fish of the sea, and over the fowl of the air, and over every

living thing that moveth upon the earth.

Deuteronomy 27: 17 Cursed be he that removeth his neighbour's landmark. And all the people shall say,
Amen.

Psalms 8:4-8 What is man, that thou art mindful of him? and the son of man, that thou visitest him? For
thou hast made him a little lower than the angels, and hast crowned him with glory and honour. Thou
madest him to have dominion over the works of thy hands; thou hast put all things under his feet: All sheep
and oxen, yea, and the beasts of the field; The fowl of the air, and the fish of the sea, and whatsoever
passeth through the paths of the seas.

Principle 15. The highest level of prosperity occurs when there is a free-market economy and minimum of
government regulations.

Leviticus 25: 1 0 _ And ye shall hallow the fiftieth year, and proclaim liberty throughout all the land unto all
the inhabitants thereof: it shall be a jubilee unto you; and ye shall return every man unto his possession, and

ye shall return every man unto his family.

Leviticus 25:14 - And if thou sell ought unto thy neighbour, or buyest ought of thy neighbour's hand, ye
shall not oppress one another:

Deuteronomy 25: 15 - But thou shalt have a perfect and just weight, a perfect and just measure shalt thou
have: that thy days may be lengthened in the land which the LORD thy God giveth thee.

Principle 16. The government should be separated into three branches -legislative, executive, and judicial.

Isaiah 33:22 - For the LORD is our judge, the LORD is our lawgiver, the LORD is our king; he will save us.

Principle 17. - A system of checks and balances should be adopted to prevent the abuse of power.

2 Chronicles 26: 16-21 - But when he was strong, his heart was lifted up to his destruction: for he
transgressed against the LORD his God, and went into the temple of the LORD to bum incense upon the
altar of incense. And Azariah the priest went in after him, and with him fourscore priests of the LORD, that


5

were valiant men: And they withstood Uzziah the king, and said unto him, It appertaineth not unto thee,
Uzziah, to bum incense unto the LORD, but to the priests the sons of Aaron, that are consecrated to burn
incense: go out of the sanctuary; for thou hast trespassed; neither shall it be for thine honour from the LORD
God. Then Uzziah was wroth, and had a censer in his hand to burn incense: and while he was wroth with the
priests, the leprosy even rose up in his forehead before the priests in the house of the LORD, from beside

the incense altar. And Azariah the chief priest, and all the priests, looked upon him, and, behold, he was
leprous in his forehead, and they thrust him out from thence; yea, himself hasted also to go out, because the
LORD had smitten him. And Uzziah the king was a leper unto the day of his death, and dwelt in a several
[separate] house, being a leper; for he was cut off from the house of the LORD: and Jotham his son was

over the king's house, judging the people of the land.

Principle 18. The unalienable rights of the people are most likely to be preserved if the principles of
govemment are set forth in a written constitution.

Exodus 31: 18 - And be gave unto Moses, when he had made an end of commlming with him upon mount
Sinai, two tables of testimony, tables of stone, written with the finger of God.

Deuteronomy 11 :20 - And thou shalt write them upon the door posts of tiline house, and upon thy gates:

Deuteronomy 27:8 - And thou shalt write upon the stones all the words of this law very plainly.

Nehemiah 9:38 - And because of all this we make a sure covenant, and write it; and om princes, Levites,
and priests, seal unto it.

Principle 19. Only limited and carefully defined powers should be delegated to government, all others being
retained in the people.

Deuteronomy 17:] 5 - 20 - Thou shalt in any wise set him king over thee, whom the LORD thy God shall
choose: one from among thy brethren shalt thou set king over thee: thou mayest not set a stranger over thee,
which is not thy brother. But he shall not multiply horses to himself, nor cause the people to return to Egypt,
to the end that he should multiply horses: forasmuch as the LORD hath said unto you, Ye shall henceforth
return no more that way. Neither shall he multiply wives to himself, that his heart turn not away: neither
shall he greatly multiply to himself silver and gold. And it shall be, when he sitteth upon the throne of his
kingdom, that he shall write him a copy of this law in a book out of that which is before the priests the
Levites: And it shall be with him, and he shall read therein all the days of his life: that he may learn to fear
the LORD his God, to keep all the words of this law and these statutes, to do them: That his heart be not
lifted up above his brethren, and that he tum not aside from the commandment, to the right hand, or to the
left: to the end that he may prolong his days in his kingdom, he, and his children, in the midst ofIsrael.

Principle 20. Efficiency and dispatch require government to operate according to the will of the majority, but
constitutional provisions must be made to protect the rights of the minority.

Exodus 23:2 - Thou shalt not follow a multitude to do evil; neither shalt thou speak in a cause to decline
after many to wrest judgment:

Deuteronomy 27: 19 - Cursed be he that perverteth the judgment of the stranger, fatherless, and widow. And
all the people shall say, Amen.

Principle 21. Strong local self-government is the keystone to preserving human freedom.

Exodus 18:22 - 23 - And let them judge the people at all seasons: and it shall be, that every great matter
they shall bring unto thee, but every small matter they shall judge: so shall it be easier for thyself, and they
shall bear the burden with thee. If thou shalt do this thing, and God command thee so, then thou shalt be
able to endure, and all this people shall also go to their place in peace.

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Principle 22. A free people should be governed by law and not by the whims of men.

Leviticus 24:22 _ Ye shall have one manner of law, as well for the stranger, as for one of your own country:
for I am the LORD your God.

Numbers 15: 15 _ 16 _ One ordinance shall be both for you of the congregation, and also for the stranger that
sojourneth with you, an ordinance for ever in your generations: as ye are, so shall the stranger be before the
LORD. One law and one manner shall be for you, and for the stranger that sojourneth with you.

Principle 23. A free society cannot survive as a republic without a broad program of general education.

Exodus 18:20 _ And thou shalt teach them ordinances and laws, and shalt shew them the way wherein they
must walk, and the work that they must do.

Deuteronomy 6:6 _ 7 _ And these words, which I command thee this day, shall be in thine heart: And thou
shalt teach them diligently unto thy children, and shalt talk of them when thou sittest in thine house, and
when thou walkest by the way, and when thou liest down, and when thou risest up.

Proverbs 9:9 _ Give instruction to a wise man, and he will be yet wiser: teach a just man, and he will
increase in learning.

Isaiah 28: 10 _ For precept must be upon precept, precept upon precept; line upon line, line upon line; here a

little, and there a little:

Principle 24. A free people will not survive unless they stay strong.

Deuteronomy 20:5 _ 8 _ And the officers shall speak unto the people, saying, What man is there that hath
built a new house, and hath not dedicated it? let him go and return to his house, lest he die in the battle, and
another man dedicate it. And what man is he that hath planted a vineyard, and hath not yet eaten of it? let
him also go and return unto his house, lest he die in the battle, and another man eat of it. And what man is
there that hath betrothed a wife, and hath not taken her? let him go and return unto his house, lest he die in
the battle, and another man take her. And the officers shall speak further unto the people, and they shall say,
What man is there that is fearful and fainthearted? let him go and return unto his house, lest his brethren's

heart faint as well as his heart.

Luke 14:31 _ 32 _ Or what king, going to make war against another king, sitteth not down first, and
consulteth whether he be able with ten thousand to meet him that cometh against him with twenty thousand?
Or else, while the other is yet a great way off, he sendeth an ambassage, and desireth conditions of peace.

Principle 25. "Peace, commerce, and honest friendship with all nations - entangling alliances with none."

Exodus 23:32 - Thou shalt make no covenant with them, nor with their gods.

2 Corinthians 6: 14 _ Be ye not unequally yoked together with unbelievers: for what fellowship hath
righteousness with unrighteousness? and what cOlmnunion hath light with darkness?

Principle 26. The core unit which determines the strength of any society is the family; therefore, the
government should foster and protect its integrity.

Genesis 2:24 _ Therefore shall a man leave his father and his mother, and shall cleave unto his wife: and
they shall be one flesh.

Exodus 20: 12 _ Honour thy father and thy mother: that thy days may be long upon the land which the
LORD thy God giveth thee.

Proverbs 20:20 _ Whoso curseth his father or his mother, his lamp shall be put out in obscure darkness.

7

Matthew 5:27 - 28 - Ye have heard that it was said by them of old time, Thou shalt not commit adultery:

But I say unto you, That whosoever looketh on a woman to lust after her hath committed adultery with her
already in his heart.

Ephesians 6: 1 - 4 - Children, obey your parents in the Lord: for this is right. Honour thy father and mother;
(which is the first commandment with promise;) That it may be well with thee, and thou mayest live long on
the earth. And, ye fathers, provoke not your children to wrath: but bring them up in the nurture and
admonition of the Lord.

Principle 27. The burden of debt is as destructive to freedom as subjugation by conquest.

Proverbs 22:7 - The rich ruleth over the poor, and the borrower is servant to the lender.

Romans 13:8 - Owe no man any thing, but to love one another: for he that loveth another hath fulfilled the
law.

Principle 28. The United States has a manifest destiny to be an example and a blessing to the entire human
race.

Psalms 33:8 - 12 - Let all the earth fear the LORD: let all the inhabitants of the world stand in awe of him.
For he spake, and it was done; he commanded, and it stood fast. The LORD bringeth the counsel of the
heathen to nought: he maketh the devices of the people of none effect. The counsel of the LORD standeth
for ever, the thoughts of his heart to all generations. Blessed is the nation whose God is the LORD; and the
people whom he hath chosen for his own inheritance.

Acts 17:26 - 27 - And hath made of one blood all nations of men for to dwell on all the face of the earth,
and hath determined the times before appointed, and the bounds of their habitation; That they should seek
the Lord, ifhaply they might feel after him, and find him, though he be not far from everyone of us:

After reviewing the 28 Principles of Liberty in terms of the Holy Scriptures, we are brought to proclaim with
the Psalmist:

Psalms 19:7 - 11- The law of the LORD is perfect, converting the soul: the testimony of the LORD is sure,
making wise the simple. The statutes oftbe LORD are light, rejoicing the heart: the commandment of the
LORD is pure, enlightening the eyes. The fear of the LORD is clean, enduring forever: the judgments of the
LORD are true and righteous altogether. More to be desired are they than gold, yea, than much fine gold:
sweeter also than honey and the honeycomb. Moreover by them is thy servant warned: and in keeping of
them there is great reward.

Sincerely,

Earl Taylor, Jr.