The Weekly Sam: Technology vs. the Basics by Samuel L. Blumenfeld

First, let me say that I am all for the advance of computer technology. I used my
Macintosh word processor to write this speech and I rarely use a typewriter anymore.
So I think we can all agree that computer technology is enhancing our lives, especially
when you consider the possibilities of the Internet.

The big problem, however, is that when you bring the computer into the classroom, you
tend to shove aside or downgrade the need to master the basic technology of reading,
writing, and arithmetic. The computer becomes an edu-fad and neither teachers, nor
administrators, nor students know quite what to do with it.
Apparently, the most important person in the classroom, computers or not, is the
teacher. In a report by the Benton Foundation we read that the substantial investment
in classroom computers “will be largely wasted if K-12 teachers are not provided with
the preparation and support they will need to effectively integrate information
technologies into their teaching.”

And so, the big problem is how to integrate the computer with classroom education.
Homeschoolers find that they can easily integrate the computer with their family
learning program because they generally use the computer after they teach the basics.
In other words, first make sure the child can read, write, and do arithmetic, then use the
computer as a window to the world of information. But information is not education,
and books still remain the chief depository of human existence, the chief means of”
learning anything in depth. •

When it comes to schools, the question is: should the computer be used to teach the
child, or should the child merely learn how to use a computer? When I was in junior
high school I was taught touch typing so that I could learn how to use a typewriter. The
typewriter didn’t teach anybody anything. The computer, on the other hand, has the
ability to teach. All it requires is the right software.

If we review the edu-fads of yesterday, we recall that educators once believed that
motion pictures would be the great tool for teaching. But sitting in the dark put too
many children asleep, and much of that expensive equipment wound up in closets.
The above cited report further states:
“Even the staunchest advocates of computer networking in education concede that in
most places technical problems, inadequate training, and insufficient time for teachers
to figure out ways to integrate technology with the curriculum have combined to thwart
the dreams of reformers for a technology-driven overhaul of the education system.”
Undaunted by these problems, vice president Gore has called for a computer at every
desk, which is music to the ears of computer company CEOs like Louis Gerstner of IBM
who is leading Big Business to promote School-to-Work reform. Joseph Bauers in an
article entitled “Information Superhighway May Be Road to Nowhere,” writes:
“The underlying fallacy is that information equals education …. The computer … is
not an information filter but a pump, relentlessly spewing forth an overwhelming
barrage of data. To students who are too easily distracted, the computer is the perfect
distraction machine …. Computer producers have been smart, operating as would
any competent drug dealer: They gave away the first machines to the schools. Now
hooked, school districts find themselves on a path of endless upgrading. The initial
capital outlay, which is astounding, sets school districts on a course of spending that
ultimately must take dollars away from other things …. Some schools are eliminating
entire programs like art, music and industrial education so they can spend more on
computers. And in doing so, they are paying homage to a machine that has proved
nothing as an instructional tool.”

Apple Computer was one of the first companies to give schools free computers in the
hope, of course, of finding a great market for their products. But even Steve Jobs, the
founder of Apple, has had second thoughts about the use of these computers. He
states in an interview in Wired Magazine (Feb. 1996):

“I used to think that technology could help education. I’ve probably spearheaded
giving away more computer equipment to schools than anybody else on the planet.
But I’ve had to come to the inevitable conclusion that the problem is not one that
technology can hope to solve. What’s wrong with education cannot be fixed with
technology. No amount of technology will make a dent.
“It’s a political problem. The problems are socio-political. The problems are the
unions. You plot the growth of the NEA and the dropping of SAT scores, and they’re
inversely proportional. The problem is bureaucracy….
“There are solutions to our problems in education. Unfortunately, technology isn’t it. ..
. We can put a Web site in every school — none of this is bad. It’s bad only if it lulls us
into thinking we’re doing something to solve the problem with education …. Historical
precedent shows that we can turn out amazing human beings without technology.”

Apparently Mr. Jobs has acquired some wisdom about education which his colleagues
in the computer field would just as well keep to themselves. After all, Lou Gerstner is
anxious to sell as many computers to schools as possible. In 1996, the nation’s K-12
schools spent an unprecedented $4.34 billion on computers, an amount that is
expected to double by the year 2000. There’s gold in them thar hills!
Are kids performing better in school with computers? We get conflicting reports.
Debra Saunders writes in a column in the Milwaukee Journal (6-30-97):
“Computers won’t help kids who can’t read . . . . Some teachers see computers as
mind-numbing toys with negative effects on young minds akin to those produced by
watching too much television .. . . The Los Angeles Times recently reported how one
local elementary school spent $500,000 and six years in state grant money on
computers, [but the school’s test scores showed no improvement].”

We get a rosier view of the new technology from a series of articles in the Wall Street
Journal (Nov. 17, 97). One article relates how high school students doing research are
now going directly to the Internet instead of the library. But there are all sorts of
problems kids can get into on the Internet. There’s the pornography and pedophiles,
and now even gangs have sites. One student observed that the Net is worse than the
library because anyone can put stuff on the Net.

Another article glorifies the success of a computer program at Christopher Columbus
middle school in Union City, New Jersey, a city with a large Latino immigrant
population. The program is called Project Explore and is supported by Bell Atlantic. It
features Internet-connected computers and interactive television and is being hailed
as a standard for the successful integration of high technology and education. The
article states: “Fred Carrigg, the district’s director of academic programs, felt that a whole-language
curriculum would be the most appropriate for the district’s immigrant profile, since it
has been shown to work well in English-as-a-second-language classes. Whole
language learning emphasizes research, replaces textbooks with the actual novels
and essays they’re culled from, and breaks down rigid roles for students and teachers
in favor of cooperative student groups. In this arrangement, the teacher is like a coach
or a guide for students’ own exploration . … Even the classroom itself is different, with
group tables replaCing desks.
“Although the district didn’t know it, the last piece of the whole-language puzzle was
Project Explore …. ‘The reason I’m sold on [technology] is because of this whole language approach … which says you need tremendous access to information,’ says
Mr. Carrigg . . . .
“Starting this year, each student in one seventh-grade class at Columbus is being lent
a laptop computer, which they can bring home to use for aSSignments. In order to
participate in the project, students, parents and teachers all had to attend training over
the summer, and parents had to insure the eqUipment. Students will be graded in
large part on the basis on their ‘electronic portfolios’–the year’s classwork and
homework stored on the laptop.
“The home-school connection is being strengthened in other ways as well. .. . Wiring
students’ and teachers’ homes during Project Explore allowed communication to flow
freely between parents, students and teachers. Parents have to have access. [The]
approach is not just schools–it’s the community.”

Incidentally, you may have noticed that the establishment now talks about all entities
as communities. There’s the international community, the gay community, the regional
community, the academic community. The word community adds an aura of
respectability and social legitimacy to the group. Rarely does the establishment use
such terms as families, counties, towns, individuals. They do not refer to the gun
owning community, or the Christian community, or the homeschooling community. To
them we are gun owners, Christians, and homeschoolers. After all, you can throw
Christians to the lions but you can’t throw the Christian community to the lions. The
establishment has it’s subtle way of identifying friends from enemies.

Another article in this special Wall Street Journal edition is entitled “Dewey Wins!” We
read : “Dewey’s demanding program was based on the theory that schools were at
war against the nature of children, rather than enlisting the child’s innate qualities in
the task of learning. Instead of attempting to hammer facts into students, often with
threats of punishment, Dewey wanted schools to present the curriculum as a series of
problems, the solutions to which called upon children to employ the methods of the
scientist, the historian and the artist.

And while the push to integrate technology into U.S. classrooms is still in its infant
stages .. . many experts involved in the effort believe it could open the way for the
reintroduction of progressive teaching methods .. . . Progressive education ideas that
didn’t work particularly well prior to the technology may prove very effective in an
educational environment well-equipped with good technological resources.”
Software producers, of course, are anxious to offer the educators what they want.
According to the WSJ , “Some educators complain that most software companies
produce what is out of step with current teaching methods. They mainly offer ‘drill-and kill’ programs that emphasize rote learning, while consumer companies hawk
edutainment titles of marginal scholastic values.

Educators are moving away from rote teaching methods, and they want software to
reflect the shift. In general, teachers are looking for products that reflect contemporary
thinking about the importance of student-initiated learning, exploration and problem
solving. ”
So what we have are computer companies that want to sell a lot of computers to the
schools and an education establishment that wants to use computers to advance their
own socio-political agendas. But the computer can also be used to advance the cause
of freedom , the cause of educational “freedom . In fact, it is giving the homeschool
family unlimited access to the world.

After having studied public education for the last twenty-five years I’ve come to the
conclusion that the prime purpose of a government education system is social control.
That’s what Horace Mann admired about the Prussian education system back in the
1840s: the compulsory attendance laws, the truant officers, the state teachers colleges.
All of this was foisted on the American people by a public school movement with great
political acumen. They got state legislatures to vote for Prussian-styled centralized,
bureaucratized education systems.

What we have learned about government education systems is that they work best in
totalitarian countries. The government schools of Germany worked beautifully for
Hitler. In communist Russia, East Europe, China, and Cuba the public schools have
served as the main vehicle for indoctrinating the children in communist ideals. But it
hasn’t worked too well in America, because government education is incompatible
with the aspirations of a free society.

But there was a time from about 1900 to about 1950 when the public schools were
able to educate children fairly well. That was when they taught the basics and were
not in conflict with parental values. But as government power ~teacher power have
grown, the education system has become the chief instrument~f changing America
into the totalitarians’ version of utopia. They want the pleasure that Castro enjoys in
owning a whole nation and making everyone a victim of his whims.
You can be sure that they will use the computers to enhance their power. The latest
indication of that is the development of their computerized system of tracking students.
Most of you are acquainted with the Student Data Handbook which describes the
scope of information that will be gathered about each student who enters the system.
Well , believe it or not, all of that data can now be put on a lasercard the size of a credit
card. Listen to this from a press release from Portland, Oregon:
“Marshall High School is testing a new system of tracking student records and
academic progress. Rather than storing and keeping track of paper portfolios,
Electronic Portfolios will enable students to save their best work in a computerized
format. Marshall High School will utilize laser card technology to encode information
onto a lasercard .. . [which] is a WORM device (write once, read many times) that
can store just under three megabytes of information (which roughly translates to about
1250 pages of text) . . . .

The master data for each student will be stored on removable optical disks. Each
removable disk can store 1.2 gigabytes of information (or roughly, 600,000 pages).
Information can be put on the card in several different ways : with a video camera,
digitizing cameras, such as a Xapshot camera, scanners, and downloading
information from a computer.

Various types of data will be tracked with laser cards: Student Records, progress on
assessments for Certificates of Mastery, Sub-Endorsements, and Portfolio of evidence .
. . . Student records will keep track of schooling history (transcript information,
attendance, entry/withdrawal), health records, extracurricular activities, community
services… . In one glance, one can easily see which assessments were passed,
which ones the student is still working on, and which ones they still need to do ….
Lasercard technology is certainly a revolutionary way of keeping track of student
records and samples of their best work …. All the information is organized in one
central place and always readily available as the need arises.”

That certainly is as plain a picture of the brave new world as we shall ever get from the
totalitarians in our society. And rest assured they are all nice people. Their only
problem is that they want to enslave us and we don’t want to be enslaved. So what do
we do?  Last year, Marshall Fritz, president of the Separation of School and State Alliance,
argued that the government education system is beyond repair or reform by those of
us who have been meeting, eating and retreating for the last twenty years. The only
way to throw a huge monkey wrench into the plans of the totalitarians is to get the
government out of education. I’ve been preaching this from the 1980s when I wrote
my book, Is Public Education Necessary?

Unless we organize to restore educational
freedom to this constitutional republic, we won’t have this republic for very long.
The plans for world governance are very well advanced, and the planners have
billions of dollars with which to carry them out–most of it is our taxpayer money. They
also have the military capability of establishing total control and we should not be so
naive as to believe that they will not use that power once they decide that that is the
only way to finally eliminate opposition to their hegemony. Hillary Rodham Clinton will
probably be first to give the order to crack down on the right-wing conspiracy.
Meanwhile, we still have the freedom to meet here and protest, we still have state
legislators who must be elected by the people, and we have a growing, vibrant
homeschool movement proving that educational freedom works wonders for parents
and children. Vouchers and charter schools will keep the government in education by
making more parents dependent on government money. Working for them is merely
rearranging the deck chairs on the Titanic.

I know that it is hard for many people to give up the notion that public education can be
saved. But if you read my book, Is Public Education Necessary?, you will see that the
original premise of a government education system was flawed and has inevitably led
to the very problems we are dealing with today. I hope, therefore, that all of you will join the movement to get the government out of education. It’s the only way that we can serve notice on the totalitarians that we refuse
to become their slaves and that we intend to restore this constitutional republic to what
it was meant to be : a limited government for a free people.

( This article from the late 1990s is archived in the Sam Blumenfeld Archives:


Camp Constitution’s Nine Month Report for 2020


Our Annual Family Camp:  While our attendance was down slightly, we had an incredible camp this year.  We had an excellent line-up of instructors.   Actress Janine Turner’s classes were a big hit with the campers and staff.   One of our new instructors was 92-year old Bill Glenny-one of the last of the Nuremberg prison guards- who related his experiences guarding the likes of Rudolph Hess and Hermann Goring.  Instructor Debbie Bacigalupi launched the Agenda 21 Challenge offering camp scholarships to campers who worked to expose Agenda 21 in their communities.  She already has raised $5,000.  Numerous campers took her up on the challenge and are planning projects in their communities.  James Jaeger, director of the documentary “Unsustainable” filmed parts of his movie at camp with interviews of Rev. Steve Craft, Professor Willie Soon, Debbie Bacigalupi. Lord Monckton, John McManus, and me.  Camp Constitution will be credited in the documentary.

YouTube Channel:  We have over to 1.25 million views and averaging over 500 views per day with 5,000 subscribers.  Debbie Bacigalupi’ s class from last year’s camp has received close to 60,000 views.

The Sam Blumenfeld Archive:  Over 1.6 million hits.   88,000 Alpha-Phonics downloaded, 14,000 Alpha-Phonics Instructions Workbook downloaded and over 15,000 copies of Sam’s other books.  Donations made by folks downloading has been modest but steady. We are pleased to learn that among those who download Sam’s Alpha-Phonics are teachers, and college professors.


Camp Constitution Radio on Podomatic:   For the past four years, we have been hosting a 30-minute weekly radio show which airs on WBCQ The Planet.  We upload the shows to our Podomatic Page. We have been  in the Top 10 most days and got as far as “3” for the “conservative right” category which has about 180  shows.  We had 1,681 downloads of our radio show, and 5,150 visits.

Facebook Page:   We have over to 2,400 people who like our page and reach an average of 500 per week.  Our live Facebook feeds receive an average of 5,000 views.  Our two latest live feeds have received over 30,000 views.

Speaker’s Bureau:   We had 30 speaking engagements where we conducted power point presentation on Cultural Marxism, the Sam Blumenfeld Archives, Agenda 21, the plastic bag ban, the U.S. Constitution, and the Dangers of an Article V Convention.  These presentations were conducted in Pennsylvania, Vermont, New Hampshire, Massachusetts, Maine, and Virginia.  We also sponsored five showing of Gosnell The Trial of America’s Biggest Serial Killer, and two showings of “Unplanned.”

 Information Tables and Outreach   We had information tables at numerous events including homeschool conventions in Maine, Massachusetts, Michigan, and Pennsylvania, the Red Pill Expo in Hartford, CT, and  floats in the Dedham, MA Flag Day Parade, and the Pittsfield, MA Independence Day Parade.

Camp Constitution Press:  Thanks to one of our supporters, we reprinted Elementary Catechism on the U.S. Constitution with a foreword by Ruth Harper,  Color, Communism, and Common Sense and several other titles.  We plan to publish Sam Blumenfeld’s School-Induced Dyslexia and How It Deforms a Child’s Brain.  

Camp Constitution Book Sales:    We raised approximately $4,000 from our sale of donated books on Amazon, Facebook, and information tables.   We had numerous books donated to us over the past nine months including over 1,000 from an estate in early September

Camp Constitution Media:  We attended and videotaped  the annual Lobby Day at the Massachusetts State House hosted by the Massachusetts Family Institute, a Pro-Life press conference at the State House, a  presentation on the life of Joseph Warren by historian Christian Di Spina sponsored by the Sons of the Revolution,  a press conference we sponsored with Professor Willie Soon, and Joe D’Aleo, co-founder of the Weather Channel, and co-hosted  “Save the Persecuted Christians” Banner Display and Presentation at the Massachusetts State House, and  on September 29,  we attended the Communist China flag-raising at Boston’s City Hall Plaza.  Our Facebook live feeds of this event have gone viral with well over 70,000 views in just a day.

Article V Convention:    With Norman Tregenza’s help, we organized a group of people to testify in favor of a New Hampshire resolution to rescind its states Article V application.  While the resolution was tabled, we got word that we have a good chance of passing it next year.  We distributed literature on the problems of an Article V Convention at the Pennsylvania State House and gave a presentation on the subject to a well -attended group in Virginia.  We send out E-mail alerts to our supporters around the country, and both on Camp Constitution Radio and the radio shows we guest host, we interview experts on Article V including Robert Brown and Joe Wolverton.  Not one state where we had “boots on the ground” had any new Article V resolutions pass.

Camp Constitution in the News:    In July, our legal team at Liberty Counsel filed a new lawsuit against the City of Boston due to its discrimination against flying the Christian flag.   This generated more media than we have ever received.  Dozens if not hundreds of media outlets, newspapers, radio shows, and on-line news sources including Breitbart, the Blaze and World New Daily covered the story.  Fox TV did a story that was aired all over the United States.  I was interviewed by Fox Online, and appeared as a guest on the Jeff Kuhner Show which is one of the most popular talk show hosts in New England.   We discovered that 15 left-wing groups have filed an amicus brief against our lawsuit  Thanks to Professor Soon’s influence in the “climate realism” community, a letter to the editor I wrote on Boston’s plastic bag ban, was turned into an article and published on approximately 15 on-line sources including the Heartland Institute, CFACT and Canada Free Press.  Our Agenda 21 Cable TV interview in Rutland, Vermont was covered by several media outlets.

Radio and Cable TV: In addition to our weekly radio show, with Tom Moor’s help, we guest hosted 12 radio shows, and appear as regular guests every other week on a radio station in Nashua, NH.  We appeared as guest on several radio shows for the first time in Albany, NY, Fall River, and Boston, MA We were interviewed on several cable TV and on-line shows.  We had two appearances on the David Knight Show.

Camp Constitution Reading Hour:  We launched Library Reading Hour Camp Constitution Reading at public libraries and have received several bookings already.  We plan on creating a page on our website with resources and recommended reading.  Readers of this report are encouraged to help us with this project.

 Camp Constitution Van:  Thanks to a donor, we were able to purchase a  2019 Chevrolet Minivan replacing another donated vehicle with over 265,000 miles,  Bruce Socha of Socha Signs, a Camp Constitution sponsor,  did a wrap of the van which makes it a traveling billboard generating  plenty of interest.

A Camp of Our Own?   We have become aware of the availability of a facility and are working on a business plan to submit to the owners of this camp sometime early next year.

Camp Constitution’s 2020 Camp:   Our 2020 annual family camp will be held at the Singing Hills Christian Camp in Plainfield, NH from July 19-24.  Instructors will include Alex Newman, Professor Willie Soon,  Catherine White, and Debbie Bacigalupi.

Thanks to all of you who make our camp program possible.

   How can you help? Here are a few suggestions:

1, Pray that God will continue to bless our efforts.

2, Become a donor.  Donations can be made via our PayPal account accessed     from our website

3, Attend our annual family camp or  help sponsor a worthy young person or family.

4, Sponsor a camp speaker and/or host a “What is Camp Constitution Presentation

5, Subscribe, view and share our videos on YouTube


Hal Shurtleff, Director

Camp Constitution


70 Years of Communism in China by Dr. Peter Hammond


Listen to the latest From the Frontline podcast on 70 Years of Communism in China.

What is there to Celebrate?
October 2019 marks 70 years since the Communist Party seized power in China.
What is the true legacy of Communism in the world’s most populous nation?
What we can learn from the Persecuted Church?
How we can best serve the Persecuted?
There are some dramatic developments and encouraging reports of spectacular growth of the Church in China.
…on this rock I will build My Church and the gates of Hades shall not prevail against it.” Matthew 16:18

The Catastrophic Consequences of Communism
As some celebrate 70 years of Communism in China and incredible numbers of Christians in the West identify them as “Christian Socialists”, or even as Communists, it is necessary that we take an objective look at the catastrophic consequences of Communism. We need to be aware of the human cost of Communist economic and social theories and their application in Communist states which espouse the “goodness of man.” “Their throat is an open tomb; with their tongues they have practiced deceit; the poison of asps is under their lips; whose mouth is full of cursing and bitterness. Their feet are swift to shed blood; destruction and misery are in their ways; and the way of peace they have not known. There is no fear of God before their eyes.” Romans 3:13

Revolution in China
The Communist Revolution in Red China, in 1949, was followed by the Great Leap Forward in 1958 and by the Second Phase of the Revolution from 1966 to 1976. This Second Phase of the Revolution, or the Cultural Revolution in China, included massive seizures of property, widespread “Land Reform”, confiscation without compensation, public humiliation ceremonies of religious and cultural leaders, arbitrary imprisonments, torture, hard labour and vast numbers of mass executions. It is calculated that over 69 million people died in this Second Phase of the Revolution in China alone.

The Cultural Revolution
The Cultural Revolution in China also included purging “The Party” of any deemed “disloyal” – which even included the president, Liu Shaoqi and Commander of the Red Army, General Lou Ruiqing. Mao Tse Tung mobilised his Red Guards to sweep into every farm and village of the vast country to purge “reactionaries”, “counter revolutionaries” and all others not deemed sufficiently enthusiastic for the Revolution. The result was the destruction of thousands of years of culture and crippling the country economically. It impoverished China intellectually and culturally. Mao was able to mobilise the young Red Guards for this destructive campaign because they had never known life in nationalist China and had been effectively indoctrinated in the state schools with Marxist propaganda and Mao’s Little Red Book.

The Black Book of Communism
The Black Book of Communism, published by Harvard University Press, is a scholarly, detailed account of the crimes of Communism starting with the Bolshevik Revolution in Russia and continuing through Eastern Europe, Red China, North Korea, Vietnam, Cuba, Cambodia, Ethiopia, Mozambique, Angola and Afghanistan. The Black Book’s exhaustive indictment of Communism is all the more compelling because all 6 of its authors were once communists, or “fellow travellers” with communism, researchers, professors and journalists associated with the Paris based Centre for the Study of History and Sociology of Communism. The editor of The Black Book, Stephane Courtois was also the editor of the “Communisme” magazine.

Facing the Facts
“Communism has committed a multitude of crimes not only against individual human beings but also against world civilization and national cultures… during Mao’s Cultural Revolution, priceless treasures were smashed, or burned by the Red Guards… firing squads, hanging, drowning, battering… destruction of the population by starvation, through man-made famine, the withholding of food, or both; deportation, through which death can occur in transit (either through physical exhaustion, or through confinement in an enclosed space)… or through forced labour (exhaustion, illness, hunger, cold)…”

A Harvest of Horror
The Black Book presents a very conservative estimate of the number of civilians murdered by Red China as at least 65 million. “…Communism is… a tragedy of planetary dimensions… the Communist record offers the most colossal case of political carnage in history… Mao Zedong’s Great Leap Forward and his Cultural Revolution…” Communist regimes did not just commit criminal acts; “they were criminal enterprises in their very essence, on principle, so to speak, they all ruled lawlessly, by violence and without regard for human life.” The Black Book concludes that our current history books and social and political judgements are scandalously out of line with the 20th Century’s real balance sheet of political crime. “They promise them freedom, while they themselves are slaves of depravity…” 2 Peter 2:19

Death by Government
Power tends to corrupt; absolute power corrupts absolutely.” Lord Acton.
Although governments are meant to protect their citizens, secular socialist states in the 20th Century murdered over 169 million of their own citizens! This astonishing statistic is the result of decades of research by political science Professor R.J. Rummel of the University of Hawaii. Prof. Rummel’s shocking research is presented in the 500-page book: Death By Government (2006, Transaction Publishers, New Branswick, NJ). The charts and statistics measuring the life taking propensities of state governments were developed from the Professor’s analysis of 8,200 sources, involved over 4,200 consolidations and calculations, which were organised into appendix tables totalling more than 18,100 rows.

Recognise Political Realities
Prof. Rummel notes that textbooks on Political Science need to be modernised to recognise political realities. While most textbooks refer to the functions of government as: “Law and Order”“Safety and Security”“Cultural Maintenance” and “Social Welfare”, the fact is that “We have numerous examples of governments that killed hundreds of thousands and even millions of their own citizens, enslaved the rest and abolished traditional culture… Power kills; absolute power kills absolutely… The more power a government has, the more it can act arbitrarily according to the whims and desires of the elite and the more it will make war on others and murder its foreign and domestic subjects. The more constrained the powers of governments, the more power is diffused, checked and balanced, the less it will aggress on others… totalitarian Communist governments have slaughtered their people by the tens of millions…”

The Greatest Killers in History
The Soviet Union and Red China accounted for most of the deaths by government in the 20th Century. “Death by Government” calculates that up to 105 million people were murdered by the Communist Party of China, from 1949 to 1987. Rummel’s exhaustive documentation in “Death By Government” exhibits the sheer lethality of power. “Power gradually extirpates from the mind every humane and gentle virtue” Edmund Burke.

Tyrants Prefer Disarmed Victims
Prof. Rummel’s colossal masterpiece “Death By Government” conclusively proves that far from governments being the solution to crime and violence, historically governments have been the prime culprits for crime and violence. Far from governments being the solution, they are more often than not the problem. Most government policies to deal with crime and poverty are counterproductive, creating more crime and more poverty. Nowhere is this seen more clearly than in the state attempts to disarm civilians. Every genocide of the 20th Century was preceded by gun control and disarmament of civilians. Just as criminals prefer unarmed victims, tyrants prefer disarmed citizens. A government that does not trust its citizens with weapons cannot be trusted with power. Freedom is when the government fears the people. Tyranny is when the people fear the government. No government can be trusted with a monopoly of force. Decentralisation of power, the rule of law and armed citizens are essential foundation for freedom.

Atrocities and Persecution
Red China may now be practising a version of capitalism, but there are still over a million Christians in concentration camps for their Faith, many are slaves and organ harvesting for transplants are often done using prisoners, many of whom are Christians.

The Gates of Hell Shall Not Prevail
Notice how people in Hong Kong are protesting against the communist threats to their freedoms there. The survival and growth of the Christian Church in China is an incredible answer to prayer. Despite vicious persecution and oppression by a brutal atheistic regime, the Church in Red China is now over 100 million strong. Operation World reports that there are over 1,119,000 congregations, 75 million Church members and over 105 million adherents, or affiliates, in China.

Mobilise Prayer and Support for the Persecuted
Mobilise your family and friends and congregations to pray for these persecuted.
“Remember the prisoners as if chained with them…” Hebrews 13:3
10 November is International Day of Prayer for the Persecuted.
For resources to mobilise your congregation to serve the suffering, visit

Dr. Peter Hammond
Frontline Fellowship
P.O. Box 74 Newlands 7725
Cape Town South Africa
Tel: 021-689-4480

See also:
The Heart and Soul of Karl Marx.
Going Through and Going On by Rev. Bill Bathman
The Greatest Killer, available on Sermon Audio as an audio.
Cuba, Castro and Communism, available as an audio.
KGB, Active Measures, Disinformation and Subversion, available as an audio.
How Marxists Subvert Churches and Society, available as an audio, as well as an Interview on Marxism.
The Failure of Atheism and the Triumph of Faith in Russia, available as a video and audio.

Flag of Communist China Raised on Boston’s City Hall Plaza

Today, the Chinese Progressive Association of Boston sponsored a Communist China flag raising ceremony on Boston’s City Hall Plaza to celebrate the 70th Anniversary of the communist takeover of China.  On hand to help celebrate an event that led to genocide and the continual persecution of millions of people was City Councilor Ed Flynn.

Along with the supporters of Communist China were an equal number of people who did not share Ed Flynn’s support of this murderous regime.  Falon Gong practitioners, whose members have been viciously persecuted by the brutal communist regime, organized a peaceful but loud protest.  Also on hand were students from Hong Kong-some of them wearing masks to hide their identity fearing reprisals by the communists, Camp Constitution, and Super Happy Fun America members which, like Camp Constitution, was denied a permit to fly their flag.

Boston was once known as the Cradle of Liberty but has become a Cradle of Tyranny.  Thankfully, there was plenty of outrage over this event.  Readers are urged to share this video with members of the corporate media which failed to cover this event, and contact Mr. Flynn letting him know that elected officials who take an oath to defend the Constitution should not be supporting a murderous regime.   Mr. Flynn’s contact info: 617-635-3203 ED.FLYNN@BOSTON.GOV

The Weekly Sam: Faith and Education by Sam Blumenfeld


It can be said that education tells us a good deal about the faith of a nation or the lack of
it. Theoretically, education is what the past generation wants the future generation to
know, believe in, and do. That was the sort of education I got back in the 1930s in the
public schools of New York City. At assembly our principal read the 23rd Psalm, so we
all knew that God existed as concretely as the magnificent city around us. He was there
to protect us, and He certainly protected me during my time in the Army in World War II.
In those days faith and education were clearly inseparable. Life without God, education
without the acknowledgment of God, were simply unheard of. Yes, there were atheists
and humanists and communists among the public educators, but the culture itself strongly
adhered to biblical faith, and most of the school personnel were believers. There may
have been talk of the separation of church and state among the progressive elite. But, as
everyone knew, the public school’s exhibition of faith had nothing to do with a federal
establishment of religion. It was a faith that came down to us through history, through
tradition, through the Bible, and was considered an indispensable component in the
raising of the next generation.

We knew of the faith of the founding fathers. We read of faith in the works of English
poets. We read of faith in the biographies of great men. We learned of faith in dissecting
a frog in the biology lab. Darwin had not quite erased faith from the bio lab. (I had
watched my mother “dissect” a chicken in preparation for the Sabbath dinner.)
We sat in orderly rows behind desks bolted to the floor. Learning required order and
silence, and the mind responded by absorbing knowledge, honing skills, observing the
world, developing an independent mind with independent intelligence.
One of the most salient points that John Taylor Gatto makes in his remarkable book, The
Underground History of American Education, is how today’s schools do everything in
their power to make and keep the students childish, indeed, so childish that they cannot
engage in an adult conversation with anyone.

Jay Leno, the TV comedian, provides enormously entertaining interviews with today’s
youth, some of whom are in college. Their ignorance is so appalling that it is really more
tragic than comic. “Who is buried in Grant’s Tomb?” gets responses so absurd as to
make one wonder. A high-schooler was asked, “Who wrote Handel’s Messiah?” and he
answered, “I don’t read books.” He didn’t even know that Handel’s Messiah was a piece
of music, not a book.

But the simple truth is that most young people today don’t read books. They don’t read
because either they can’t or that it is simply too difficult, too much work, too painful.
And the schools have done that to these poor victims of progressive mis-education. And
yet we spend more money on education than ever, the students spend more time in school
than ever, and teachers are supposedly more professional than ever. But Dr. Rushdoony
explained what happened in his masterful study, The Messianic Character of American
Education. The humanists took over the schools and replaced Christianity with their
atheist religion.

Thus, faith in God has been replaced by a nihilism that Satan uses to destroy minds and
souls. Faith has been removed. God has been removed, and thus we no longer have
education, we have the mutilation of the mind, the retarding of growth, the spread of
ignorance, the enslavement of the soul. We have barbarians living in a hi-tech
civilization. And all of the hi-tech toys are used to provide more awesome spectacles of
fiery destruction than the human race has witnessed since the Creation.

When I was growing up, it was assumed that the future generation would know more than
the previous generation. They would be better informed, wiser, more skillfull more
talented. And indeed some of the young in our time have been able to achieve some
wonderful things. But they are a small minority in a nation of over 270,000,000 people.
Without faith our education system has become a destructive, nihilist force.
Faith is the backbone of true education, for you cannot understand the world or the nature
of man until you know the nature of God. John Calvin wrote in The Institutes of the
Christian Religion, “Our wisdom, in so far as it ought to be deemed true and solid
wisdom, consists almost entirely of two parts: the knowledge of God and of ourselves.”
And today’s public schools deny both. Thus we get ignorant atheists.

But even so, some of these ignorant nihilists and atheists find their way to God, for as
Calvin observed, man is by nature deistic. He wrote: “That there exists in the human
mind, and indeed by natural instinct, some sense of Deity, we hold to be beyond dispute,
since God himself, to prevent any man from pretending ignorance, has endued all men
with some idea of his Godhead, the memory of which he constantly renews and
occasionally enlarges, that all to a man, being aware that there is a God, and that he is
their Maker, may be condemned by their own conscience when they neither worship him
nor consecrate their lives to his service.”

But faithless education has given us so many crippled minds and souls that one is
saddened by the prospect that so many of them will spend their lives wandering in an
empty landscape with no hope of redemption, for they cannot read and are trapped in a
web of emotion, superstition and ignorance.
The tragedy for them is beyond calculation. If faith is for all of life, then it must begin in
the womb, and grow within us in the various stages of life. For we are all programmed to
go through these stages. In modem America, schooling has become a twelve-year prison
sentence in which the individual is manipulated, twisted, bored, propagandized, and
reduced to animal status in order to fulfill an evil progressive agenda sustained by billions
of dollars in taxes. The public has been persuaded by politicians and the education
establishment that what goes on in the schools is worthy of their support. And the
majority of our citizens not only send their children to these schools, but actually believe
that they are being “educated.”

Deuteronomy 6 tells us what is entailed in education. Faith can only be passed on by
faithful parents to their children in need of the knowledge of God. It cannot be passed on
by faithless schools or by the U.S. government. In a rational society, the knowledge of
God would be the first and foremost reality that children would be confronted with. In
fact, that is the way it was in the early days of this country when children were taught the
alphabet by such statements as: A-In Adam’s Fall We sinned all; B-Heaven to find,
The Bible Mind; C-Christ crucify’d For sinners dy’d; D-The Deluge drown’d The
earth around; E-Elijah hid By ravens fed; F-The judgment made Felix afraid; etc. In
fact, the entire Primer was a simple, straightforward catechism in the Christian religion.
That Primer contained instruction in the Ten Commandments and such verses for
children as:
Though I am young a little one
If! can speak and go alone,
Then I must learn to know the Lord,
And learn to read his holy word.

Today, Christian schools and Christian homeschoolers are the only ones in America who
make it a point to catechize their children. They may use modern, watered down texts,
but at least the children are taught that they were made in the image of God and have a
duty to live up to God’s estimation of them. Life is a gift that must be cherished, and that
it is God who gives our lives meaning and purpose.

The public school nihilist has no idea why he or she is alive. Their soul has been
removed and replaced with nothing. Materialist fulfillment and sensual satisfaction
become their only purpose. The nihilist is a digestive tract on legs with an inner yen for
self-destruction. There is no intellect, no love of life, no appreciation of beauty. Several
years ago the subways of Montreal were plagued by gangs of nihilistic youths with much
time on their hands. The city officials came up with an ingenious way of getting rid of
them: they played classical and operatic music through the subway’s speaker system, and
before you knew it, the gangs were gone. They simply could not tolerate beauty. The
music these nihilists enjoy is totally barbaric and satanic.

The deliberate effort of the public schools to destroy religious faith in their students must
be considered the most destructive aspect of our culture. A culture without faith can only
lead to madness. But there is a growing underground of Godly sentiment that has risen in
America since the terrible events of September 11, 2001. More and more Americans are
beginning to realize how dependent we are on God’s mercy and forgiveness for our well­
being. God has made us the strongest and richest nation in history because of our
original faith in Him. That was our beginning, and it must be renewed in the next
generation if we are to survive as a nation blessed by Him.

The above is from the Sam Blumenfeld Archives.   This is a free on-line resource maintained by Camp Constitution:




Is Property in the United States a United Nations’ Compound?

Camp Constitution instructor and Agenda 21 expert Debbie Bacigalupi attended the 68th Civil Society Conference held at the Salt Lake City Conference Center August 26-28, 2019 and made this short video of United Nations police telling a women that the convention center was a “U.N. compound and she could not film on U.N. territory.

UN Policeman: Uh, mam…

UN Policewoman: I ask you to turn off your camera when we speak

Mother of 4: Oh, turn off the camera? Do I not have a right to have a camera?

UN Police woman: I do not give you permission to film

Mother: Are you a public servant?

UN Policewoman: I’m a United Nations Security Officer

Mother: Ok, this is my city and so I have a right to film

UN Policewoman: This is a United Nations Compound

Mother: Uhh a United Nations Compound?

UN Policewoman: Yes

Mother: This is a compound?
UN Policewoman:  Since Sunday evening we took the convention center over and it is international territory.  When you step outside it’s USA… In here international United Nations Compound

UN Policewoman: We need to close up now

UN Policeman: Kindly just Pick up the blankets that are in the way of passage

Mother: Elevator is not in use

I already agreed to do that so I don’t know why you are I agreed do that. You have one of our cards

UN Policewoman

Yah. You have beautiful children. I have children too.




Photos and Newspapers from Camp Constitution’s 11th Annual Family Camp

The 2019 Camp Newspapers are now in the archive:
Use the “Camp Items” Menu and select “Camp Archive”
You’ll see a Gold Colored Link entitled: “Camp Journal Archives”. Click it.

The 2019 Newspapers are in the right most column.
You should be able to download them as pdf files in color.
Print as needed.  Link to the papers:

This year the newspaper staff collected 780 photos from several cameras during the course of publishing the daily camp newspaper. Campers and staff interested in downloading choice photos should go the menu above: “Camp Items” | “Camp Pictures”. There you will find slide shows by category for each of our eleven camps. There are also 12 video files as well. There is a download widget on each slide if you wish to acquire a local copy. Many thanks to all of you who came into the office and offered to share your pictures.  Here is the link to the pictures:

— Editor

PS: If you were unable to obtain a group photo, feel free to download the hi-res version and have it printed by your local pharmacy or grocery store. Most of these local outlets have an option that will allow you to upload the photo and they will print it for you. You can also bring a memory card into some outlets and print on demand. If you have any difficulties with this procedure, contact Hal and we will make arrangements to get a photo to you for cost plus postage.


Constitution Day 2019

Today September 17,  marks the anniversary of the approval of the U.S. Constitution by the delegates to the Constitutional Convention in 1787.

Camp Constitution salutes the Founding Fathers who gave us this incredible document.   Here is a link to our recent radio show on the subject:  

And our 10 Question Quiz on the U.S. Constitution:

Since our inception, we have distributed approximately 20,000 pocket copies of the U.S. Constitution.  We are just getting started.

A Call to Action:

Why not man a table in your area offering our 10 Question Quiz and pocket U.S. Constitutions.  This can be done in malls, in front of post offices, on town and city commons as we do in Boston.  If interested, please contact me.   Can’t man a table but would like to help get more copies of the U.S. Constitution distributed?  Make a donation to help make that possible.  We purchase our copies from the National Center for Constitutional Studies-1,000 for $300.  Donations can be made via our PayPal account accessed from our website’s homepage:  



Hal Shurtleff, Director

Camp Constitution

History’s Greatest Libels: An Interview with Steve Byas


Camp Constitution Radio had the opportunity to interview Mr. Steve Byas, author of History’s Greatest Libels: A Challenge to Some of the Great Lies of History.  In  his excellent book, Mr. Byas takes on 11 of History’s libels including the faith of George Washington, Thomas Jefferson and Sally Hemmings, and the truth about Christopher Columbus.   Here is what we find on the back cover of the book:

George Orwell said, “The most effective way to destroy people is to deny and obliterate their own understanding of their history.” Liberals understand that they win victories today by distorting the record of our past. For all their devotion to the merits of tradition, conservatives think a great victory, such as the confirmation of Clarence Thomas, is the end of the battle. Liberals never concede the historical record, and neither should those who believe in limited government, free enterprise, and individual liberty.

In History’s Greatest Libels, Steve Byas takes the battle to the Left, challenging head-on their politicized distortions of the past.

Steve Byas is a professor of history at Hillsdale Free Will Baptist College in Moore, Oklahoma, editor of the Oklahoma Constitution newspaper, and a regular contributor to New American magazine.

He has written a high school government textbook, two mystery novels (Digging Up Bones and Sooner Dead), and his work has also appeared in the Tennessee Historical Quarterly.

He lives in Norman, Oklahoma, with his wife, Donna.

A link to the interview on Camp Constitution’s Podomatic Page in MP3 format:

And on our YouTube Channel:








The Weekly Sam: What’s Wrong With Government Education? by Sam Blumenfeld

(This was published in 1998.)
The enormous failure of our government school system was nicely
summed up by a Boston high school teacher in a recent issue of Education
Week (12/9/98). He said:
“I have about 30 kids in my U.S. history class. They come from nine
different countries; most of them can’t read. Even if they can read the text,
they don’t know what it means. How am I supposed to teach U.S. history to
kids who can’t read? I could come in here every day for 20 years and still
not figure out how to do it.”
Obviously, this particular teacher had no idea how these kids got into
high school without knowing how to read. He had no idea what goes on in
primary school that prevents these children from learning to read, and he
had no idea what to do with older students who are functionally illiterate.
Clearly, the teacher himself is part of the problem. His ignorance of how the
system functions prevents him from helping his students get through it in
one piece. In other words, the compartmentalization of teachers explains
why so many of them have no idea of how the total system works and why
the system can lurch from crisis to crisis without any effective change taking
The real blame for the system’s dysfunction, however, must lie with the
professors of education, the state departments of education, and the
administrators who have all conspired to create the functional illiteracy that
plagues the public schools of America — once considered the most literate
and advanced nation on earth. Deliberately induced illiteracy among
students is a vital part of the plan to dumb down Americans so that they will
be unable to resist the imposition of social and political control by an
arrogant universitarian elite determined to create a new world order based
on humanist-socialist values.
This “education” plan is part of the utopian socialist agenda set down
by the progressives at the turn of the century. The progressives were
members of the Protestant academic elite who no longer believed in the
religion of their fathers. They put their new faith in science, evolution, and
psychology. Science explained the material world (matter in motion),
evolution explained the origin of life (organisms crawling out of the
primordial ooze), and psychology explained human nature and provided
the elite with the scientific means of controlling human behavior.
These men were also socialists. Why? Because they had to deal with
the problem of evil. The Bible tells us that evil is the result of man’s innate
depravity, his innate sinful nature. But since the progressives did not
believe in the Bible, they decided that evil was caused by ignorance,
poverty, and social injustice. And what was the cause of social injustice?
Why, it was this horrible capitalist system with all of its inequities. Socialism,
it was believed, would remove these inequities and thereby solve the
problem of evil. By the way, the progressives did not get their model of
socialism from Karl Marx. They got it from an American by the name of
Edward Bellamy whose book, Looking Backward, published in 1888,
projected the fantasy of a socialist America in the year 2000.
And so, the progressives, dedicated to their utopian ideal, decided to
do all in their power to change America from an individualistic, capitalist,
and religious society into a socialist, collectivist, humanist or atheist society.
How were they to accomplish that? Through the education system. They
would change the curriculum and teaching methods in the public schools so
that American children would emerge as young socialists willing to change
our way of life into a socialist one.
The socialists realized that the transformation might take as much as a
hundred years to complete. In fact, John Dewey wrote in 1898: “Change
must come gradua.lly. To force it unduly would compromise its final success
by favoring a violent reaction .” Dewey then outlined the long-range strategy
which the progressives were to adopt:
What is needed in the first place is that there should be a full and frank statement
of conviction with regard to the matter from physiologists and psychologists and from
those school administrators who are conscious of the evils of the present regime.
Educators should also frankly face the fact that the New Education, as it exists today, is
a compromise and a transition: it employs new methods but its controlling ideals are
virtually of the Old Education. Wherever movements looking to a solution of the
problem are intelligently undertaken, they should receive encouragement, moral and
financial, from the intellectual leaders of the community. There are already in
existence a considerable number of educational “experiment stations,” which
represent the outposts of educational progress. If these schools can be adequately
supported for a number of years they will perform a great vicarious service. After such
schools have worked out carefully and definitely the subject-matter of the new
curriculum,–finding the right place for language-studies and placing them in their right
perspective,–the problem of the more general educational reform will be immensely
One hundred years later we can see how successful the Dewey plan
has been in transforming our educational system into one that serves the
needs of the atheist socialist state. Dewey was aided and abetted by a
cadre of reformers that included such luminaries as Edward L. Thorndike,
James McKeen Cattell, Elwood P. Cubberly, George D. Strayer, Charles
Judd, James R. Angell and a host of others. Thorndike, Cattell, and Strayer
ra~ an educational mafia out of Teachers College (Columbia), Cubberly
reigned at Stanford, and Angell became president at Yale.
Change in the curriculum of public education has happened so
gradually that most parents haven’t the faintest idea what is happening to
their children, four million of whom are being drugged daily with Ritalin so
that they can sit in their classroom seats and be socialized without
What is truly amazing is the coherence and continuity of the
progressive agenda which is as much alive today at it was when Dewey and
company were pontificating. For example, The Whole Language Catalog, a
sort of bible of the whole-language movement published in 1991, has 15
entries for John Dewey in its index. After citing his debt to Dewey, Kenneth
Goodman, the leading guru of whole-language philosophy, writes:
Whole language picks up where the progressives left off . … [It] takes the
philosophy and positive, child-centered view of the progressive educators and adds
the knowledge of language, of learning, of child development, and of teaching, and
builds a strong scientific base under them . It is this combination of science and
humanistic educational and social philosophy that forms the foundation for whole
language curriculum . … We use the psychological concepts of Piaget and Vygotsky to
underscore Dewey’s concept of learning as transaction: pupils making sense of their
world and being changed themselves in the transactions. (p. 281)
In the early days, the progressives were mainly supported by the major
philanthropic foundations. Today the reforms are being underwritten by
federal and state governments. Three recent federal programs are funding
the massive restructuring of American education in accordance with the
progressives’ plans: Goals 2000 (enacted 3/31/94), School-to-Work
Opportunities Act (enacted 5/4/94), and the Improving America’s Schools
Act, a reauthorization of the Elementary and Secondary Education Act of
1965 (enacted 10/20/94). Thus, the Congress of the United States has
become an accomplice in the progressive plan to restructure American
education in the socialist mold.
Apart from needing the funds to carry out their plan, the progressives
also realized that coherence and continuity of their agenda over a hundred
years was vitally necessary if the plan was to be successful. Thus, in 1901
they created the National Society for the Study of Education, wherein the
progressive leaders would be able to formulate their programs of reform,
debate their effectiveness, and pass on the baton to their loyal disciples. By
studying their yearbooks, the first of which was published in 1902, one can
follow the inexorable progress of the socialist takeover of American
All of this was accomplished by tenured professors of education and
behavioral psychologists, working within a maze of well funded professional
organizations, publishing journals, writing textbooks, holding hundreds of
conferences, seminars, and conventions each year. None of this has been
visible to the average parent who puts a child in a public school. Parents
assume that their schools are run by local school boards, superintendents,
principals, and teachers. What they don’t see is the invisible hand behind
this constant pressure for reform that keeps recreating the curriculum .
The average teacher may feel that there is some kind of invisible hand
at work, but teachers would rather blame failure on cultural trends,
excessive television viewing, dysfunctional parents, and such student
disabilities as attention deficit disorder and dyslexia.
Obviously, this is a system of education that cannot be supported by
any Christian. Local control no longer exists. It was inevitable that a
government education system would become a federal system controlled
by those who have been leading us toward totalitarian socialism. Do I
exaggerate? To be convinced that the end goal is a totalitarian system, all
one has to do is read the Student Data Handbook for Early Childhood,
Elementary, and Secondary Education (NCES 94-303). This is the official
guidebook for the computerized data-gathering system dreamed up by our
totalitarian bureaucrats. The data will include massive information on
health, family, religion, attitudes, psychological assessments, etc. For
example, the attitudinal test is described as: “An assessment to measure
the mental and emotional set or patterns of likes and dislikes or opinions
held by a student or a group of students. This is often used in relation to
considerations such as controversial issues or personal adjustments.”
All of this sensitive, personal data will be housed in a central computer
in Washington making it easy for “educators” to control just about everyone.
But the question is simply this: does the government of a free people have
the right to collect this kind of information on all of its citizens for its own
political or social purposes? Should the government of a free people record
the attitudes and opinions of its citizens so that it can engineer thei r
personal adjustment?
The time has come for Christians to realize what has become of the
“land of the free and the home of the brave.” If Christians want to restore
the full measure of our freedoms, they will have to do what they are
reluctant to do: remove their children en masse from the public schools.
What is needed now is not accomodation to the plans of the American
Pharoah but a full-fledged exodus of Christian children. That’s the easiest
and most peaceful way to put an end to the socialist agenda and return
America to its basic constitutional principles. Will Christians have the
courage to do what must be done? That test will be upon us sooner than
anyone anticipated.

(Please visit the Sam Blumenfeld Archives