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TEXTUAL HELPS
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)
9
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)
10
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)
11
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)
11
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)
12
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.
2
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.
3
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.
6
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.
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