This is the Book! by Oliver DeMille
December 18th, 2014 // 6:47 am @ Oliver DeMille
From the desk of Rachel DeMille….
Oliver writes a lot, and has published many popular and successful books. But from my vantage point, I could see that his upcoming book is very, very different from all the rest – especially in his mind. I’ve watched Oliver’s intensity and anticipation regarding this work, and wanted to give you a peek into the author’s point of view. He consented to a brief interview…
Rachel: What do you want people to know about your new book, The U.S. Constitution and the 196 Indispensable Principles of Freedom?
Oliver: [Chuckles quietly; then grows silent for a moment] This is the book. This is The One. I’ve been working on it for over two decades. It’s ready now, and it can change the world in powerful ways.
Rachel: So you would call it your “Magnum Opus”?
Oliver: Absolutely. Without question. These 196 Principles are not articulated so concisely or collected as such in any other work or body of work that I know of, and I consider them absolutely vital to the future of freedom in our time.
Rachel: I can see why you feel so strongly about this book. How did it come about?
An Important Disagreement
Oliver: To begin, I knew I was deeply moved about the cause freedom when I was very young—well before high school. During those early years my focus was on soaking up as many principles and ideas about freedom as I could. I heard W. Cleon Skousen speak in person on freedom when I was in high school, and I read his book The Making of America. As I listened to him, I knew I’d found my life’s mission.
Sometime shortly after this, the way I studied freedom took a turn. In my readings and as I attended classes, I realized something important: Not only is there a great debate in our society about whether or not we really want to emphasize freedom, but there are also some substantive disagreements about what does or does not promote freedom.
Rachel: That disagreement seems like a pivotal one.
Oliver: Absolutely. And understanding that disagreement reframes the debate over good policy and bad, current events, laws, appointments, regulations, elections, etc. It affects everything in our society.
With this understanding, I started a special file. Every time I came across an indispensable principle of freedom—something that is vital for freedom to flourish, something that directly causes decline when we don’t apply it—I copied it and kept it. I also included quotes and sources that supported these principles. Over the years the file grew into a shoebox, then a bigger box, then a file cabinet. Many of these notes are hand written in the margins and blank spaces of books from many genres.
What They Knew
Rachel: Clearly you’re not publishing a file cabinet full of notes…? How did you distill it down?
Oliver: No – and this is why it has taken me years to write it. I wanted to know as much as Jefferson and Madison about government, history, law, political economy, and freedom. Not in the modern academic sense of narrow specialization, but in the Founding Fathers model of broad and truly deep understanding. That’s a tall order, no doubt. It’s one many of us are still working on. It’s a lifetime calling. But our generation needs such people: Regular people who truly pay the price to study and understand freedom at the level the Founders did.
The question I had was clear: What are the essential principles of freedom, the indispensable things that simply must be applied if we truly want a free and prosperous society?
Some of the things I found were simple and direct, like principles listed in Skousen’s Five Thousand Year Leap or Bastiat’s little book The Law. Others were more obscure, like those found in the writing of Solzhenitsyn, Montesquieu, or Aristotle. Some were downright elusive—not because the Founding Fathers and other great freedom leaders didn’t teach them, but because we’ve stopped talking about them in recent decades.
I found some of the most important principles in the 20-volume collected writings of Thomas Jefferson. I found a lot in the Declaration of Independence and the U.S. Constitution, the Federalist Papers and Tocqueville’s Democracy in America, of course, and other great works like the writings of Blackstone.
The Hidden Principle
I found one hidden away in the writings of Patrick Henry—a principle of freedom that almost single-handedly determines whether or not a society will flourish or move into decline. But this principle is hidden from most moderns; almost nobody today knows it or realizes how truly vital it is.
I searched for the indispensable principles of freedom in every book I read, in every class I took, every seminar I attended, every class I taught, every discussion I led, every speech I gave. Some of the principles came from surprising sources. For example, I found one of the vital principles of freedom in Jane Austen’s Pride and Prejudice, and another in Owen Wister’s The Virginian. This was unexpected, but the principles are powerful.
I eventually put this list of indispensable principles into an outline and started writing this book. I wrote other books along the way, but I kept working on this one. Seemingly everything I learned influenced this magnum opus—a little or a lot. By 2005 I had it book ready. Or so I thought.
But I kept finding new principles as I read and taught, so I had to keep adding new material to the book. “This isn’t ready yet,” I realized. “I need to go re-read the great classics and make sure I haven’t missed any of the indispensable principles of freedom.”
I went back to the bookshelves and re-studied the great classics, all the Great Books and the Harvard Classics, the Annals of America set, the collected writings of many of the founding fathers, shelves of scholarly journal articles, court cases and commentaries, and the leading books on freedom through history, like the writings of Plutarch, Sydney, Cicero, James Wilson, Lord Acton, James Bryce (wow!), Calvin Coolidge, Churchill, Gandhi, Pufendorf, etc.
A Free Society
I pored through page after page, taking more notes, watching the file cabinet of ideas, quotes, and principles grow. In 2008 and 2009 I again prepared a manuscript, had it read by several excellent editors and thinkers, and got ready to publish. In the process I found a few more indispensable principles of freedom and included them. But finding even just a few more concerned me. “I need to be sure I get them all,” I told myself.
I knew I needed more time. This turned into five more years of close research, additional reading and re-reading of American Founding letters, newspaper articles, sermons, speeches, cases, documents, and more review of the greatest world classics on freedom. This was so much fun!
I wrote and rewrote. Edited, researched, added and cut. After four years of research and digging without finding any more indispensable principles of freedom, I knew the book was ready.
Rachel: So bottom line, give us the one-liner that explains what this book is about.
Oliver: Here’s what this book does: It outlines and explains what is necessary for a society to be free. That’s huge!
To Determine a Future
Everyone realizes that just knowing what makes freedom flourish isn’t enough. We have to apply these things—not just know them. But the first step is to know them, and sadly, in our day most people don’t.
If we don’t know them, we certainly can’t apply them. That’s why this book is so important. It clearly outlines what is needed to be a free nation. It outlines the 196 indispensable principles of freedom. Pure and simple.
If we know and apply these things, we’ll be free. If we don’t, we won’t.
This is powerful. It is real.
Rachel: Thanks, Oliver! Final thoughts for our readers?
Oliver: After over twenty-six years (not including the two years I lived in Spain serving a religious mission for my church) of reading, researching, debating, and analyzing history, current events, the principles of liberty, and the great classics, I’m so excited to put this all together in this important book. It’s been a labor of love: To bring the truly indispensable principles of freedom to the regular people who ultimately determine the future of any society.
The Need
I hope parents will encourage this book with every young person, and that any adult who cares about freedom will read it closely.
I love freedom. I believe it is the way God wants people to live in this world. It brings more happiness, prosperity, opportunity, and family success than any other economic or political system. I have dedicated my life to doing whatever I can to promote freedom—real freedom, not frustrating politics—in the world. I am so grateful to the many people, friends, mentors, writers, thinkers, leaders and others who have directly or indirectly helped clarify these 196 indispensable principles of freedom. They are incredibly powerful!
Again, if we use them, we can restore freedom to any society or nation. If we don’t, we can’t.
So, I repeat: This is the book. This is the one. We need our generation to read it. Anyone who cares about freedom, this book is dedicated to you.
This hardback, high-quality book retails at $ 27.95, but it is available right now at the special pre-print discounted rate of $13.95. To preorder Oliver DeMille’s new book, The U.S. Constitution and the 196 Indispensable Principles of Freedom, click here >>
Oliver DeMille is the New York Times, Wall Street Journal and USA Today bestselling co-author of LeaderShift: A Call for Americans to Finally Stand Up and Lead, the co-founder of the Center for Social Leadership, and a co-creator of TJEd.
Among many other works, he is the author of A Thomas Jefferson Education: Teaching a Generation of Leaders for the 21st Century, The Coming Aristocracy, and FreedomShift: 3 Choices to Reclaim America’s Destiny.
Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah.
Category : Aristocracy &Blog &Book Reviews &Citizenship &Community &Constitution &Culture &Current Events &Education &Entrepreneurship &Featured &Generations &Government &History &Leadership &Liberty &Mission &Politics &Statesmanship
The Article of the Year!
December 13th, 2014 // 9:53 am @ Oliver DeMille
The Best…
Last week Rachel asked me if I was going to write a “best books of the year” article like I have the last few years. “I’m not sure,” I sighed. “To tell the truth, I think it’s getting a little old. I see ‘best books,’ ‘best movies,’ ‘best albums,’ of the year, etc. in most of the national magazines and newspapers each year. In fact, I just recently read a December issue of a magazine that listed the ‘5 best of the year’ in all these categories. I think it’s a bit overdone these days.”
“That makes sense,” she responded. “But the end of the year is a profound time to look back and note important things that have happened. It’s natural, and it is good for us.” She pondered for a minute, then said enthusiastically, “What about a ‘best article of the year?’ Is there an article you wrote this year that you think is the most important one? Something everyone in America and beyond really needs to read?”
I immediately brightened and sat forward in my seat. “Yes!” I said. “There’s one article I wrote that I wish I could send out every week, over and over. I wish every person in North America would read it! And Europe, and beyond. It’s that important.”
“What is it?”
Well, here it is. The “Article of the Year!” If you read it before when it came out, please, please read it again. It’s that powerful. It’s that important. And if you haven’t read it before, now is the time.
The message of this article is extremely important! If you have children or grandchildren who will live, seek an education, and work in the next thirty years, the information in this article is vital. Absolutely vital. If you or your spouse will work in the next year, or three years, or ten years, the knowledge in this article is essential. This is an article on education, on leadership, and on the economy. Nobody should have to face the economy ahead without knowing what’s in this article! Read it! Enjoy it! Share it!
Here goes:
A Tale of Two
There are three economies in modern society. They all matter. But most people only know about two of them. They know the third exists, in a shadowy, behind-the-scenes way that confuses most people. But the first two economies are present, pressing, obvious. So people just focus on these two.
A couple of recent conversations brought these economies even more to the forefront of my thinking. First, I was meeting with an old friend, touching base about the years since we’d talked together. He mentioned that his oldest son is now in college, and how excited he is for his son’s future. I asked what he meant, and he told me an interesting story.
Over twenty years ago he ran into another of our high school friends while he was walking into his community college administration building. The two greeted each other, and they started talking. My friend told his buddy that he was there to dis-enroll from school. “I just can’t take this anymore,” he told him. “College is getting me nowhere.”
“Well, I disagree,” his buddy said. “I’m here to change my major. I’m going to get a teaching credential and teach high school. I want a steady job with good benefits.”
Fast forward almost thirty years. My friend ran into this same old buddy a few weeks ago, and asked him what he’s doing. “Teaching high school,” he replied.
“Really? Well, you told me that was your plan. I guess you made it happen. How much are you making, if you don’t mind me asking?”
When his friend looked at him strangely, he laughed and said, “I only ask because you told me you wanted a steady job with good benefits, and I wanted to get out of school and get on with real life. Well, I quit school that day, but I’m still working in a dead end job. Sometimes I wonder what I’d be making if I had followed you into the admin building that day and changed majors with you.”
After a little more coaxing, the friend noted that he didn’t make much teaching, only about $40,000 a year—even with tenure and almost thirty years of seniority. “But it’s steady work, like I hoped. Still, I’ve got way too much debt.”
After telling me this story, my old high school friend looked at me with what can only be described as slightly haunted eyes. “When he told me he makes $40K a year, I just wanted to scream,” my friend said.
“Why?” I asked.
He could tell I didn’t get what he was talking about, so he sighed and looked me right in the eyes. “I’ve worked 40 to 60 hour weeks every month since I walked off that campus,” he told me. “And last year I made about $18,000 working for what amounts to less than minimum wage in a convenience store. I should have stayed in college.”
That’s the two economies. One goes to college, works mostly in white-collar settings, and makes from thirty thousand a year up to about seventy thousand. Some members of this group go on to professional training and make a bit more. The other group, the second economy, makes significantly less than $50,000 a year, often half or a third of this amount, and frequently wishes it had made different educational choices.
The people in these two economies look at each other strangely, a bit distrustfully, wondering what “could have been” if they’d taken the other path. That’s the tale of two economies.
Most people understand the first two economies, but the Third Economy is elusive for most people. They don’t quite grasp it. In fact, you may be wondering what I’m talking about right now.
The Third Economy
This brings me to our main point. Ask members of either economy for advice about education and work, and they’ll mostly say the same thing. “Get good grades, go to college, get a good career. Use your educational years to set yourself up for a steady job with good benefits.” This is the advice my grandfather gave my father at age twenty, and the same counsel my dad gave me after high school. Millions of fathers and mothers have supplied the same recommendations over the past fifty years.
This advice makes sense if all you know are the two economies. Sadly, the third economy is seldom mentioned. It is, in fact, patently ignored in most families. Or it is quickly discounted if anyone is bold enough to bring it up.
A second experience illustrates this reality. I recently visited the optometrist to get a new prescription for glasses. During the small talk, he mentioned that his younger grandchildren are in college, but scoffed that it was probably a total waste of time. “All their older siblings and cousins are college graduates,” he said, “and none of them have jobs. They’ve all had to move back home with their parents.”
He laughed, but he seemed more frustrated than amused. “It’s the current economy,” he continued. “This presidential administration has been a disaster, and it doesn’t look like anyone is going to change things anytime soon. I don’t know what these kids are supposed to do. They have good degrees—law, accounting, engineering—but they can’t find jobs. Washington has really screwed us up.”
I brought up the third economy, though I didn’t call it that. What I actually said was: “There are lots of opportunities in entrepreneurship and building a business right now.” He looked at me like I was crazy. Like maybe I had three heads or something. He shook his head skeptically.
“Entrepreneurship is hard work,” I started to say, “but the rewards of success are high and…”
He cut me off. Not rudely, but like he hadn’t really heard me. That happens a lot when you bring up the third economy.
“No,” he assured me, “college is the best bet. There’s really no other way.”
I wasn’t in the mood to argue with him, so I let it go. But he cocked his head to one side in thought and said, slowly, “Although…” Then he shook his head like he was discounting some thought and had decided not to finish his sentence.
“What?” I asked. “You looked like you wanted to say something.”
“Well,” he paused…then sighed. I kept looking at him, waiting, so he said, “The truth is that one of my grandsons didn’t go to college.” He said it with embarrassment. “Actually, he started school, but then dropped out in his second year. We were all really worried about him.”
He paused again, and looked at me a bit strangely. I could tell he wanted to say more, but wasn’t quite sure how to go about it.
“What happened?” I prompted.
What Really Works
“To tell you the truth, I’m not really sure. He started a business. You know, one of those sales programs where you build a big group and they buy from you month after month. Anyway, he’s really doing well. He paid off his big house a few years ago—no more mortgage or anything. He has nice cars, all paid for. And they travel a lot, just for fun. They fly chartered, real fancy. He and his wife took us and his parents to Hawaii for a week. He didn’t even blink at the expense.”
“That’s great,” I told him. “At least some people are doing well in this economy.”
He looked at me with that strange expression again. “I’m not sure what to make of it,” he said. “I keep wondering if he’s going to finish college.”
I was surprised by this turn of thought, so I asked, “So he can get a great education, you mean? Read the classics? Broaden his thinking?”
He repeated the three heads look. “No. He reads all the time, way more than anyone else in the family. He doesn’t need college for that. I want him to go back to college so he can get a real job.”
I laughed out loud. A deep belly laugh, it was so funny. I didn’t mean to, and I immediately worried that I would offend him, but he grinned. Then he shook his head. “I know it’s crazy, but I just keep worrying about him even though he’s the only one in the family who is really doing well. The others are struggling, all moved back in with their parents—spouses and little kids all in tow. But they have college degrees, so I keep thinking they’ll be fine. But they’re not. They’re drowning in student debt and a bunch of other debts. It just makes no sense.”
He sighed and talked bad about Washington again. Finally he said, “I’ve poured so much money into helping those kids go to college, and now the only one who has any money to raise his family is the one who dropped out. It just doesn’t make any sense.” He kept shaking his head, brow deeply furrowed.
I left his office thinking that he’s so steeped in the two economies he just doesn’t really believe the third economy exists. He just doesn’t buy it, even when all the evidence is right there in front of him. The whole economy has changed. It’s not your father’s or grandfather’s economy anymore. It just isn’t. Sadly, he just doesn’t get that the reality has changed.
Who Gets It
He’s not alone. The whole nation—most of today’s industrialized nations, in fact—are right there with him. So many people believe in the two economies, high school/blue collar jobs on the one hand, and college/white collar careers on the other. Most people just never quite accept that the entrepreneurial economy is real. They don’t realize that there are many less white collar jobs per capita now, and that this trend shows all the signs of increasing. They don’t admit the truth, that over half of college grads in recent years can’t find jobs, and a huge number of those with degrees and without degrees are moving back home just to survive. But the third economy is flourishing.
It’s too bad so many people won’t admit this, because that’s where nearly all the current top career and financial opportunities are found. The future is in the third economy, for those who realize it and get to work. If you’ve got kids, I hope you can see the third economy—for their sake. Because it’s real, and it’s here to stay. The first two economies are in major decline, whatever the so-called experts claim. Alvin Toffler warned us in his bestseller FutureShock that this was going to happen, and so did Peter Drucker, back when they first predicted the Information Age. Now it’s happening.
I hope more of us realize the truth before it’s too late. Because China gets it. So does India, and a bunch of other nations. The longer we take to get real and start leading in the entrepreneurial/innovative third economy (the real economy, actually), the harder it will be for our kids and grandkids. The third economy will dominate the twenty-first century. It already is, in fact. Whether you’ve chosen to see it yet or not. This is real. This is happening. This is the future. This is the current reality.
Truth is truth, even when our false traditions and outdated background refuse to let us see clearly. The parents who see this, embrace it, and help their kids prepare to take action in the third economy are providing a real education for their family. Everyone else…isn’t.
Oliver DeMille is the New York Times, Wall Street Journal and USA Today bestselling co-author of LeaderShift: A Call for Americans to Finally Stand Up and Lead, the co-founder of the Center for Social Leadership, and a co-creator of TJEd.
Among many other works, he is the author of A Thomas Jefferson Education: Teaching a Generation of Leaders for the 21st Century, The Coming Aristocracy, and FreedomShift: 3 Choices to Reclaim America’s Destiny.
Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah
Category : Blog &Business &Community &Culture &Current Events &Economics &Education &Entrepreneurship &Family &Featured &Generations &Government &History &Leadership &Liberty &Mini-Factories &Mission &Producers &Statesmanship
The Bad Guy in America
December 2nd, 2014 // 9:52 am @ Oliver DeMille
Question:
“How much of the First Amendment would you like us to ignore?”
Answer:
“How many lives would we want to save?”
—State of Affairs television debut
The Enemy?
Almost every police drama and movie has a similar bad guy. The hero, usually a dedicated police officer or government agent with a painful personal past and an interesting partner or sidekick, takes on this bad guy in every possible way.
The more forcefully this great agent fights against this bad guy, the more the audience loves him/her. And the more aggressively he overcomes this bad guy, the higher the ratings.
If the bad guy were a murderer, a terrorist, or a rapist, this would be great drama. Unfortunately, however, in modern American TV and movies this bad guy is almost always the United States Constitution.
At first blush, this is surprising. But to anyone who has watched today’s police dramas, it’s no shock at all. According to most current producers and directors, apparently, the big roadblock to justice in the United States is the Constitution—with its “terrible justice-killing checks and balances, probable cause and warrant requirements, inalienable and property rights, etc.”
Idea War
This system of checks and balances was designed by the Founding Fathers to keep the government and its agents from abusing the people, but on television the checks and balances are pesky, frustrating, justice-blocking bad guys that keep good police officers and federal agents from making everything right for all of us.
As I’ve discussed in earlier writings, this pattern shows up repeatedly on some of the top rated TV shows in our nation—from the Law and Order franchise to three NCIS series, and from Hawaii Five-0 to Blue Bloods, CSI, White Collar, State of Affairs, Chicago PD, and a dozen other very popular television programs.
The lesson is portrayed over and over—the best government officials are those who routinely find creative ways to ignore or circumvent constitutional rules and use government power to bring about their brand of personal justice.
If anyone is watching these programs—and millions are watching, for hours every night—then a chunk of our citizens are learning the false view that the Constitution is outdated or ill-conceived, and that real freedom and justice in society come from Constitution-breaking government agents. The Constitution is almost always portrayed as the bad guy.
This reminds me of two important thoughts. Nietzsche taught that art, entertainment, media, and ideas are incredibly powerful in society, even more powerful than government, because media, arts and ideas have huge influence on how the people see the world and what they want from their government. And, as Victor Hugo put it, “One resists the invasion of armies; one does not resist the invasion of ideas.”
What It Is
This is a huge problem for the future of freedom. If the Constitution is the bad guy and these are the kind of police officers and government leaders young people are being trained to desire, imagine what kind of leaders they’ll want in Washington and the White House.
Most people today have already been conditioned to want a government that is never gridlocked, meaning that checks and balances don’t get in the way of government agents, bureaucrats, or top decision makers.
This is the opposite of freedom.
Period.
Where are the artists, producers, writers, and actors who will teach our generation that a good Constitution with effective checks and balances is the best chance of the regular people ever being free?
Exactly the opposite lesson is now mainstream, and its influence is growing.
Not good.
If you or members of your family watch television or movies, it’s important to have a talk with them about this reality. These programs provide excellent examples of how freedom is being lost—if only we’ll look for this lesson and discuss it together. Without such discussion, the wrong lessons are being internalized.
Oliver DeMille is the New York Times, Wall Street Journal and USA Today bestselling co-author of LeaderShift: A Call for Americans to Finally Stand Up and Lead, the co-founder of the Center for Social Leadership, and a co-creator of TJEd.
Among many other works, he is the author of A Thomas Jefferson Education: Teaching a Generation of Leaders for the 21st Century, The Coming Aristocracy, and FreedomShift: 3 Choices to Reclaim America’s Destiny.
Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah
Category : Blog &Citizenship &Community &Constitution &Culture &Current Events &Education &Featured &Generations &Government &History &Information Age &Leadership &Liberty &Mission &Politics &Statesmanship &Technology
Should We Have A Constitutional Convention or Not?
November 18th, 2014 // 9:49 am @ Oliver DeMille
(The Only Way We’ll Ever Get America Back on Track)
Months ago I wrote an article about competing views on holding a Constitutional Convention to help get America back on track. I listed some of the pros and cons of both views, and asked readers for their thoughts.
Two Surprises
I was surprised by two things: 1) the huge number of responses to my article, and 2) the extremely strong emotions people shared about how we must avoid a Convention at all costs, and, alternatively, how without a Convention America is truly doomed.
I knew people felt strongly about both sides of this issue, but I didn’t realize just how passionately many people feel it.
I got hardly any responses that were lukewarm. Everything was ice-cold hatred of the very topic of a Convention, or boiling-hot support of its absolute necessity. The most interesting thing about this is that pretty much everyone who responded—from both sides—is deeply committed to freedom, to the principles of the Constitution, and to the vital importance of America’s future freedom.
I mentioned in my original article on this topic that I had my own opinion. I read each response carefully and with an open mind to see if anything swayed my views. After reading them all, I remain committed to my original viewpoint. And I’m ready to share it.
The Reality
For those who are adamantly supportive of either side, my thoughts are likely to be frustrating. I see the value of both views. I think a Convention is either a wonderful idea or a terrible idea, and we won’t truly know which until after it is held (if it ever happens, that is). Thus, we should either not hold it at all, or we should hold it but be sure there is a real chance of it doing the right things.
This view isn’t very helpful if your focus is on whether or not to have a Convention. But there is a method to my viewpoint. There is a bigger reality at play here, and too often the people supporting or opposing a Convention don’t realize just how important it is. Let me explain.
One respondent wrote: “Our form of government was made for a moral people…. We need the people to change, not the Constitution!”
Powerful words. I would add two words to make this even more poignant: “Our form of government was made for a moral and wise people…. We need the people to change, not the Constitution!”
This is dead right. Those who oppose a Convention use this to make the case that “Since many of our people and leaders lack morality and wisdom, a Convention will simply throw away the best thing we have going for us—the Constitution.”
In contrast, supporters of a Convention use this same idea to argue: “Our lack of moral and wise people and leaders is causing us to reject more and more of the Constitution with each passing year. If current trends continue, we won’t even be following the Constitution within a few years—not even the little bit we are following now. A Convention is the only chance of fixing this.
“Yes, it might backfire and we’ll lose our freedoms, but without a Convention we’re definitely losing them—and nobody realizes it enough to stop it. At least with a Convention we have a chance to turn things around, and if we don’t, if it makes things worse, at least everyone will know it—openly and immediately.”
Both views have real merit.
But there is a solution. It will work if we have a Convention, and it will work if we don’t have a Convention.
It isn’t easy, but it is possible. It can happen. It will be difficult, but without it we will lose our freedoms—regardless of whether or not we have a Convention.
What is the solution? We need at least 3% of the populace to really understand the Constitution. That’s approximately the percentage of people who actively participated in the American founding. Today we need at least 3% to deeply, truly understand the Constitution and the principles of freedom—at the level Madison and Jefferson and the Americans of their generation understood them.
If that doesn’t happen, a Convention won’t help. Likewise, if it doesn’t happen, avoiding a Convention won’t help either.
We are losing our freedoms. Quickly. Consistently. And much of it is happening in secret, in policies, laws, and programs the public doesn’t bother to read and understand.
But How?
How can we get 3% of the populace to understand the Constitution? Honestly, this is really very simple. There are five books I know of that teach what is needed. A person who reads, studies, and really understands any of the five will know enough to be part of the 3%. The five are:
- Madison, et al., The Federalist Papers
- Skousen, The Five Thousand Year Leap
- DeMille, We Hold These Truths to Be Self-Evident
- Skousen, The Making of America
- DeMille, The U.S. Constitution and the 196 Indispensable Principles of Freedom
Of course, reading more than one of them, or even all of them, is better. But really knowing the principles taught in any one of them will make a person part of the 3%. And when 3% or more of the people really know the Constitution, we’ll have enough critical mass to truly influence a return to its principles.
Of course, there are many other good books on freedom. What these five books have in common is that each one provides a comprehensive overview of the freedom principles needed to get our nation back on the right path. And after you read 1-5 of these, read LeaderShift by Orrin Woodward and myself. This book specifically outlines what we need to do to change our governmental structure right now—either through a Convention if one is ever held, or without a Convention by influencing elections and policy.
Whether readers agree or disagree with the principles in these books isn’t the point. What we need is 3% of the people who are seriously thinking and talking about how to apply these principles of freedom in our time. Right now. So, agree or disagree, but get focused on the principles of freedom!
The Only Way We’ll Ever Get America Back on Track
Freedom matters. We are losing it. The loss is rapid and the pace of our national decline is increasing. And there is really only one solution. In the whole history of the world, the regular people have only been free when they have demanded it. Governments don’t just hand it out. Elite classes don’t just gift it to the masses.
In all of history, the only times the people have been free are when they simply insisted on it. And this has only happened—only happened!—when at least 3% of the population really understood the principles of freedom.
That’s it. Period.
If 3% doesn’t understand, we’ll lose our freedoms.
Can a Convention help? Only if at least 3% of the people truly understand the principles of freedom. Can opposing a Convention help? Only if at least 3% truly understand the principles of freedom.
This is true.
This is real.
This is incredibly urgent.
One final thought. A lot more than 3% of the people deeply love freedom. We all need to do whatever we can to help more of them truly understand the principles of freedom. Whether or not we succeed in this endeavor will determine whether our children and grandchildren are free…or not.
Oliver DeMille is the New York Times, Wall Street Journal and USA Today bestselling co-author of LeaderShift: A Call for Americans to Finally Stand Up and Lead, the co-founder of the Center for Social Leadership, and a co-creator of TJEd.
Among many other works, he is the author of A Thomas Jefferson Education: Teaching a Generation of Leaders for the 21st Century, The Coming Aristocracy, and FreedomShift: 3 Choices to Reclaim America’s Destiny.
Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah
Category : Blog &Citizenship &Community &Constitution &Culture &Current Events &Education &Entrepreneurship &Featured &Generations &Government &History &Leadership &Mission &Politics &Statesmanship
Education Exposed
October 28th, 2014 // 3:24 pm @ Oliver DeMille
Hire and Higher and Hire
Just read the following quote. It is incredibly powerful:
“Universities…have been absorbed into the commercial ethos. Instead of being intervals of freedom, they are breeding grounds for advancement. Students are too busy jumping through the next hurdle in the résumé race to figure out what they really want…. They have been inculcated with a lust for prestige and a fear of doing things that might put their status at risk. The system educates them to be excellent, but excellent sheep.”
This is a profound and all too accurate description of our current educational system. It was written in the New York Times by David Brooks, as a summary of a William Deresiewicz’s essay in his book Excellent Sheep.
Let’s briefly consider each main point:
- “Universities…have been absorbed into the commercial ethos. Instead of being intervals of freedom, they are breeding grounds for advancement.”
This is true of schools in general today, at all levels. Most people now see the goal of almost all schools as job preparation, as Hire Education instead of Higher Education.
In this model, the quality of learning isn’t important. Job placement is the goal, and it drives the whole educational system.
Moving Backwards
Sadly, it drives it down, not up. As the quality of education decreases, so does the quality (and availability) of jobs for most people.
- “They have been inculcated with a lust for prestige and a fear of doing things that might put their status at risk.”
The conveyor-belt approach to learning trains followers, not leaders. It makes our students and workers risk averse, not creative or entrepreneurial. Our economy is losing jobs by the thousands to nations where initiative, ingenuity, and innovation are rising. In these vital things, our failure rates are growing.
- “The system educates them to be excellent, but excellent sheep.”
Our education system of “students follow, while their superiors tell them what and when to do things—from Kindergarten through graduate school” is creating a populace that obediently takes its marching orders from the media, experts, and government officials. But free societies only stay free when the people are watching things and telling the officials and experts what to do.
We’ve got it backwards. Most of our current educational system is designed for a socialist nation, not for a free one.
Leaders or Drones
There is a solution, and it is for parents and teachers to deliver Leadership Education and teach young people how to think—not what to think.
This has been the focus of our work with TJEd (Thomas Jefferson Education) for over two decades. It’s tenets are simple: classics rather than rote textbooks, mentors rather than professors, personalized learning rather than the conveyor belt, quality rather than conformity, etc.
It all boils down to inspiring students to passionately choose the work of getting a great education, not requiring youth to do the rote behaviors of mediocre learning—or even the rote actions that bring high test scores but turn students into excellent sheep.
In The Atlantic, Sandra Tsing Loh called this “high-class drone work.” Note that she was referring to the prestigious but rote careers that such education leads to, not to the schooling.
Leadership Education is a better way. For everyone.
Simplicity and Success
Just consider another powerful quote, this one from Luba Vangelova writing about the non-traditional revolution in modern education:
“Every day, veteran educator Scott Henstrand walks into his history classroom at the Brooklyn Collaborative secondary school, jots down a few conversation-starters on the blackboard, then takes a seat amongst the 14- to 17-year-olds. He does the same work as they do, and raises his hand when he wants to speak.”
This sounds like a formal school modeled after an excellent Leadership Education homeschool:
- “Inspire, not Require.”
- “Simplicity, not Complexity.”
- “You, not Them.”
- Mixed ages.
- A mentor learning right along with the students.
- Readings and lots of discussions.
Great education is really quite simple, after all, as successful homeschoolers can attest.
For help in engaging your education, and mentoring others in their learning, join us for Mentoring in the Classics >>
Oliver DeMille is the New York Times, Wall Street Journal and USA Today bestselling co-author of LeaderShift: A Call for Americans to Finally Stand Up and Lead, the co-founder of the Center for Social Leadership, and a co-creator of TJEd.
Among many other works, he is the author of A Thomas Jefferson Education: Teaching a Generation of Leaders for the 21st Century, The Coming Aristocracy, and FreedomShift: 3 Choices to Reclaim America’s Destiny.
Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah
Category : Blog &Community &Culture &Current Events &Education &Family &Featured &Generations &Leadership &Liberty &Mini-Factories &Mission
