How to Put Real People in the U.S. Congress

By Art Robinson, Ph.D.

Most congressional candidates are now busily telling voters what they will do if they win a seat in Congress, or retain the seat they already occupy.

Our nation’s founders intended that Congress would have relatively little to do. Respected members of their communities were selected to serve as public servants for brief terms as caretakers of our Constitutional republic. Each member is constrained by oath to follow our Constitution, which merely instructs these members to protect our lives, liberty and property from all threats – primarily threats from foreign invaders and from our government itself.

Congress has come a long way since then.

In continual violation of their oaths, members of Congress have arrogated to themselves almost total control of every aspect of our lives – a control they grudgingly share with the executive and judicial governmental branches and enforce through a vast complex of bureaucratic apparatchiks.

Former U.S. Rep. Ron Paul, who while in office rigorously adhered to the Constitution, earned the nickname “Dr. No” because he so routinely voted against unconstitutional actions by the U.S. Congress.

And the American people have been taught that they live in a “democracy” wherein they are entitled to vote away the lives, liberty and property of their neighbors if they can get 51 percent of the vote. The original idea was that congressmen would be elected by majority votes – not that the freedoms of Americans would be determined by such votes. The founders were very clear about this difference.

Our freedoms are God-given. Congress has no just authority to change this.

So, in 2018 what should we do? Grumble as we scurry about beneath the feet of our masters? Join the system and seek congressional preference for ourselves? Or vote for principled members of Congress in the hope that our fellow Americans will do this too, and that a majority of the members will return our freedoms to us?

Most grassroots Americans are trying to do all three of these things simultaneously. And since our current members of Congress arise from these grassroots, I am optimistic that many, perhaps even a majority, would like to return to our Constitution, too.

In the meantime, most Congressmen would probably like to exercise their current power with wisdom. But wisdom must be coupled with knowledge, and few if any members of Congress possess the knowledge to cast wise votes on the myriad issues now before them. Even if a member did have that knowledge, that member has only 1 vote out of 435 in the House, or 1 vote out of 100 in the Senate. Each is a bit player in a vast enterprise. Is there a way to do more?

I believe there is.

Each congressional office has desks for about eight or so political staffers. These staffers are busy making the member feel important, advising him on voting for the special interests that keep the member in office, and interfacing with the public. Mostly they are aspiring politicos working their way up the ladders in the Washington swamp. Each effectively has the powers of a member of Congress, except for the power to vote.

Within the Capitol building the staffers can speak to and write to everyone else, hold meetings in the many conference rooms and participate in all the many interpersonal activities within the building, except speaking and voting on the floors of the House and Senate. The staffers, to a very significant extent, affect the actions of Congress. And importantly, they exercise very great control on the level of knowledge in the Capitol building.

If elected to Congress, I would replace the political staffers in the Oregon office with real people. In this way, our office could have a much greater influence on wisdom in the Congress.

Consider, for example, MIT’s atmospheric physicist Richard Lindzen, who is one of our nation’s greatest scientific authorities on the issue of human-caused global warming. An eminent scientist, Professor Lindzen is also an articulate public writer and speaker. Ordinarily, he is allowed to speak for 30 minutes or so to a congressional committee every couple of years. The idea is that the exalted members turn their ears occasionally toward Professor Lindzen – very occasionally.

What do you suppose would happen to congressional knowledge on this issue if Dick Lindzen were to occupy one of those eight desks in my office for several months, with the full powers of a congressional staffer? I guarantee the level of congressional knowledge on this issue would increase a hundredfold.

I told Dick Lindzen that if I win a seat in Congress, he has lost his vacation. In reply, he sent us a campaign contribution.

Another example arises from the great importance of the timber industry in Oregon District 4, which has the finest stands of Douglas fir in the world – but is prevented from using this resource by unwise decisions made by the U.S. Congress.

Therefore, the desk next to Dick Lindzen’s should be occupied, on a rotating basis, by a sawmill owner, a log mill sawyer, a log truck driver and a timber faller. When that timber faller throws one of those long Oregon chain saws over his shoulder and walks down the halls in Congress, they will never forget it. And, his seminar on work in Oregon forests – across the hall the next day in the Capitol building – will have standing room only. He will speak in the language and dialect of his working people. I guarantee that the denizens of Congress will learn this language!

That timber faller will be there day after day. Each day he will sally forth from that desk spreading needed knowledge about Oregon forests throughout the Capitol building.

We’ll need an education desk, too, occupied by real teachers. And an energy desk for the men and women who actually build and operate, with their own hands, America’s energy technology. And a border-control desk with people who actually personally protect our borders.

Should Wall Street have a desk and the bankers who flood our nation with fiat money and debt? Yes, they should – right beside the desk with experts on honest money as specified in our Constitution and the virtues of a debt-free nation.

That’s seven desks already, and we still need one for merchants from the main streets of Oregon District 4’s towns and cities – the entrepreneurs who struggle to do our nation’s business under the yoke of runaway taxation and regulation that wears them down and costs our communities millions of real jobs.

Perhaps we can squeeze in ten desks, but the list of real Americans includes a great multitude of specialties that have arisen in a nation of free people, but who are now suffering from the diminution of their freedom. We rotate as many of these as we can through several-month tenures within the two-year term. Who knows if a member who does this will see a second term? Who cares? We could do a lot for our nation with a program like this in just two years.

Put real people in the Capitol building! If we do, the members themselves will gradually realize that they, too, can be real people, and our nation will be better off.

Arthur Robinson, Ph.D., is a research professor of chemistry and co-founder of the Oregon Institute of Science and Medicine. After co-founding the Linus Pauling Institute of Science and Medicine with Linus Pauling in 1973, Robinson, his wife, chemist Laurelee Robinson, physicist Martin Kamen, and later joined by Nobel-winning biochemist R. Bruce Merrifield, cofounded the Oregon Institute of Science and Medicine in 1981. Robinson has also directed the Petition Project, which has obtained the support and signatures of more than 31,000 American scientists for a petition opposed – entirely on scientific grounds published in peer-reviewed journals – to the hypothesis of “human-caused global warming.”

Robinson is currently running for U.S. Congress in District 4 of Oregon. He has been nominated by District 4 Republicans to run for this position in 2010, 2012, 2014, 2016, and 2018. He has also received the nominations of the Constitution and Independent Parties for this position and has served as state chairman of the Oregon Republican Party.

 Originally Published at WND.com.


Voters’ Pamphlet Statement

US Representative, 4th District
Arthur B Robinson

Occupation: Scientist; Educator; Businessman

Occupational Background: Faculty, UC San Diego; President, Oregon Institute of Science and Medicine

Educational Background: Caltech BS; UC San Diego PhD

Prior Governmental Experience: No government office.

Our nation and our people must prosper!

We must lift the dead hand of government off the backs of our people, so that the liberty, freedom, justice, and equality of opportunity of all Americans are assured. To do this, we should replace career politicians, who place their own self interests above the interests of the American people.

  • American Security

We must protect the lives of all Americans, born and unborn, through legislation that is pro-life and pro-Second Amendment.

We must secure our borders and end illegal immigration.

  • Fiscal Responsibility

We must balance the federal budget to assure that our financial obligations to social security, national defense, and other contractual commitments can be paid.

  • Justice for All

We must end unconstitutional corporatism so that American businesses compete in the marketplace, rather than in buying favors from politicians, and we must assure that all Americans, those in the highest positions and those who are the least fortunate, are treated equally before the law.

  • Keep our National Contract and Heritage

We must rigorously follow the rules of our Constitutional Republic. No governmental action should be taken that violates the Constitution.

  • Defend our Nation

The strength of our military must be maintained at the highest level, both by adequate investment and by avoiding involvement in unnecessary foreign adventures.

  • Education

Our schools should be under the control of our parents, teachers, and local communities.

  • Liberty and Common Law

Each of us should do all that we have agreed to do, and we should not encroach on other persons or their property. Our government should serve as a just referee of our adherence to this common law.


(This information furnished by Art Robinson for Congress.)

Heart Attack and Cancer Patterns Detected in Urine before Diagnosis

Robinson laboratory discovers urinary metabolic profiles diagnostic of heart attacks and cancer, before symptoms are evident. Research published in the Journal of American Physicians and Surgeons, September 2017. Available at: http://www.jpands.org/vol22no3/robinson.pdf

Who is Art Robinson?

Born March 24, 1942 to Zelma Robinson and Edward H. Robinson. Graduated from Lamar High School in Houston, Texas, 1959.

BS in chemistry, California Institute of Technology, 1963. President of freshman and sophomore classes at Caltech, Secretary of student body, and President of Dabney House. Undergraduate research under Jerome Vinograd and then employed by Linus Pauling to supervise Pauling’s undergraduate research students. Undergraduate research published as Robinson, A. B., Manly, K. F., Anthony, M.P., Catchpool, J. F., and Pauling, L. Science 149, pp 1255-1258 (1965).

PhD in chemistry, University of California at San Diego, 1968, under the direction of Martin D. Kamen, discoverer of Carbon 14. Carried out part of PhD work under R. Bruce Merrifield at Rockefeller University. PhD thesis on the synthesis and characterization of cytochrome-related molecules, original contributions to solid-phase peptide synthesis, and related experimental work.

Assistant Professor, University of California at San Diego, 1968-1972, beginning immediately upon completion of PhD. Taught freshman chemistry and graduate level course in physical chemistry. Directed undergraduate, graduate and postgraduate students and technicians in research on the deamidation of peptides and proteins and also directed Linus Pauling’s experimental research group in nutrition and preventive medicine.

Research Associate, Stanford University 1970-1972, directed undergraduate, graduate, and postgraduate research on metabolic profiling (metabolomics). Also, carried out theoretical research with Linus Pauling on the structure of atomic nuclei.

President, Research Director, and co-founder of Linus Pauling Institute of Science and Medicine, 1973-1978. Directed graduate students, postgraduates, and technicians in experimental work on nutrition and preventive medicine and metabolic profiling.

President and Research Director of Oregon Institute of Science and Medicine, 1980-present. Research emphasis is metabolic profiling, deamidation of peptides and proteins, and nutrition and preventive medicine. Deamidation research summarized in book, Molecular Clocks: Deamidation of Asparaginyl and Glutaminyl Residues in Peptides and Proteins by Noah E. Robinson and Arthur B. Robinson.

Extensive work on civilian nuclear weapons defense, 1985-1991, with Conrad Chester, director of civil defense research at the Oak Ridge National Laboratory, and with the Federal Emergency Management Agency. Organized an 8,000 member civil defense advocacy group, built extensive educational nuclear defense equipment for FEMA, and published materials circulated by FEMA to emergency responders.

Writer and publisher of newsletter Access to Energy, a nuclear energy advocacy publication originated and written by Petr Beckman 1973 to 1993 and, after Petr Beckman’s death, written by Art Robinson 1994 to present. Access to Energy also covers other scientific subjects of special public interest, including especially all forms of energy generation and climate and environmental issues.

Chairman of Oregon Republican Party, 2013-2014, and Republican candidate for U.S. Congress in Oregon District 4 in 2010, 2012, 2014, and 2016.

Married to Laurelee Robinson, mother and research chemist, 1971-1988. Laurelee died in 1988, when their children were 12, 10, 8, 6, 6, and 1.5 years old. Art raised and homeschooled their family and did not re-marry. Art Robinson’s children are:

Zachary Robinson, Doctor of Veterinary Medicine, Iowa State University.
Noah Robinson, PhD Chemistry, California Institute of Technology.
Arynne Robinson, Doctor of Veterinary Medicine, Iowa State University
Joshua Robinson, PhD Nuclear Engineering, Oregon State University
Bethany Jepsen, MS Nuclear Engineering, Oregon State University
Matthew Robinson, PhD Nuclear Engineering, Oregon State University

In addition to their professional work, the Robinson children market a K-12 educational curriculum now used for homeschooling and as a supplement to public schooling by approximately 60,000 students.

Art Robinson has published numerous research papers in scientific journals including the Proceedings of the U. S. National Academy of Sciences, Science, Nature, Mechanisms of Aging and Development, and other professional journals and three books, and has also written for news publications such as The Wall Street Journal. He is best known scientifically for his origination of and work in metabolic profiling and amide molecular clocks in peptides and proteins.

His political work is summarized in the book Common Sense in 2012 by Art Robinson. He also directed the Petition Project concerning the hypothesis of human-caused global warming. Six exemplary personal recommendations published with Common Sense in 2012 include:

“Dr. Robinson is one of the most gifted scientists I have ever met.” – Martin Kamen – Fermi Prize and Discoverer of Carbon 14.

“Dr. Robinson is known to me as a careful, competent, and well-informed scientist” – Edward Teller – Defense Scientist

“Arthur Robinson has the respect of a very significant portion of the scientific community.” – Frederic Seitz – Former President of the U. S. National Academy of Sciences

“I strongly endorse Art Robinson for election to the U.S. Congress. In the 15 years I have known Art, I have found him to be an outstanding scientist, a man of uncompromising integrity. Art’s depth of knowledge of the economic, scientific, energy, and industrial challenges that face our nation is unparalleled. Men of his ability are urgently needed in Washington.” – Steve Forbes – Publisher and Entrepreneur

“In my experience with space flight, I have come to know many men of excellence. Art Robinson is the best can-do guy I know. He’s what we need in Washington, and I think Oregon voters should elect Art Robinson. He’s a treasure.” – Scott Carpenter – Mercury Astronaut

Art Robinson’s philosophy is that the government is far too intrusive in our lives. He understands we have to stop the spending in Washington, the growth of the national debt, and allow the Constitution to function. I strongly recommend the 4th congressional district of Oregon put Art Robinson in the Congress of the United States”. – Harrison Schmitt – Apollo Astronaut and former U. S. Senator

Economics of Oregon, District 4

In the past three election contests vs. Peter DeFazio, I have won all of the rural counties of District 4, Oregon every time. These Oregon counties are suffering the bad economic effects of poor congressional representation.

DeFazio has won in the cities of Eugene and Corvallis. These cities are thriving because they are homes to two great universities, U of O and OSU. These universities bring very large amounts of wealth into these communities. I hope they continue to thrive.

Unfortunately, Mr. DeFazio and his big spending friends have bought their way back into office every two years with our tax money, with borrowed money, and with printed money – to the extent that our national economy hangs by a thread from collapse. Eugene and Corvallis may soon join the rest of District 4 in an economic depression of historic proportions as a result of economic irresponsibility in Congress.

The politicians who have caused this calamity are not going to fix it. We need new, fiscally responsible representation in Washington as soon as possible.

Close the Schools!
What’s the Truth?
See Art’s Educational Plan!

Close the Schools

By Art Robinson, PhD

At dinner recently, a friend told me that he had called Peter DeFazio’s office and asked about DeFazio’s claims that Art Robinson is anti-education. “Oh yes, he was told, “Robinson is definitely against education,” followed by remarks embellishing this.

“How can this be?” my friend asked. “Robinson’s six children all have college degrees in science and engineering. Five of the six have doctorates”

“Click.” DeFazio’s man hung up on him.

I have been an educator of K-12, college, graduate, and postgraduate students for most of my life. As a student and student-teacher at Caltech and the University of California at San Diego (UCSD); as a teacher at UCSD and Stanford, as a teacher of my own children, and in our family’s business that has provided curricula and books to more than 100,000 home-schooled and public schooled K-12 students, I have learned a lot about education. I am, however, opposed to “education” as the politicians and union bureaucrats have transformed it.

Fifty million American young people are attending schools of political, bureaucratic, and union design – such an inferior design that our nation has fallen from first in the world 50 years ago to essentially last in the developed world in educational performance.

I am also opposed to being satisfied with gradual improvements in this situation. It is unacceptable to write off the educations of millions of American young people and plan to do better in the future. Not all public schools are inferior, but the average is very low. Many dedicated teachers do manage to do well regardless of governmental impediments.

It is easy, of course, to write these words, but is there a practical action one can take?  As a congressman, I think that there is. I think I could convince Congress to pass a bill to “Close the Schools.” (This will give a thrill to DeFazio’s political advertisers.) Specifically, I propose to close the D.C. schools for the summer and reshape them into outstanding schools in three months.

What schools does Congress have authority to close? Only the schools in Washington, D.C. The 10th Amendment of the Constitution leaves education entirely to the states and the people. The U.S. government has no authority to control our nation’s schools, except those under its jurisdiction in D.C.

The 50,000 K-12 students in D.C. are 67% black and 17% Hispanic. In recent years, 40% of them did not finish high school, and those who did finish read at an average 5th grade level. Congress voted for gradual improvements which have helped a little (DeFazio voted against these improvements to please his union sponsors), but the fact remains that an entire generation of minority students in Washington D.C. is being disadvantaged for life by being deprived of a good K-12 education.

I think that, in June 2017, all D.C. K-12 schools should be closed and all personnel laid off. During the following month, only teachers who work in the classrooms should be rehired, with special emphasis on reading, writing, and mathematics. A blue-ribbon group of America’s best educators should handle this rehiring, with less able teachers not rehired and replacement teachers with top teaching records hired to replace them. The wages of all of the teachers should be increased, with the understanding that these jobs depend on performance.

During the next two months, the entire educational curriculum should be replaced, with the new curriculum containing the best techniques for teaching reading, writing, and mathematics. General courses beyond these should be added only in history, science, and other substantial subjects. Then, reopen the schools in September.

Few, if any, non-teachers should be rehired. Let the teachers do the administration, and raise their wages in recognition of this small added responsibility.

During this process and the 2017-2018 academic year, every necessary resource should be utilized to make the D.C. schools the very best in the United States. This D.C. project can then become an example for the states and localities in improving their own schools. Children learn by example; adults learn by example; and institutions also learn by example.

Simultaneously, a voucher system should be built that provides every American K-12 student in the United States with the freedom and resources to apply to any school in our nation, public or private. This will provide a competitive atmosphere that encourages all of our schools to rise in quality, and it will eliminate inequities where they exist.

I will work to help the states and localities create these voucher systems for their students. All students will have economic freedom to use these vouchers to enhance their educations. The students and their parents will become the customers of the schools, rather than the vassals of school administrators.

Taxpayers pay taxes to provide for education, but this money is not controlled by the students, parents, or teachers. It is controlled by a self-serving unionized bureaucracy. Vouchers will return control to those who have the greatest interest in quality education.

On average, American federal, state, and local taxes collect more than $10,000 per academic year for each American K-12 student. That is more than $300,000 cash for each teacher and class of 30 students for 9 months. (In Portland, Oregon it is $360,000, and in Washington, DC it is $450,000.)

If that $300,000 were given to one of our nation’s many great teachers, she (or he) could raise her own salary, hire an assistant, rent a room for a classroom, give those 30 students a great nine months of education – and have lots of money left over.

DeFazio and his corrupt friends say that they want more money for the schools. The money they want will not go to the classroom. It will go to unionized non-teaching “educators,” who in turn will help keep DeFazio and his friends in office.

To DeFazio and his union friends, the students are just an excuse for the money transfer. If they cared at all about the students, the schools would not be so inferior.

My mother and uncle were public school teachers. After serving in World War II, my uncle taught school in rural Iowa. He taught a full load of classes – and they gave him a few dollars extra to be superintendent of the schools, too. Those Iowa farmers were not then interested in paying for non-teaching employees.

And, wasted money is not the only problem. These union non-teachers (and teachers of valueless politically correct government propaganda) do not take their money and go on vacation. They stay in the schools, making life miserable for the teachers as they try to teach. Of course, many non-teaching school administrators do not fit this description, but too many do.

Today, our family provides curricula and books for about 60,000 K-12 currently home-schooled and public-schooled students. One year, our curriculum won an unprecedented seven first-place awards in the annual Practical Home Schooling parent survey poll.

DeFazio has never taught a student. He is already out in Oregon District 4 misquoting selected phrases from angry statements I have written in the past concerning such situations as the D.C. schools.

Those schools should be closed! They should be replaced with good schools. And the congressional politicos who have done this to the black and Hispanic young people of D.C. should all be fired.

Reading is not a skill that is a goal of K-12 education. It is a skill required to obtain a K-12 education. By the time a student is no more than 8 years old, the student should read with facility.

By the age of 10, the child should frequently be seen spontaneously reading books outside of classroom hours. For my generation, the Carnegie libraries scattered throughout our country facilitated this. At age 10, the student should also be writing short essays each day.

As a student reads, his vocabulary gradually expands because he spontaneously acquires a greater active vocabulary from the increasingly sophisticated books that he reads.

Knowledge is in books. Without reading skills, that knowledge is not available to the student. And, while the specific knowledge is important, more importantly the acquisition of mental skills learned by reading serves to train the student’s mind and his imagination. The student learns to think.

Progressive liberals argue that the D.C. schools do the best they can with the students they have. This is a deplorable racist excuse.

Years ago, I was teaching chemistry at the University of California at San Diego to a class of 300 science and engineering majors. In addition to lectures, assignments, and examinations, I went every weekday evening to the lecture hall and tutored all students who showed up until the last one went home. Usually, about 50 attended, and the sessions lasted about three hours. I did everything I could to aid their performance, but I made no distinctions. Unless the student learned the chemistry, he was not going to pass the course.

One evening when I was having a hamburger with several graduate students in downtown La Jolla, a formidable black man joined our table. He was a professor in the UCSD third college, which was restricted entirely to minority students.

After we listened for a while to his brand of Third-World, black-power politics, the conversation turned to education. I said that, in my course, I made no distinctions as to race, background, or other factors. All must master the chemistry, regardless of their attributes.

The black professor’s response: “You’re right! Your course is very difficult. I know because I am tutoring two students taking your course. But, you are right. Our worst enemies are these white liberals who come over to the third college and teach watered-down courses to our students – turning them into permanent second-class citizens.” (This is as close to his exact words as memory permits.)

The white liberal professors he mentioned postured as very self-important as they generously taught down to this group they considered inferior. Racism we might call it, but they acted the same way toward white colleagues who failed to share their views.

Booker T. Washington and George Washington Carver would agree. At Tuskegee University, they taught excellence, not excuses.

Nationwide test results in U.S. schools have shown public-schooled white students at 57 percentile, while black and Hispanic students are at 25 percentile in academic performance. On the same tests, white, black, and Hispanic home-schooled students were all at 80 percentile. There was no racial difference.

It may seem quixotic to suggest that the national disaster in U.S. schools can be corrected very rapidly. Yet, this must be done, and it is easy to do. It is not acceptable to write off the millions of young people now in poor schools.

Turning D.C. schools into a model for our country and providing every American K-12 student with a voucher to attend any school in our nation would provide a substantial immediate improvement.

Only half of the dollars taxpayers spend for K-12 education reach the classroom. Fire the unionized deadwood, send all of the school tax money to the classrooms and teachers, and create a nationwide voucher competition. This would be a great gift to our 50 million students.