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A Runaway Slave and First Republican Platform

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By the time of the Civil War, the slave population in the United States had grown to four million.

 

The two major political parties in America were the Democrats and the Whigs…. continue reading …

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The Strength and Genius of Booker T. Washington

Democrats were pro-choice regarding slavery, wanting to protect the slave owner’s choice as to whether or not to own a slave, similar to sharia Islamic countries.

 

The Whigs were the opposition party, taking their name from the British political party of the same name that opposed the king.

Though many Whigs were against slavery, they tried to be a “big tent party” to keep members from defecting to smaller parties, such as the Free Soil Party or the Know-Nothing Party.

 

Tensions over slavery grew. An attempt was made to reconcile national differences with “The Missouri Compromise of 1820” and with “The Compromise of 1850.”

 

Slavery was opposed by Christians, most notably Quakers and Methodists, as well as Second Great Awakening preachers.

 

This is similar to England’s anti-slavery movement which was championed by William Wilberforce, and the Christian minister who influenced him, former slave-trader and composer of the song Amazing Grace, John Newton. Newton corresponded with John Wesley.

Wesley, who wrote in his Thoughts Upon Slavery, 1773:

 

“… that detestable trade of man-stealing … I come back to the same point; better no trade, than trade procured by villany. It is far better to have no wealth, than to gain wealth, at the expense of virtue. Better is honest poverty, than all the riches brought by the tears, and sweat, and blood of our fellow-creatures.”

 

American preacher Charles Finney was president of Oberlin College where he graduated the first black woman with a college degree, Mary Jane Patterson.

 

Finney proclaimed “I had made up my mind on the question of slavery, and was exceedingly anxious to arouse public attention to the subject … In my prayers and preaching, I so often alluded to slavery, and denounced it, that a considerable excitement came to exist among the people.”

 

It is worth noting that it was Christians who pushed to end slavery.

The push to end slavery did not originate with other religions, such as sharia Caliphs in Arabia; nor Ottoman Sultans in Turkey; nor Shahs in Persia; nor Hindu Brahman in India; nor Ashanti chieftains in Ghana; nor Aztec Emperors in Mexico; nor Inca Emperors in Peru; nor the thousands of years of Buddhist, Taoist, and Confucian Emperors in China.

 

It was vocal Christian preachers who championed ending slavery.

 

In 1850, the Democrat-controlled U.S. Congress passed the infamous Fugitive Slave Act, pushed through by Democrat Speaker Howell Cobb and Democrat Senate President William King, and signed by Democrat President Millard Fillmore.

 

The Fugitive Slave Act mandated that if a runaway slave escaped to the North, the Federal government mandated that citizens help capture him and return him to his Southern slave owner. This put the slavery issue in the face of the anti-slavery North, whereas before they could ignore it as being a Southern problem.

 

The Fugitive Slave Act imposed severe penalties on those who aided escaped slaves with food or shelter on their trek to Michigan or Canada. It made it a federal crime to interfere with the slave catchers’ recovery of runaway slaves.

 

A person could be criminally liable, fined $1,000, and imprisoned for six months if they failed to report a neighbor suspected of helping slaves.

 

Some states defied the federal government by passing “personal liberty laws,” effectively nullifying it, and other communities insisted on jury trials before an alleged fugitive slave could be taken by federal authorities.

 

Some juries refused to convict those indicted. Other communities forbade local law enforcement officials from using local jails to hold the accused.

 

In 1854, a slave named Joshua Glover ran away from his master in St. Louis, Missouri, and fled to Racine, Wisconsin, where he worked at a sawmill. In March of 1854, authorized by the Fugitive Slave Act, police from St. Louis traveled across state lines to Racine.

 

On March 11, 1854, they bribed an acquaintance of Joshua Glover with $100 to open the cabin door. They stormed in and ambushed Glover. Taking him by surprise, they hit him with the butt of a gun and St. Louis Police Deputy Marshal John Kearney clubbed him several times in the face.

 

The bleeding Glover was thrown in the back of a wagon and taken to the Milwaukee jail. The kind jailer treated his wounds. The next day, word of Glover’s arrest spread through Racine. The largest crowd ever in the town’s history gathered in the square. Over a hundred residents rushed to Milwaukee.

 

There they joined a crowd, which by evening had grown to 5,000. They grabbed lumber and pickaxes from a nearby construction site and broke through the jail wall, freeing Glover. He was quickly put in a wagon and whisked out of town.

 

The Racine Daily Morning Advocate printed March 12, 1854: “Imagine a crowd of four to six thousand persons smashing in the jail, releasing the negro and then running as they could the distance of a mile, and every man in town running too—windows open, handkerchiefs waving.”

 

The Sauk County Standard in Baraboo, Wisconsin, printed the Glover story, Wednesday, March 22, 1854.

 

After nine stops on the Underground Railroad Joshua Glover made it to the Racine harbor where he was smuggled onto a boat headed across Lake Michigan to Canada.

 

Racine citizens printed a resolution in the Daily Morning Advocate, March 12, 1854:

 

“Resolved, that inasmuch as the Senate of the United States has repealed all compromises heretofore adopted by the Congress of the United States, we as citizens of Wisconsin, are justified in declaring, and herby declare, the slave-catching law of 1850 disgraceful and also repealed.”

 

A historical marker in Milwaukee’s Cathedral Square Park is titled “The Rescue of Joshua Glover”:

 

“Joshua Glover was a runaway slave who sought freedom in Racine. In 1854, his Missouri owner used the Fugitive Slave Act to apprehend him. This 1850 law permitted slave catchers to cross state lines to capture escaped slaves.

 

Glover was taken to Milwaukee and imprisoned … Word spread about Glover’s incarceration and a great crowd gathered around the jail demanding his release. They beat down the jail door and released Joshua Glover. He was eventually escorted to Canada and safety …

 

The Glover incident helped galvanize abolitionist sentiment in Wisconsin. This case eventually led the state supreme court to defy the federal government by declaring the Fugitive Slave Act unconstitutional.”

 

A few days after Joshua Glover was freed, the same anti-slavery Wisconsin citizens met on March 20, 1854, in a schoolhouse in Ripon, Wisconsin, to form an anti-slavery party. They named it the Republican Party.

 

Congress made the situation worse on May 30, 1854. Democrat Senator Stephen A. Douglas pressured Democrat President Franklin Pierce to sign the Kansas-Nebraska Act, which let inhabitants in those territories have the freedom of choice to decide if they wanted to come into the Union as slave states or free states.

 

It prescribed “dividing the land into two territories, Kansas and Nebraska, and leaving the question of slavery to be decided by the settlers.” Instead of slavery diminishing, as many founding fathers had hoped, now it was expanding.

 

Pro-slavery Democrats flooded into Kansas in an effort to make it a slave state. The violence and bloody battles that followed gave rise to the name “Bleeding Kansas.”

 

Contrary to the 1619 Project’s historical revisionism, slavery was not a black versus white issue, it was a Republican versus Democrat issue. It was not a hardware problem but a software problem. It was not a skin problem but a brain problem.

 

Anti-slavery activists soon organized the Republican Party in other states, aided by church members who could no longer sit silent. These included Quakers, pietistic Congregationalists, Presbyterians, Methodists, and Scandinavian Lutherans.

 

Ohio’s held the first “Anti-Slavery in Nebraska” Republican Convention, March 22, 1854.

 

Michigan held the first state-wide Republican convention on July 6, 1854.

 

Indiana held its first Republican “Peoples’ Convention,” on July 13, 1854, led by Henry S. Lane.

 

New York established their state Republican Party in 1855.

 

The first National Republican Convention met in Pittsburgh, Pennsylvania, on February 22, 1856, calling Americans to: “resist and overthrow the present National Administration (of Democrat President Franklin Pierce) as it is identified with the progress of the slave power to national supremacy.”

 

The first Republican Presidential Nominating Convention was in Philadelphia, June 17-19, 1856, where they selected Senator John C. Frémont of California to be the first ever Republican Presidential Candidate.

 

The original Republican platform was adopted June 18, 1856. It was the first ever political party in history to have abolition of slavery in its official party platform:

 

“This Convention of Delegates … are opposed to … the extension of Slavery into Free Territory …

With our Republican fathers, we hold it to be a self-evident truth, that all men are endowed with the inalienable right to life, liberty, and the pursuit of happiness, and that the primary object and ulterior design of our Federal Government were to secure these rights to all persons …

 

Our Republican fathers … abolished slavery in all our National (Northwest) Territory … It becomes our duty to maintain this provision … against all attempts to violate it for the purpose of establishing Slavery …

 

We deny the authority of Congress … to give legal existence to slavery … It is both the right and the imperative duty of Congress to prohibit in the Territories those twin relics of barbarism—Polygamy, and Slavery.”

 

Dred Scott was another slave in St, Louis, Missouri, who travelled with his master to the free states of Illinois and Wisconsin, and then back to the slave state of Missouri.

 

Since he was not allowed to learn to read, he was unaware that while he was in the free states of Illinois or Wisconsin he could have just walked away from his master.

 

Some of Dred Scott’s abolitionist friends helped him sue for freedom, including Republican Congressman Henry Blow, whose wife started the first kindergarten in the United States.

 

On March 6, 1857, the Supreme Court, with 7 of the 9 justices being Democrat, issued their infamous Dred Scott decision.

Chief Justice Roger Taney, who had been appointed by Democrat President Jackson, wrote that Dred Scott was not a citizen, but property and belonged to his owner, writing in his decision that slaves were:

 

“… so far inferior … that the Negro might justly and lawfully be reduced to slavery for their own benefit.”

 

Instead of settling the slavery issue in hopes of averting the Civil War, the Supreme Court precipitated it.

 

Abraham Lincoln, a Republican, declared in Springfield, Illinois, June 26, 1857:

 

“Two weeks ago Judge Douglas spoke here on the … Dred Scott decision … He finds the Republicans insisting that the Declaration of Independence includes ALL men, black as well as white … He boldly denies that it includes Negroes … I protest against that …”

 

Lincoln continued:

 

“Chief Justice Taney, in his opinion in the Dred Scott case, admits that the language of the Declaration is broad enough to include the whole human family, but he and Judge Douglas argue that the authors of that instrument did not intend to include Negroes …

 

I think the authors of that noble instrument intended to include all men … Dred Scott, his wife and two daughters were all involved in the suit … Judge Douglas is delighted to have them decided to be slaves …”

 

Lincoln added:

 

“How differently the respective courses of the Democratic and Republican parties …

Republicans inculcate … that the Negro is a man; that his bondage is cruelly wrong … Democrats deny his manhood; deny, or dwarf to insignificance, the wrong of his bondage; so far as possible, crush all sympathy for him, and cultivate and excite hatred and disgust against him.”

 

Prior to the Civil War, America was divided into five categories:

 

1. Radical Republican North: whose attitude was slavery is wrong–end it now.

 

2. Moderate Republican North: whose attitude was slavery is wrong but the country should transition out of it gradually over time so slaves could be prepared for freedom.

 

3. Money Motivated Voters: who did not care about the value of human life. They were more concerned about financial issues such as wages, jobs, pocketbook, economy, taxes, and tariffs.

 

4. Moderate Democratic South: whose attitude was slavery is wrong, but it is settled law, the nation should just live with it, just have it be rare and few, and treat your slaves nice.

 

5. Extreme Southern Democrats: whose attitude was slavery is good and should be expanded into new territories. They wanted Northerners, who were morally opposed to slavery, be forced to participate in it with the Fugitive Slave Act of 1850 and the Dred Scott decision of 1857.

 

Interestingly, these same categories regarding the value of human life are similar how America is divided today:

 

1. Pro-Life Republicans: whose attitude is abortion is wrong, end it now.

 

2. Establishment Republicans: whose attitude is to gradually limit abortions.

 

3. Money Motivated Voters: who did not care about the value of human life. They avoid social issues and vote for candidates who will give them money, welfare benefits, and help their pocketbook–“It’s the economy, stupid.”

 

4. Pro-Choice Democrats: whose attitude is that abortion is “settled law” and the nation should live with it, just have it be “safe, legal, and rare.”

 

5. Radical Democrats: whose attitude is that abortion is good and should be expanded world-wide though nationalized healthcare and global U.N. initiatives.

 

Reagan wrote in “Abortion and the Conscience of the Nation,” The Human Life Review, 1983:

 

“Lincoln recognized that we could not survive as a free land when some men could decide that others were not fit to be free and should be slaves …

 

Likewise, we cannot survive as a free nation when some men decide that others are not fit to live and should be abandoned to abortion.”

 

In 1861, Lincoln was elected the first Republican President.

 

Southern states seceded and formed the Confederacy. The President of the Confederacy was the Democrat Senator Jefferson Davis of Mississippi, who had stated: “African slavery, as it exists in the United States, is a moral, a social, and a political blessing.”

 

Lincoln addressed the Indiana Regiment, March 17, 1865:

 

“Whenever I hear anyone arguing for slavery, I feel a strong impulse to see it tried on him personally.”

 

Lincoln stated in his Second Annual Message, December 1, 1862:

 

“In giving freedom to the slave, we assure freedom to the free … We shall nobly save — or meanly lose — the last, best hope of earth … The way is plain … which if followed the world will forever applaud and God must forever bless.”

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The Strength and Genius of Booker T. Washington

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The Weekly Sam: Are Compulsory School Attendance Laws Good for America? By Samuel Blumenfeld

 

Should a child be forced to attend a public school that will turn him into a functional illiterate? Since no public school will guarantee that a child will be taught to read in a manner that will help him achieve high literacy, why should a parent send a child to that kind of school? Indeed, why should compulsory school attendance laws force parents to do something that wil1 harm their children? It is assumed by the vast majority of Americans that the issue of compulsory school attendance is a settled matter, part and parcel of every civilized nation-state, and a prerequisite of a democratic society. We all acknowledge that a representative form of government requires an educated electorate for its survival. But what happens when that government’s schools no longer know how to teach children to read and write, when those schools turn children not into civilized citizens, but into barbarians?

What happens when millions of parents feel compelled to remove their children from government schools in order to make sure that their children do get an education? What happens is that the basic premises of compulsory attendance and government education come into question. The glaring fact is that despite our compulsory attendance laws, we now have more illiteracy and more ignorance among Americans than before such laws were enacted. The first compulsory school attendance law was passed in Massachusetts in 1852 and by 1918 every state in the Union had such a law. Yet, the fact is that these laws have merely increased the amount of time children spend in school, not the amount of learning or knowledge they acquire. The Way It Was To find out how much better educated Americans were before compulsory attendance laws and government schools existed, all we have to do is read DuPont de Nemours’ fascinating little book, National Education in the United States of America, published in 1812. He writes: “The United States are more advanced in their educational facilities than most countries. They have a large number of primary schools; and as their paternal affection protects children from working in the fields, it is possible to send them to the school-master–a condition which does not prevail in Europe. “Most young Americans, therefore, can read, write and cipher. Not more than four in a thousand are unable to write legibly–even neatly. “England, Holland, the Protestant Cantons of Switzerland more nearly approach the standard of the United States, because in those countries the Bible is read; it is considered a duty to read it to children; and in that form of religion the sermons and liturgy in the language of the people tend to increase and formulate ideas of responsibility. Controversy also has developed argumentation and has thus given room for the exercise of logic. “In America, a great number of people read the Bible, and all the people read a newspaper. The fathers read aloud to their children while breakfast is being prepared–a task which occupies the mothers for three quarters of an hour every morning. And as the newspapers of the United States are filled with all sorts of narratives… they disseminate an enormous amount of information.”

Obviously, back in the very early days of this republic, education was a family affair closely connected to religious practice. A nation built on Biblical principles had to be a highly literate one. In addition, all of this education was achieved without any government involvement, without any centralized educational bureaucracy, without any professors of education, or accrediting agencies or teacher certification. And, most significantly, without any compulsory attendance laws. The Way It Is Contrast that happy picture of complete educational freedom and high literacy with the present situation in which the State has asswned the function of educator, at great expense to the taxpayer, with all sorts of laws and regulations forcing the population to patronize a system that is turning out functional illiterates by the millions.

According to an article in the Spring 1989 issue of Education Canada, published by the Canadian Education Association: “It is currently estimated that one million Canadians are almost totally illiterate and another four million are termed ‘functionally illiterate.’ In the United States these figures are estimated respectively at 26 million and 60 million.” Both Canada and the United States have had compulsory attendance laws for decades. The purpose of these laws was to make certain that every child was educated. The laws were particularly aimed at the children of the poor, and yet it is they who have suffered the most at the hands of government education. Even Secretary of Education Cavazos, in 1989, admitted in the frankest terms that the government education system was failing the American people. In his sixth annual report card on American schools, he repeated the well-known litany of failures that still plague American education: declining SAT scores, declining interest in math and science, declining literacy, and a soaring dropout rate in Washington, DC.

He said that we were still wallowing in a ‘tide of mediocrity,” and that “we must do better or perish as the nation we know today.” Has anything changed since 1989? Yes, it has all gotten worse. In fact, it was an alarming report on American literacy issued in 2007 by the National Endowment for the Arts that informed Americans that the reading problem had deteriorated further since Secretary Cavazos issued his own alarming assessment. The chairman of the Endowment, Dana Gioia, stated: ‘This is a massive social problem. We are losing the majority of the new generation. They will not achieve anything close to their potential because of poor reading.” The Endowment report revealed that the number of 17-year-olds who never read for pleasure increased from 9 percent in 1984 to 19 percent in 2004. Almost half of Americans between the ages of 18 and 24 never read books for pleasure. Why? Because reading has become a painful, tortuous exercise that they wish to avoid.

The simple truth is that literacy is not at all difficult to achieve, provided the schools use the right phonetic teaching methods. Indeed, the home-school movement has already proven that parents can actually do a better job of teaching reading than our high-priced professionals. It has also been shown that children progress better academically when taught at home, and that the cost of educating a child at home is less than $1,000 a year. So why do we need compulsory attendance laws? We need them so that the ruling liberal elite can dumb down the population and make sure they can’t read.

For proof of this, listen to the words of Professor Anthony G. Oettinger of Harvard University, given in a lecture to an audience of Telecom executives in 1982: “The present ‘traditional’ concept of literacy has to do with the ability to read and write. But the real question that confronts us today is: How do we help citizens function well in their society? How can they acquire the skills necessary to solve their problems? “Do we, for example, really want to teach people to do a lot of sums or write in ‘a fine round hand’ when they have a five-dollar hand-held calculator or a word processor to work with? Or, do we really have to have everybody literate–writing and reading in the traditional sense–when we have the means through our technology to achieve a new flowering of oral communication? “What is speech recognition and speech synthesis all about if it does not lead to ways of reducing the burden on the individual of the imposed notions of literacy that were a product of nineteenth century economics and technology? . “It is the traditional idea that says certain forms of communication, such as comic books are ‘bad.’ But in the modem context of functionalism, they may not be all that bad.”

I doubt that there are any parents in America who send their children to school to learn to read comic books. If anything, they want their children to be taught to read and write in the traditional manner. They don’t consider learning to read as a “burden imposed on the individual.” Rather, if taught in the proper phonetic manner, learning to read becomes a joyful experience for children eager to expand the use of their minds and language.

Although the compulsory attendance laws were enacted to make sure that everyone learned to read, their new application by the likes of Professor Oettinger and his liberal colleagues is to make sure that the population can be controlled and manipulated by schools that serve the agenda of the ruling elite. There is no longer any need for compulsory attendance laws since the ruling class no longer believes that literacy is for everyone, the poor and the rich. In reality, the compulsory attendance laws are the linchpin in the plan for a socialist world government. Such laws have been used by every modern dictator to control the people and mold the minds of the children. Such laws are not only not needed in a free society, but ultimately lead to its demise.

 

The Blumenfeld Archives

FLAG DAY “I pledge allegiance to the Flag and to the Republic …” – A Republic is where the citizens are co-kings! – American Minute with Bill Federer

  FLAG DAY “I pledge allegiance to the Flag and to the Republic …” – A Republic is where the citizens are co-kings!

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Thirteen Stars and Thirteen Stripes.
It was on JUNE 14, 1777, that the Second Continental Congress selected the FLAG of the United States.
Our founders were in the midst of fighting an eight year long war to come out from under the dominion of the most powerful globalist king in world history.
After the Revolution, on JUNE 14, 1783, General George Washington sent a “Circular Letter” to the thirteen Governors of the newly independent states. He stated:
“I am now preparing to resign …
Before I carry this resolution into effect, I think it a duty … to make this my last official communication, to congratulate you on the glorious events which Heaven has been pleased to produce in our favor …
The Citizens of America are from this period to be considered as the actors of a most conspicuous theater, which seems to be particularly designed by Providence for the display of human greatness and felicity …
Heaven has crowned all its other blessing, by giving a fairer opportunity for political happiness, than any other nation has ever been favored with …”
Washington continued with a warning:
“According to the system of policy the states shall adopt at this moment, they will stand or fall;
and by their confirmation or lapse, it is yet to be decided, whether the Revolution must ultimately be considered as a blessing or a curse …
not to the present age alone, for with our fate will the destiny of unborn millions be involved.”
Washington’s concern for “unborn millions” was indicative of the founders, who sacrificed prosperity for posterity.
This contrasted with later politicians who sacrifice posterity for prosperity, yoking future generations with unpayable debt and lawlessness.
John Adams wrote, April 26, 1777:
“Posterity! You will never know how much it cost the present generation to preserve your freedom! I hope you will make a good use of it.
If you do not, I shall repent in Heaven that I ever took half the pains to preserve it.”
Washington concluded with an admonition to follow the example of “the Divine Author of our blessed religion”:
“I now make it my earnest prayer that God would have you, and the state over which you preside, in His holy protection;
that He would incline the hearts of the citizens … to entertain a brotherly affection and love for one another … and particularly for their brethren who have served in the field;
and finally, that He would most graciously be pleased to dispose us all to do justice, to love mercy,
and to demean ourselves with that charity, humility, and pacific temper of mind, which were the characteristics of the Divine Author of our blessed religion, and without an humble imitation of whose example in these things, we can never hope to be a happy nation.”
In 1916, President Woodrow Wilson designated JUNE 14 as “NATIONAL FLAG DAY.”
“I … call your attention to the approach of the anniversary of the day upon which THE FLAG OF THE UNITED STATES was adopted by the Congress as the emblem of the Union …
I therefore … request that throughout the nation … the FOURTEENTH DAY of JUNE be observed as FLAG DAY with special patriotic exercises …
to give significant expressions to our thoughtful love of America, our comprehension of the great mission of liberty and justice … for an America which no man can corrupt, no influence draw away from its ideals, no force divide against itself …
Done at the City of Washington … in the year of Our Lord one thousand nine hundred and sixteen.”
Speaking of the Flag, President Calvin Coolidge stated May 31, 1926:
“Our condition today is not merely that of one people UNDER ONE FLAG, but of a thoroughly united people who have seen bitterness and enmity which once threatened to sever them pass away, and a spirit of kindness and good will reign over them all.”
President Calvin Coolidge stated May 25, 1924, at the Confederate Memorial, Arlington National Cemetery, Virginia:

“It is the maintenance of our American ideals, BENEATH A COMMON FLAG, under the blessings of Almighty God … We know that Providence would have it so.”

President Franklin D. Roosevelt stated November 13, 1935:
“OUR FLAG for a century and a half has been the symbol of the principles of liberty of conscience, of religious freedom and equality before the law; and these concepts are deeply ingrained in our national character.”
During World War II, President Franklin D. Roosevelt stated on FLAG DAY, JUNE 14, 1942:
“The belief in man, created free, in the image of God – is the crucial difference between ourselves and the enemies we face today …
… We ask the German people, still dominated by their Nazi whip-masters, whether they would rather have the mechanized hell of Hitler’s ‘New’ Order or – in place of that, freedom of speech and religion …
We ask the Japanese people, trampled by their savage lords of slaughter, whether they would rather continue slavery and blood or – in place of them, freedom of speech and religion …
We know that man, born to freedom in the image of God, will not forever suffer the oppressors’ sword …”
Roosevelt continued:
“I am going to close by reading you a prayer …
‘God of the free, we pledge our hearts and lives today to the cause of all free mankind.
Grant us victory over the tyrants who would enslave all free men and Nations …
Grant us patience with the deluded and pity for the betrayed …
Grant us … valor that shall cleanse the world of oppression and the old base doctrine that the strong must eat the weak because they are strong.'”
Mentioning the Flag, Yale President Ezra Stiles explained, May 8, 1783, that America is different from most of the other countries in world history, where people were dominated by power concentrated into the hands of deep state government leaders:
“That symbol of union, THE AMERICAN FLAG with it increasing stripes and stars, may have an equally combining efficacy for ages …
The senatorial constitution and consulate of the Roman Empire lasted from Tarquin — last Roman king, 509 BC — to Caesar — Roman dictator, 49 BC — …
The Assyrian endured without mutation through a tract of one thousand three hundred years from Semiramis — legendary ancient Babylonian queen — to Sardanapalus — alleged last Assyrian ruler, 627 BC — …
… Nor was the policy of Egypt overthrown for a longer period from the days of Metzraim — upper and lower Nile kingdoms, c.3,300 BC —
till the time of Cambyses — Persian conqueror of Egypt, 525 BC — and Amasis — last great Egpytian ruler, 526 BC — …
The Medo-Persian — 550-330 BC — and Alexandrine Empires — 356-323 BC –, and that of Timur — 1370-1405 AD –, who once reigned from Smyrna to the Indus, were … of short and transitory duration …
… Pragmatic sanction … secured the imperial succession in the House of Austria for ages — Habsburgs, 1020-1780 — …
Whatever mutations may arise in the United States, perhaps hereditary monarchy and a standing army will be the last.”

Ben Franklin warned June 2, 1787:
“There is scarce a king in a hundred who would not, if he could, follow the example of Pharaoh – get first all the people’s money, then all their lands, and then make them and their children servants forever …
There is a natural inclination in mankind to kingly government … I am apprehensive … that the government of the states may, in future times, end in a monarchy.”
 
Yale President Ezra Stiles continued:
“This great American revolution, this recent political phenomenon … will be … contemplated by all nations …
Navigation will carry THE AMERICAN FLAG around the globe itself; and display the thirteen stripes and new constellation at Bengal and Canton, on the Indus and Ganges, on the Whang-ho and the Yang-tse-kiang; and with commerce will import the wisdom and literature of the east …
That prophecy of Daniel is now literally fulfilling – there shall be a universal traveling to and fro, and knowledge shall be increased.
This knowledge will be brought home and treasured up in America: and being here digested and carried to the highest perfection, may re-blaze back from America to Europe, Asia and Africa, and illumine the world with truth and liberty …”
Ezra Stiles added:
“John Adams … observes — in letter from Amsterdam, April 28, 1782 — …
‘But the great designs of Providence must be accomplished …
The progress of society will be accelerated by centuries by this revolution …
American ideas of toleration and religious liberty … will become the fashionable system of Europe very soon. Light spreads from the Dayspring in the west — Luke 1:78 — ; and may it shine more and more until the perfect day — Proverbs 4:18 — …'”
Stiles concluded:
“The United States will embosom all the religious sects or denominations in Christendom …
The Presbyterian,
the Church of England …
the Unitas Fratrum … Moravian bishops …
Ancient Bohemian churches …
the Baptists,
the Friends — Quakers –,
the Lutherans,
the Romanists …
the Dutch,
and Gallic,
and German reformed or Calvinistic churches …
There is a Greek church brought from Smyrna …
There are Wesyans, Mennonites … all … who will give the religious complexion to America …
Episcopal … Greek and Armenian patriarchates …
With a most generous benevolence … of a friendly cohabitation of all sects in America, proving that men may be good members of civil society, and yet differ in religion …
Little would civilians have thought ages ago, that the world should ever look to America for models of government.”
President James Buchanan stated March 4, 1857:
“We ought to cultivate peace, commerce, and friendship with all nations … in a spirit of Christian benevolence toward our fellow-men …
The people, under the protection of THE AMERICAN FLAG, have enjoyed civil and religious liberty.”
In 1865, President Abraham Lincoln commented to State Senator James Scovel of New Jersey:
“If God gives me four years more to rule this country, I believe it will become what it ought to be – what its Divine Author intended it to be – no longer one vast plantation for breeding human beings for the purpose of lust and bondage.
But it will become a new Valley of Jehoshaphat — Joel 3:2, 12 –, where all the nations of the earth will assemble together UNDER ONE FLAG, worshiping a common God, and they will celebrate the resurrection of human freedom.”
When Lincoln died, President Andrew Johnson stated April 25, 1865:
“In order to mitigate that grief on earth which can only be assuaged by communion with the Father in heaven …
I … appoint … the 25th day of May next, to be observed, wherever in the United States THE FLAG OF THE COUNTRY may be respected, as a day of humiliation and mourning, and I recommend … citizens … assemble in their respective places of worship, there to unite in solemn service to Almighty God.”
President Rutherford B. Hayes noted in his diary that during the Civil War:
“Archbishop John Baptist Purcell strung THE AMERICAN FLAG, in the crisis of our fate, from the top of the Cathedral in Cincinnati April 16, 1861! The spire was beautiful before, but the Catholic prelate made it radiant with hope and glory for our country!”
When Rutherford B. Hayes died, President Benjamin Harrison described him, January 18, 1893:
“He was a patriotic citizen, a lover of THE FLAG and of our free institutions, an industrious and conscientious civil officer, a soldier of dauntless courage, a loyal comrade and friend, a sympathetic and helpful neighbor, and the honored head of a happy Christian home.”
President Andrew Johnson stated while serving as a Senator from Tennessee (The Life and Public Services of Andrew Johnson-State Papers, Speeches and Addresses, by John Savage, NY: Derby & Miller, 1866, p. 247, appendix p. 87, Jan. 31, 1862):
“Let us look forward to the time when we can take THE FLAG OF OUR COUNTRY and nail it below the Cross, and there let it wave as it waved in the olden times, and let us gather around it and inscribe for our motto: ‘Liberty and Union, one and inseparable, now and forever,’ and exclaim, ‘Christ first, our country next!'”
In dedicating the Oregon Trail, President Warren G. Harding stated July 3, 1923:
“Never in the history of the world has there been a finer example of civilization following Christianity.
The missionaries led under the banner of the Cross, and the settlers moved close behind under the STAR-SPANGLED SYMBOL OF THE NATION.”
 
President Benjamin Harrison stated July 21, 1892
“Let THE NATIONAL FLAG float over every schoolhouse in the country and the exercises be such as shall impress upon our youth the patriotic duties of American citizenship … Let there be expressions of gratitude to Divine Providence.”
On FLAG DAY, JUNE 14, 1954, President Dwight Eisenhower signed Public Law 396 adding the phrase “One Nation Under God” to the Pledge of Allegiance:
“Section 7. The following is designated as the Pledge of Allegiance to THE FLAG: ‘I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one Nation under God, indivisible, with liberty and justice for all.’
Such pledge should be rendered by standing with the right hand over the heart. However, civilians will always show full respect to the flag when the pledge is given by merely standing at attention, men removing the headdress. Persons in uniform shall render the military salute.”
President Eisenhower stood on the steps of the Capitol Building and recited the revised Pledge of Allegiance for the first time.
The Pledge of Allegiance was first written in 1892 by a Baptist minister from Boston named Francis Bellamy, who was ordained in the Baptist Church of Little Falls, New York.
Francis Bellamy was a member of the staff of The Youth’s Companion, which first published the Pledge on September 8, 1892, in Boston, Massachusetts.

Public-school children first recited it during the National School Celebration on the 400th anniversary of Columbus’ discovery of America, October 12, 1892, at the dedication of the 1892 Chicago World’s Fair.
The words “under God” were taken from Abraham Lincoln’s Gettysburg Address:
“… that this Nation, under God, shall have a new birth of freedom.”
In 1979, a publication approved by and printed under authority of Congress titled “The Capitol-A Pictorial History of the Capitol and of the Congress” (Washington, D.C.: U.S. Government Printing Office, 1979), p. 24, commented regarding the Pledge:
“This Pledge attests what has been true about America from the beginning. Faith in the transcendent, sovereign God was in the public philosophy – the American consensus. America’s story opened with the first words of the Bible, In the beginning God …
… We are truthfully one nation under God ‘and our institutions presuppose a Divine Being,’ wrote Justice William O. Douglas in 1966 …
Only a nation founded on theistic presupposition would adopt a first amendment to ensure the free exercise of all religions or of none.
The government would be neutral among the many denominations and no one church would become the state church.
But America and its institutions of government could not be neutral about God.”

On January 10, 1963, Democrat Congressman Albert Sydney Herlong Jr., of Florida, read into the Congressional Record the 45 communist goals for America, which included:
“… 12. Do away with all loyalty oaths …
17. Get control of the schools. Use them as transmission belts for socialism and current Communist propaganda. Soften the curriculum. Get control of teachers’ associations. Put the party line in textbooks.
18. Gain control of all student newspapers.
19. Use student riots to foment public protests against programs or organizations which are under Communist attack …
25. Break down cultural standards of morality by promoting pornography and obscenity in books, magazines, motion pictures, radio, and TV …
27. Infiltrate the churches and replace revealed religion with “social” religion. Discredit the Bible …
28. Eliminate prayer or any phase of religious expression in the schools on the ground that it violates the principle of “separation of church and state.”
29. Discredit the American Constitution by calling it inadequate, old-fashioned …
30. Discredit the American Founding Fathers. Present them as selfish aristocrats who had no concern for the ‘common man.’
31. Belittle all forms of American culture and discourage the teaching of American history on the ground that it was only a minor part of the ‘big picture’ …
42. Create the impression that violence and insurrection are legitimate aspects of the American tradition; that students and special-interest groups should rise up and use ‘united force’ to solve economic, political or social problems.”
The Founding Fathers, for all their human failings, gave a present to future Americans, namely, each citizen gets to determine their own destiny, in a sense, be the king of their own life, and then all citizens, together, are the king of the country.
The pledge is “to the Flag and to the Republic for which it stands.”
A “republic” is where the people are king, ruling the country through their public servants called representatives.
Kings have subjects, who are subjected to the king’s will.
Republics have citizens. The word “citizen” is Greek for co-ruler, co-sovereign, co-king.
When a person pledges allegiance to the Flag, they are pledging allegiance to us being in charge of ourselves. They are saying that we, the people, are the king, not some power-usurping totalitarian deep state dictator.
When someone protests the flag, they are effectively saying:
“I don’t want to be the king anymore, I protest this system where I participate in ruling myself, I would rather relinquish authority over my life to deep-state government bureaucrats.”
Whether they fully realize it or not, those who dishonor the flag are effectively rejecting:
  • equality before the law,
  • freedom of speech,
  • freedom of conscience,
  • freedom of religion, and
  • inalienable rights from the Creator.
“Kneeling” is the universal sign of surrender.
Old Testament believers, such as Daniel, or Shadrach, Meshach, and Abednego, would rather be thrown into the lion’s den or into the fiery furnace than kneel to something other than God.
Early Christian believers would rather be martyred in the Roman Colosseum than kneel to something other than God.
At the Dodger versus Giants baseball game, July 23, 2020, Giants pitcher Sam Coonrod was to only player not to kneel.

When asked why, Coonrod stated: “I’m a Christian, so I just believe that I can’t kneel before anything besides God.”

The Christian Post reported, August 3, 2020:
“Orlando Magic forward Jonathan Isaac was the lone player to stand during the national anthem …
He cited the Gospel later when asked to explain his reasoning.
‘I don’t think that kneeling … for me, personally, is the answer … For me, black lives are supported through the Gospel, all lives are supported through the Gospel. My life has been supported by the Gospel …
Everyone is made in the image of God and we all share in His glory …'”
Isaac continued:
“We all make mistakes but I think the Gospel of Jesus Christ is that there’s grace for us and that Jesus came and died for our sins, and that we all will come to an understanding of that and that God wants to have a relationship with us.”
The 6’11” NBA Player Jonathan Isaac concluded:
“We all fall short of God’s glory, and at the end of the day, whoever will humble themselves and seek God and repent their sins, then we could see our mistakes and people’s mistakes and people’s evil in a different light,
and that it would help bring us closer together and get past skin color, get past anything that’s on the surface that doesn’t really deal with the hearts of men and women.”
One of the first Gospel songs that nearly all children in America were taught, was:
“Jesus loves the little children,
All the children of the world.
Red, and yellow, black, and white,
They are precious in His sight
Jesus loves the little children of the world.”
On CNN Tonight with Don Lemon, February 1, 2019, singer Gladys Knight-the Empress of Soul, explained why she was going to sing the National Anthem, the Star-Spangled Banner, at Super Bowl 53:
“As far as this is concerned, I grew up with the national anthem … We used to sing it in school before school started.
We used to say prayers in school before school started, and we just don’t have that anymore and I’m just — I’m just hoping that it will be about our country and how we treat each other and being the great country that we are.”
On the Great Seal of the United States is the Latin phrase E Pluribus Unum, which means “Out of many, one.”
Though there are many sources for this phrase, one is that of Roman statesman Cicero, who, in De Officiis, described basic family and social bonds as the origin of society:
“When each person loves the other as much as himself, it makes one out of many — unum fiat ex Pluribus– .”
Further back, this concept was written in Leviticus 19:17-18:
“You shall not hate your brother in your heart, but you shall reason frankly with your neighbor, lest you incur sin because of him. You shall not take vengeance or bear a grudge against the sons of your own people, but you shall love your neighbor as yourself: I am the Lord.”
 
The opposite of this is the Latin phrase divide et impera, meaning “divide and rule” or “divide and conquer.”
This concept was utilize throughout history, such as: Sun Tzu’s The Art of War, Philip II of Macedon, Alexander the Great, Julius Caesar’s Gallic Wars, Niccolò Machiavelli, British in India, Napoleon in Europe, and others.
 
On a biological level, an autoimmune disease is a disease where the body attacks itself.
On a “body politic” level, this is happening in America, a type of cultural autoimmune disease, where citizens are taught to attack their own country.
Eleanor Roosevelt is credited with saying:
“Pit race against race, religion against religion, prejudice against prejudice. Divide and conquer! We must not let that happen here.”
Alexander Solzhenitsyn, who spent eleven years in socialist gulag labor camps, warned in a speech titled “Godlessness: the First Step to the Gulag,” May 10, 1983:
“Western societies are losing more and more of their religious essence as they thoughtlessly yield up their younger generation to atheism …
Atheist teachers in the West are bringing up a younger generation in a spirit of hatred of their own society.”
Attorney Chris Banescu, a regular contributor to OrthodoxyToday.org, wrote July 18, 2011:
“As a survivor of the Communist Holocaust I am horrified to witness how my beloved America, my adopted country, is gradually being transformed into a secularist and atheistic utopia, where communist ideals are glorified and promoted, while …
God has been progressively erased from our public and educational institutions …
Those of us who have experienced and witnesses first-hand the atrocities and terror of communism understand fully why such evil takes root, how it grows and deceives, and the kind of hell it will ultimately unleash …
Godlessness is always the first step towards tyranny and oppression!”
Emphasizing America’s dedication to God, President Eisenhower stated on Flag Day, June 14, 1954:
“From this day forward, the millions of our school children will daily proclaim in every city and town, every village and rural school house, the dedication of our nation and our people to the Almighty.

… To anyone who truly loves America, nothing could be more inspiring than … this re-dedication of our youth, on each school morning, to our country’s true meaning …
… In this way we are reaffirming the transcendence of religious faith in America’s heritage and future; in this way we shall constantly strengthen those spiritual weapons which forever will be our country’s most powerful resource, in peace or in war.”

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The Weekly Sam: Christianity Versus Islam By Samuel L. Blumenfeld

Because we live in such a highly secularized society, we cannot believe that America could ever become involved in a religious war in this day and age. Yet ferocious religious wars have been going on all over the place: in Northern Ireland, in Israel, in the Balkans, in Sudan, in India, in Kashmir, and in Russia. But history is a very harsh taskmaster and refuses to let us Americans escape into our secular fantasies and liberal hot houses for long. Thus, it is vitally important for us to reconnect with the human race’s never ending history of religious struggle. That a group of Islamic terrorists, trained in a remote war-torn, famine ridden, hellhole in Asia, could organize the kind of mind-boggling attack against America that took place on September 11, 2001, means that America is not only not exempt from history, but has been dragged kicking and screaming back into the middle of it.

Back in 1588, Christopher Marlowe, master of historical drama, wrote his famous Tamburlaine. In it there is a fascinating scene in which the Christian King Sigismund of Hungary and Orcanes, the Muslim King of Natolia, both former enemies, decide to establish peace between them in order to join forces to defeat Tamberlaine the Great, the cruel, pagan conqueror of Asia. Both men confirm their commitment with an oath. King Sigismund vows: By Him that made the world and saved my soul, The Son of God and issue of a maid, Sweet Jesus Christ, I solemnly protest And vow to keep this peace inviolable! King Orcanes vows: By sacred Mohamet, the friend of God, Whose holy Alcoran remains with us, Whose Glorious body, when he left the world, Closed in a coffin mounted up the air, And hung on stately Mecca’s temple-roof, I swear to keep this truce inviolable! But as the story goes, it was King Sigismund who later broke the truce and was defeated and killed by the Muslims.

While the history of the struggle between Christians and Muslims for control of Europe was for a time settled after the Muslims were expelled from Spain in 1492 and driven back from the gates of Vienna to Asia and Africa, the Islamic enclaves that remained in the Balkans led to the recent wars in Bosnia and Kosovo. The Serbs had considered themselves as the Christian bulwark against further Islamic incursions in Europe, and therefore could not understand why they were being bombed by fellow Europeans and Americans. You had to know history to understand what Bosnia and Kosovo were all about and what bin Laden’s men were doing in the Balkans. That conflict proved that the war between Christianity and Islam has never ended. Over the ages, it simply took on different forms. The rise of European power put a lid on Islamic ambitions and the Muslim world became the backwater of history until the discovery of oil in the twentieth century. But in the nineteenth century, the Islamic Barbary states of North Africa could still make trouble for the Infidel. They took possession of American and European commercial vessels, held their crews for ransom, and enslaved other Christians. Our first war after independence was fought during the Jefferson administration against the Muslim pirates and kidnappers of Tripolitania. It is known in the history books as the Barbary War, in which U.S. Marines staged their first invasion of foreign soil. Hence, the Marine anthem: “From the halls of Montezuma to the shores of Tripoli.”

In order to finally put an end to the piracy and barbarism coming out of North Africa, France decided to take over Algeria. During the 1830s and 1840s, the French imposed their rule over the territory, encouraging Europeans to settle there. The result was a flourishing French colony and an end to Barbary piracy. France maintained order in North Africa until the end of World War II, when the anti-colonialist movement got underway. Both liberals and communists joined in forcing the European powers to give up their colonies. In Algeria, however, over a million Europeans had settled in the territory and the coastal departments were considered an integral part of France. However, when Charles de Gaulle gained power at the height of the Algerian uprising, he decided that France should quit Algeria because the Moslems could never become true Frenchmen. And so, France abandoned Algeria, and a million Europeans took to the boats. Today, the invasion has been reversed. Five million Muslims, mostly Algerians, live in France. They make up ten percent of the population and are part of the resurgent Islamic power in Europe. Christianity is now so weak in France that one wonders if it is capable of resisting the assumption of Islamic power. We have been told by our leaders and the media that we are not at war against the Islamic religion. We are at war against terrorism.

But what they all prefer not to recognize is that the spiritual power behind that terrorism, the power that drives otherwise intelligent human beings to undertake suicidal missions against the infidel is the religion of Islam. Of course, there are millions of Muslims who just want to lead normal lives. Unfortunately, after September 11, 2001, nothing is “normal” anymore. In an alarming article in the November issue of Commentary magazine, Daniel Pipes contends that Islamist militants are serious about their plan to conquer America. He writes: The first missionaries for militant Islam, or Islamism, who arrived here from abroad in the 1920’s, unblushingly declared, “Our plan is, we are going to conquer America.” The audacity of such statements hardly went unnoticed at the time, including by Christians who cherished their own missionizing hopes. As a 1922 newspaper commentary put it: To the millions of American Christians who have so long looked eagerly forward to the time the cross shall be supreme in every land and the people of the whole world shall have become the followers of Christ, the plan to win the continent to the path of the “infidel Turk” will seem a thing unbelievable. But there is no doubt about its being pressed with all the fanatical zeal for which the Mohammedans are noted. Pipes writes further: As a teacher at an Islamic school in Jersey City, near New York, explains, the “short-term goal is to introduce Islam. In the long term, we must save American society.” Step by step, writes a Pakistan-born professor of economics, by offering “an alternative model” to Americans, Muslims can transform what Ismail Al-Faruqi referred to as “the unfortunate realities of North America” into something acceptable in God’s eyes. The irony in all of this is stunning.

For years the Christian right has been trying to get Americans to live godly lives, but with very limited success. The fact that 85% of American parents put their children in pagan public schools is an indication of how strong our liberal secular culture is. It controls the curriculum in our schools and universities. It controls most of the print media, the electronic media, and most of what comes out of Hollywood. And American schools are now teaching American children all about Islam. While the Bible has been eliminated from the classroom, apparently the Koran hasn’t. How else can you teach about Islam? Recently, the Reverend Franklin Graham, president of Samaritan’s Purse, a Christian relief agency, called Islam “wicked and violent.” He said, “I don’t believe this is a wonderful, peaceful religion. When you read the Koran and you read the verses from the Koran, it instructs the killing of the infidel, for those that are non-Muslim.” As the son of Billy Graham, Franklin is the designated successor to his father’s longtime evangelical ministry. He delivered the benediction at Bush’s inauguration. But now he’s in trouble with the White House, which sponsored a Ramadan dinner for 50 ambassadors from Islamic countries with a traditional meal and prayer. Also, the Muslim chaplain of Georgetown University recently officiated at the opening prayers of the House of Representatives on Capitol Hill.

The moral seems to be that if Islamist terrorists bomb the World Trade Center and the Pentagon and kill 5,000 Americans, other Islamists get invited to the White House for a special dinner prepared to their specifications: no pork. Now that Americans are being invited to be kind to Muslims, where will all of this lead? Graham said, “It wasn’t Methodists flying into those buildings, it wasn’t Lutherans. It was an attack on this country by people of the Islamic faith.” And that’s why the latter are now favored guests at the White House! Of course, the President is doing this to keep the Islamic states in line while we war against the terrorists which these states harbor. But if we are being encouraged by our born-again President to be kind to our Muslim neighbors, shouldn’t Christians see this as a missionary opportunity? Why not introduce Muslims to the loving grace of Jesus Christ? One of the reasons why Americans find it difficult to become friendly with Muslims is because sooner or later their rabid hatred of Israel will surface. Americans in general don’t like to hate anybody, and they are uncomfortable with people who are haters. Christianity preaches love. Islam preaches hate. That is why hatred of Israel fills the psyche of so many Muslims. Abnormal, pathological hatred is not healthy. It requires constant energy to be sustained at the level it exists among Muslims. And that is why life is so miserable in many Islamic countries. And that is why Palestinian refugees have preferred to remain in refugee camps for 50 years rather than do something constructive with their lives. They prefer to live with festering, enduring hatred, and teach it to their children, rather than accept forgiveness and peace.

No true Christian could ever waste his life that way. Yet, the United Nations aid agency accepts these refugee camps as perfectly normal for the Arab Muslims. After World War II, millions of displaced persons found new constructive lives in countries all over the world. But in the Middle East, Palestinian hatred is used to torment the world about Israel. It is to be hoped that one of the first things the new government of Afghanistan might do is recognize Israel and establish diplomatic relations with the Jewish state. It would signal a dramatic change in the attitude of Muslims toward Israel. Indeed, let us be loving and concerned with the well-being of our Muslim citizens, and let us convey to them that Jesus will save them from their sickening hatred and grant them life renewed. Samuel L. Blumenfeld is the author of eight books on education, including NEA: Trojan Horse in American Education, How to Tutor, Alpha-Phonics: A Primer for Beginning Readers, and Homeschooling: A Parent’s Guide to Teaching Children. All of these books are available on Amazon.com

(The above article came from the Sam Blumenfeld Archives http://blumenfeld.campconstitution.net/main.htm

The Blumenfeld Archives 

Christian Flag Case Continues Ripple Effect on Governments News Release from Liberty Counsel

WASHINGTON, D.C. – Since Liberty Counsel’s unanimous victory at the U.S. Supreme Court in Shurtleff v. City of Boston in 2022 where Boston illegally censored Christian viewpoints by denying flying the Christian flag in a public forum open to “all applicants,” the ruling has continued to have a ripple effect throughout the nation regarding flag policies.
Many city governments now are choosing not to make the mistake of favoring one group over another.

In Clearwater, Florida, Mayor Bruce Rector stated that the city will host events and a proclamation for “pride month” but have ended the practice of switching out the city flag at the downtown Municipal Services Building. Rector said that it could create “a slippery slope” with the city making judgment calls on groups that may “ask for the gesture in the future.”

The city council banned the “pride flag” in Hamtramck, Michigan on public property after debate on LGBTQ+ discrimination and religion due to the “beliefs of some members of their faith.” The council voted to display only five flags: the American Flag, the Michigan flag, and the countries of immigrant residents.

In Downey, California, the city council voted 3-2 to adopt a “neutral” flag policy allowing only the United States flag, the state flag, the city flag, and the POW/MIA flag.

Even though Huntington Beach, California had previously flown the rainbow flag during “Pride month” during the last two years, voters approved a measure that restricts all non-government flags from being flown on city property and only allows that the American flag, the State of California flag, the County of Orange flag, the City of Huntington Beach flag, the POW-MIA flag, the six Armed Forces flags and the Olympic flag during the Summer Olympic Games may be flown on government flagpoles.

Mayor Randy Taylor of Salisbury, Maryland decided against the city taking part in raising a rainbow flag, an annual tradition marking the start of “Pride month.” Taylor stated the decision was based on being “fair” and “transparent.” He said, “Neutrality is not to be interpreted as anything else but simply that — being neutral.”

In Boonton, New Jersey, the city council recently approved an ordinance which significantly restricts the types of flags permitted to fly over municipal property. Under the new rules, only the American flag, state and county flags, and military flags or Prisoner of War/Missing in Action flags are allowed.

The city council in Dover, New Jersey also recently voted to restrict flags on city property to just the U.S. flag, state and POW-MIA flags. Major James Dodd stated the city wanted to avoid having to “pick and choose” which community organizations would be permitted to fly flags above Town Hall.

In Enfield, Connecticut, the town council voted 6-5 last January to only allow the American flag, Connecticut state flag, POW/MIA flag, and military branch flags. The interim town’s attorney, Tom Tyler, said the decision protects the town from unnecessary lawsuits from organizations or individuals wanting to fly flags on town owned property and forbids town flagpoles from being used as public forums of free speech.

In Shurtleff v. City of Boston, the High Court stated because the government admitted it censored the Christian flag because it was referred to as a Christian flag on the application, the censorship was viewpoint discrimination, and therefore the government was not taking part in establishing a religion by flying the flag.

The Supreme Court’s decision in Shurtleff focused in part on “government speech” and “ownership of expression.” The ruling stated that when the government opens a forum for expression to the public (such as a flagpole), then the First Amendment prevents viewpoint discrimination.

The Shurtleff and Coach Kennedy cases resulted in the Supreme Court overturning the 1971 Lemon v. Kurtzman case, which for 51 years distorted the First Amendment Establishment, Free Exercise, and Free Speech Clauses.

Liberty Counsel’s Founder and Chairman Mat Staver said, “The clear message from the Supreme Court is that government cannot favor one viewpoint and censor another. To avoid litigation and an unfavorable ruling like the City of Boston received, governments should stick with government flags. If they veer away from government flags, be warned that viewpoint censorship can be a costly mistake.”

For more information on Shurtleff v. City of Boston, visit www.LC.org/flag.

Liberty Counsel provides broadcast quality TV interviews via Hi-Def Skype and LTN at no cost.

 

The Weekly Sam: Are Compulsory School Attendance Laws Good for America? By Samuel Blumenfeld

 

Should a child be forced to attend a public school that will turn him into a functional illiterate? Since no public school will guarantee that a child will be taught to read in a manner that will help him achieve high literacy, why should a parent send a child to that kind of school? Indeed, why should compulsory school attendance laws force parents to do something that wil1 harm their children? It is assumed by the vast majority of Americans that the issue of compulsory school attendance is a settled matter, part and parcel of every civilized nation-state, and a prerequisite of a democratic society. We all acknowledge that a representative form of government requires an educated electorate for its survival. But what happens when that government’s schools no longer know how to teach children to read and write, when those schools turn children not into civilized citizens, but into barbarians? What happens when millions of parents feel compelled to remove their children from government schools in order to make sure that their children do get an education? What happens is that the basic premises of compulsory attendance and government education come into question.

The glaring fact is that despite our compulsory attendance laws, we now have more illiteracy and more ignorance among Americans than before such laws were enacted. The first compulsory school attendance law was passed in Massachusetts in 1852 and by 1918 every state in the Union had such a law. Yet, the fact is that these laws have merely increased the amount of time children spend in school, not the amount of learning or knowledge they acquire. The Way It Was To find out how much better educated Americans were before compulsory attendance laws and government schools existed, all we have to do is read DuPont de Nemours’ fascinating little book, National Education in the United States of America, published in 1812. He writes: “The United States are more advanced in their educational facilities than most countries.

They have a large number of primary schools; and as their paternal affection protects children from working in the fields, it is possible to send them to the school-master–a condition which does not prevail in Europe. “Most young Americans, therefore, can read, write and cipher. Not more than four in a thousand arc unable to write legi bly–even neatly . . “England, Holland, the Protestant Cantons of Switzerland more nearly approach the standard of the United States, because in those countries the Bible is read; it is considered a duty to read it to children; and in that form of religion the sermons and liturgy in the language of the people tend to increase and formulate ideas of responsibility. Controversy also has developed argumentation and has thus given room for the exercise of logic. “In America, a great number of people read the Bible, and all the people read a newspaper. The fathers read aloud to their children while breakfast is being prepared–a task which occupies the mothers for three quarters of an hour every morning. And as the newspapers of the United States are filled with all sorts of narratives… they disseminate an enormous amount of information.” Obviously, back in the very early days of this republic, education was a family affair closely connected to religious practice.

A nation built on Biblical principles had to be a highly literate one. In addition, all of this education was achieved without any government involvement, without any centralized educational bureaucracy, without any professors of education, or accrediting agencies or teacher certification. And, most significantly, without any compulsory attendance laws. The Way It Is Contrast that happy picture of complete educational freedom and high literacy with the present situation in which the State has assigned the function of educator, at great expense to the taxpayer, with all sorts of laws and regulations forcing the population to patronize a system that is turning out functional illiterates by the millions. According to an article in the Spring 1989 issue of Education Canada, published by the Canadian Education Association: “It is currently estimated that one million Canadians are almost totally illiterate and another four million are termed ‘functionally illiterate.’ In the United States these figures are estimated respectively at 26 million and 60 million.” Both Canada and the United States have had compulsory attendance laws for decades. The purpose of these laws was to make certain that every child was educated. The laws were particularly aimed at the children of the poor, and yet it is they who have suffered the most at the hands of government education.

Even Secretary of Education Cavazos, in 1989, admitted in the frankest terms that the government education system was failing the American people. In his sixth annual report card on American schools, he repeated the well-known litany of failures that still plague American education: declining SAT scores, declining interest in math and science, declining literacy, and a soaring dropout rate in Washington, DC. He said that we were still wallowing in a ”tide of mediocrity,” and that “we must do better or perish as the nation we know today.” Has anything changed since 1989? Yes, it has all gotten worse. In fact, it was an alarming report on American literacy issued in 2007 by the National Endowment for the Arts that informed Americans that the reading problem had deteriorated further since Secretary Cavazos issued his own alarming assessment. The chairman of the Endowment, Dana Gioia, stated: ‘This is a massive social problem. We are losing the majority of the new generation. They will not achieve anything close to their potential because of poor reading.” The Endowment report revealed that the number of 17-year-olds who never read for pleasure increased from 9 percent in 1984 to 19 percent in 2004. Almost half of Americans between the ages of 18 and 24 never read books for pleasure. Why? Because reading has become a painful, tortuous exercise that they wish to avoid. The simple truth is that literacy is not at all difficult to achieve, provided the schools use the right phonetic teaching methods. Indeed, the home-school movement has already proven that parents can actually do a better job of teaching reading than our high-priced professionals. It has also been shown that children progress better academically when taught at home, and that the cost of educating a child at home is less than $1,000 a year. So why do we need compulsory attendance laws? We need them so that the ruling liberal elite can dumb down the population and make sure they can’t read. For proof of this, listen to the words of

Professor Anthony G. Oettinger of Harvard University, given in a lecture to an audience of Telecom executives in 1982: “The present ‘traditional’ concept of literacy has to do with the ability to read and write. But the real question that confronts us today is: How do we help citizens function well in their society? How can they acquire the skills necessary to solve their problems? “Do we, for example, really want to teach people to do a lot of sums or write in ‘a fine round hand’ when they have a five-dollar hand-held calculator or a word processor to work with? Or do we really have to have everybody literate–writing and reading in the traditional sense–when we have the means through our technology to achieve a new flowering of oral communication? “What is speech recognition and speech synthesis all about if it does not lead to ways of reducing the burden on the individual of the imposed notions of literacy that were a product of nineteenth century economics and technology? “It is the traditional idea that says certain forms of communication, such as comic books are ‘bad.’ But in the modem context of functionalism, they may not be all that bad.” I doubt that there are any parents in America who send their children to school to learn to read comic books. If anything, they want their children to be taught to read and write in the traditional manner.

They don’t consider learning to read as a “burden imposed on the individual.” Rather, if taught in the proper phonetic manner, learning to read becomes a joyful experience for children eager to expand the use of their minds and language. Although the compulsory attendance laws were enacted to make sure that everyone learned to read, their new application by the likes of Professor Oettinger and his liberal colleagues is to make sure that the population can be controlled and manipulated by schools that serve the agenda of the ruling elite. There is no longer any need for compulsory attendance laws since the ruling class no longer believes that literacy is for everyone, the poor and the rich. In reality, the compulsory attendance laws are the linchpin in the plan for a socialist world government. Such laws have been used by every modern dictator to control the people and mold the minds of the children. Such laws are not only not needed in a free society, but ultimately lead to its demise.

(This article is from the Sam Blumenfeld Archives.  Please visit and join:  https://campconstitution.net/sam-blumenfeld-archive/

The Blumenfeld Archives    

D-Day, June 6, 1944 & Nazi aggression that led up to it; FDR “A Struggle to Preserve our Republic, our Religion & our Civilization” – American Minute with Bill Federer

 

D-Day, June 6, 1944 & Nazi aggression that led up to it; FDR “A Struggle to Preserve our Republic, our Religion & our Civilization” – American Minute with Bill Federer

After World War I, Germany’s economy suffered from depression and a devaluation of their currency.

On January 30, 1933, Adolph Hitler was elected Chancellor of Germany by promising hope and universal healthcare.
Less than a month later, on February 27, 1933, a crisis occurred — the Rheichstag, Germany’s Capitol Building, was suspiciously set on fire, with evidence pointing to Hitler’s supporters.
Hitler, though, blamed the attack on his political opponents and used the power of the state to falsely accused and arrest them.
Hitler used the panic of the “crisis” as an opportunity to suspend citizens’ rights and systematically undermine Germany’s Weimar Republic.
He had radical homosexual activist Ernst Röhm and his feared Brownshirts, called “Sturmabteilung” (storm troopers), to storm into the meetings of his political opponents, disrupting and shouting down speakers.

Brownshirts organized protests and street riots, similar to modern day BLM/Antifa-style protests, smashing windows, blocking traffic, setting fires, vandalizing, and even beating to death innocent bystanders to spread fear and panic.

Nazis implemented boycotts of Jewish businesses.
The riots destabilized the country and led to the overthrow old political leaders.
On Kristallnacht (Night of Broken Glass), they broke windows, looted and set on fire over 7,500 Jewish stores and 200 synagogues.
Once securely in power, Hitler had his SS and Gestapo secret police kill the Brownshirts in the Night of the Long Knives, thus eliminating competition and giving the public impression that he was cracking down on lawbreakers.
Nazis had old military leaders falsely accused and forced to retire.
Some were imprisoned and even shot without a trial.
He pushed a type of critical race theory, whereby all other races were taught that they were inferior to the Aryan race.
Hitler then confiscated weapons from law-abiding citizens.
An SA Oberführer warned of an ordinance by the provisional Bavarian Minister of the Interior:
“The deadline set … for the surrender of weapons will expire on March 31, 1933. I therefore request the immediate surrender of all arms …

Whoever does not belong to one of these named units (SA, SS, and Stahlhelm) and … keeps his weapon without authorization or even hides it, must be viewed as an enemy of the national government and will be held responsible without hesitation and with the utmost severity.”

Heinrich Himmler, head of Nazi S.S. (“Schutzstaffel”-Protection Squadron), announced:

“Germans who wish to use firearms should join the S.S. or the S.A. Ordinary citizens don’t need guns, as their having guns doesn’t serve the State.”

In 1938, when a suspected homosexual youth shot a Nazi diplomat in Paris, it was used as an excuse to confiscate all firearms from Jews.
German newspapers printed, November 10, 1938:
“Jews Forbidden to Possess Weapons by Order of SS Reichsführer Himmler, Munich …

‘Persons who, according to the Nürnberg law, are regarded as Jews, are forbidden to possess any weapon. Violators will be condemned to a concentration camp and imprisoned for a period of up to 20 years.'”

The New York Times, November 9, 1938, reported:

“The Berlin Police … announced that … the entire Jewish population of Berlin had been ‘disarmed’ with the confiscation of 2,569 hand weapons, 1,702 firearms and 20,000 rounds of ammunition.

Any Jews still found in possession of weapons without valid licenses are threatened with the severest punishment.”
Of the Waffengesetz (Nazi Weapons Law), March 18, 1938, Hitler stated at a dinner talk, April 11, 1942 (Hitler’s Table Talk 1941-44: His Private Conversations, 2nd Edition, 1973, p. 425-6, translated by Norman Cameron and R. H. Stevens):
“The most foolish mistake we could possibly make would be to allow the subject races to possess arms.
History shows that all conquerors who have allowed their subject races to carry arms have prepared their own downfall by so doing …

So let’s not have any native militia or native police. German troops alone will bear the sole responsibility for the maintenance of law and order.”

Hitler’s Minister of Propaganda, Joseph Goebbels, pioneered the use of fake news to sway public opinion so that the entire nation accepted the lies of the deep-state:
“If you tell a lie big enough and keep repeating it, people will eventually come to believe it …
The truth is the greatest enemy of the state.”
In socialist countries, a person’s life is only of worth if it benefits the state:

“No life still valuable to the state will be wantonly destroyed.” (German Penal Code, October 10, 1933)

Those not promoting the deep-state narrative were driven from their jobs, publicly ridiculed, and eventually removed from society and sent to labor and concentration camps.
Anti-socialist John Basil Barnhill stated in a debate with Henry M. Tichenor, 1914 (National Rip Saw Publishing Co., St. Louis, MO):

“Where the people fear the government you have tyranny. Where the government fears the people you have liberty.”

This is similar to Robert F. Kennedy, Jr., who warned at Hillsdale College, April 11, 2023:
“1. Any power that government takes from the people, it will never return voluntarily;
2. Every power that government takes, it will ultimately abuse to the maximum extent possible;
3. Nobody ever complied their way out of totalitarianism. The only thing we can do is resist.”

National Socialist Workers Party operated over 1,200 concentration camps where millions of Jews, Poles, Gypsies, handicapped, and others were experimented upon, tortured, or were killed in gas chambers.
German churches were silent, as they had for centuries taught pietism – a version of separation of church and state where Christians were instructed to only focus on their own personal spiritual life and withdraw from involvement in worldly politics.
As a result, the church stood by silent as the National Socialist Workers Party usurped power, leaving the work of stopping Hitler to done by the sacrifice of millions of courageous Allied soldiers.
By the time a few courageous Germany church leaders spoke out, such as Dietrich Bonhoeffer, it was too late — the government had grown so powerful it simply arrested and executed them.
Hitler’s National Socialist Workers’ Party used diplomatic intimidation, deception, and Blitzkrieg “lightning war” attacks to take control of:
  • Austria,
  • The Sudeten Region,
  • Bohemia,
  • Moravia,
  • Poland,
  • Denmark,
  • Norway,
  • Luxembourg,
  • Belgium,
  • Holland,
  • France,
  • Monaco,
  • Greece,
  • The Channel Island (UK),
  • Czechoslovakia,
  • Baltic states,
  • Serbia,
  • Italy,
  • Hungary,
  • Romania,
  • Bulgaria,
  • Slovakia,
  • Finland,
  • Croatia, and more.
Other Axis Powers were also aggressively expanding:
  • Italy had invaded Ethiopia in 1935, and
  • the Empire of Japan had invaded China in 1937.

The United States entered World War II on December 7, 1941, when Pearl Harbor was bombed by Imperial Japan, a Tripartite Pact partner with Nazi Germany and Italy’s Benito Mussolini.

The turning point in the Pacific War was the Battle of Midway, June 4, 1942.
The turning point in Europe was D-Day, JUNE 6, 1944.
Over 160,000 troops from America, Britain, Canada, free France, Poland, and other nations landed along a 50-mile stretch of the Normandy coast of France.
In his D-Day Orders, JUNE 6, 1944, Supreme Allied Commander General Dwight Eisenhower sent nearly 100,000 Allied troops marching across Europe to defeat Hitler’s National Socialist Workers Party:
“You are about to embark upon the Great Crusade … The eyes of the world are upon you.
… The hopes and prayers of liberty loving people everywhere march with you …
You will bring about … the elimination of Nazi tyranny over the oppressed peoples of Europe …
… Your task will not be an easy one. Your enemy is well trained, well equipped and battle hardened, he will fight savagely …

And let us all beseech the blessings of Almighty God upon this great and noble undertaking.”

It was the largest seaborne invasion force in world history, supported by 13,000 aircraft, 5,000 ships with 195,700 navy personnel.
Prior to the invasion, Allies attempted to mislead the Nazis as to where the attack would take place.
The invasion was supposed to take place June 5, but the weather was so bad aircraft could not fly. General Eisenhower gave the risky order to delay the attack 24 hours to allow the weather and tide to improve.
The night before, Allied aircraft launched an enormous air assault on Nazi defenses, batteries, and bridges.
Then paratroopers were sent in behind enemy lines to cut off their supplies.
President Ronald Reagan stated at the 40th Anniversary of D-Day:
“Something else helped the men of D-day: their rock-hard belief that Providence would have a great hand in the events that would unfold here; that God was an ally in this great cause.
And so, the night before the invasion, when Colonel Wolverton asked his parachute troops to kneel with him in prayer he told them:
‘Do not bow your heads, but look up so you can see God and ask His blessing in what we’re about to do.’

Also, that night, General Matthew Ridgway on his cot, listening in the darkness for the promise God made to Joshua: ‘I will not fail thee nor forsake thee.'”

Then elite Army Rangers went in to scale the cliffs and take out Nazi machine gun positions.
President Reagan stated:
“40 years ago at this moment, the air was dense with smoke and the cries of men, and the air was filled with the crack of rifle fire and the roar of cannon.
At dawn, on the morning of the 6th of June, 1944, 225 Rangers jumped off the British landing craft and ran to the bottom of these cliffs.
Their mission was one of the most difficult and daring of the invasion: to climb these sheer and desolate cliffs and take out the enemy guns.

The Allies had been told that some of the mightiest of these guns were here and they would be trained on the beaches to stop the Allied advance.

… The Rangers looked up and saw the enemy soldiers — the edge of the cliffs shooting down at them with machineguns and throwing grenades.
And the American Rangers began to climb.
They shot rope ladders over the face of these cliffs and began to pull themselves up. When one Ranger fell, another would take his place.
When one rope was cut, a Ranger would grab another and begin his climb again. They climbed, shot back, and held their footing.
… Soon, one by one, the Rangers pulled themselves over the top, and in seizing the firm land at the top of these cliffs, they began to seize back the continent of Europe. Two hundred and twenty-five came here.

After 2 days of fighting, only 90 could still bear arms.”

At 6:30am, Allied forces began landing.
Troops ran across the heavily fortified beaches of:
  • Utah Beach
  • Pointe du Hoc
  • Omaha Beach
  • Gold Beach
  • Juno Beach
  • Sword Beach
Ocean water ran red with the blood of almost 9,000 killed or wounded.
In the next two and a half months, over two million soldiers arrived on the shores.
Paris was liberated on August 25, 1944, and the Nazi war machine was pushed back over the Seine River
It was a major turning point in World War II.
Reagan continued:
“The men of Normandy had faith that what they were doing was right, faith that they fought for all humanity, faith that a just God would grant them mercy on this beachhead or on the next.

It was the deep knowledge — and pray God we have not lost it — that there is a profound, moral difference between the use of force for liberation and the use of force for conquest.”

Shortly after D-Day, on July 20, 1944, a courageous German resistance movement was formed which attempted to assassinate Hitler, but he survived.
Hitler retaliated by killing over 7,000 Germans.

President Franklin Roosevelt stated JUNE 6, 1944:
“My fellow Americans: Last night, when I spoke with you about the fall of Rome, I knew at that moment that troops of the United States and our allies were crossing the Channel in another and greater operation …
I ask you to join with me in prayer:
Almighty God, Our sons, pride of our Nation, this day have set upon a mighty endeavor, a struggle to preserve our republic, our religion, and our civilization …
Give strength to their arms, stoutness to their hearts, steadfastness in their faith. They will need Thy blessings. Their road will be long and hard.
For the enemy is strong. He may hurl back our forces … We know that by Thy grace, and by the righteousness of our cause, our sons will triumph …
Some will never return. Embrace these, Father, and receive them, Thy heroic servants, into Thy kingdom …”
Of those who “never returned” was Orval Wilford “Billy” Epperson, the uncle of the writer of this article.
He was a 2nd Lieutenant in the U.S. Army Air Corp, (525th Bomber Squadron, 379th Bomber Group, Heavy, A.P.O. 550 (#0-768946), Recipient of the Purple Heart.)
Oval W. “Billy” Epperson was killed during Operation Overlord one month after D-Day.
His B-17 Flying Fortress, nicknamed “Pansy Yokum,” was shot down on July 9, 1944, about 8 ½ miles northwest of Le Havre (over the English Channel.)
His name is on the monument near Omaha Beach, at the Cimitière Amèrican de Normandie (in Colleville-sur-Mer, France) at the Killed in Action Wall (“Tablet of the Missing”).
FDR concluded his D-Day Prayer:
“Help us, Almighty God, to rededicate ourselves in renewed faith in Thee in this hour of great sacrifice …
I ask that our people devote themselves in a continuance of prayer. As we rise to each new day, and again when each day is spent, let words of prayer be on our lips, invoking Thy help to our efforts.
Give us strength … and, O Lord, give us Faith. Give us Faith in Thee … With Thy blessing, we shall prevail over the unholy forces of our enemy …

And a peace that will let all of men live in freedom, reaping the just rewards of their honest toil. Thy will be done, Almighty God. Amen.”

FDR’s D-Day Prayer has been added to the World War II Memorial in Washington, D.C., thanks to the tireless efforts of Chris Long of the Ohio Christian Alliance who initiated The D-Day Landing Prayer Act (S 1044).
A bipartisan bill was introduced in the House by Ohio Congressman Bill Johnson, introduced in the Senate by Ohio Senator Rob Portman, and signed into law in 2014.
The website for this historic project is: www.ddayprayerproject.org
President Donald Trump read a portion of Franklin Roosevelt’s D-Day Prayer at the 75th anniversary memorial event held in Portsmouth, England, with England’s Queen Elizabeth II, Prime Minister Theresa May, French President Emmanuel Macron, and other world leaders.
FDR stated in his D-Day Prayer that the war was “a struggle to preserve our republic, our religion, and our civilization.”
A Democrat, President Roosevelt shared his Christian nationalist sentiments during a Fireside Chat, April 28, 1942:

“THIS GREAT WAR effort must be carried through … It shall not be imperiled by the handful of noisy traitors — betrayers of America, betrayers of Christianity itself.”

FDR stated at Madison Square Garden, NY, October 28, 1940:
“WE GUARD AGAINST the forces of anti-Christian aggression, which may attack us from without, and the forces of ignorance and fear which may corrupt us from within.”
FDR stated in Brooklyn, New York, November 1, 1940:

“THOSE FORCES HATE democracy and Christianity as two phases of the same civilization. They oppose democracy because it is Christian. They oppose Christianity because it preaches democracy.”

FDR stated in a Labor Day Address, September 1, 1941:

“PRESERVATION OF THESE rights is vitally important now, not only to us who enjoy them, but to the whole future of Christian civilization.”

As Franklin Roosevelt was an outspoken defender the nation as well as Christian civilization, one wonders if the modern mainstream media would label him a “Christian nationalist.”

FDR addressed Congress, March 1, 1945:

“I SAW SEVASTOPOL and Yalta! And I know that there is not room enough on earth for both German militarism and Christian decency.”

Eleven months after D-Day, the war in Europe ended with an Allied victory on May 8, 1945.

FDR stated May 27, 1941:
“THE WHOLE WORLD is divided between … pagan brutality and the Christian ideal. We choose human freedom which is the Christian ideal.”
American Minute is a registered trademark of William J. Federer. Permission granted to forward, reprint, or duplicate.

The above article reposted with permission.

Nashua Says No to Displaying Historic N.H. Pine Tree Flag by Michael Graham

The Pine Tree Flag, a symbol tied to the Pine Tree Riot in Weare, N.H., flew proudly over Gen. George Washington’s army at the historic Battle of Bunker Hill.

But thanks to Nashua Mayor Joe Donchess and his administration, it won’t be flying over the Gate City any time soon.

Nashua resident Beth Scaer made a formal request to fly the Pine Tree Flag on a flag pole in front of city hall made available for citizens “to fly a flag in support of cultural heritage, observe an anniversary, honor a special accomplishment, or support a worthy cause.”

Scaer’s request was to “remember the Nashua soldiers that died in the battle including William Harris, the young drummer boy and Colonel Ebenezer Bancroft, who had led the march on Lexington and Concord” by displaying the flag beginning June 15. The anniversary of the battle is June 17.

Nashua said no. Why?

“The flag is not in harmony with the message that the city wishes to express and endorse. Therefore, we must deny your request,” wrote Jennifer L. Deshaies, whose job title in the Donchess administration is “Risk Manager.”

The city did not explain to Scaer how flying the historic flag with its iconic “Appeal to Heaven” message would violate the Gate City’s “harmony.” Neither Deschaies nor Donchess would respond to requests for comment from NHJournal.

In an email to the mayor on Monday requesting an appeal of Deshaies’ decision, Scaer wrote that “the citizens of Nashua would be quite alarmed and ashamed to know that the City does not endorse the message of commemorating our soldiers fighting and dying at the Battle of Bunker Hill.”

This isn’t the first flag to be banned from display on the community pole. The Donchess administration shot down a previous request to fly the pro-life flag, and a “Save Womens Sports” flag Scaer had approved to fly was quickly furled after furious complaints from some Nashua residents.

An Appeal to Heaven Flag in the Museum of the Ancient and Honorable Artillery Company of Massachusetts, located in Faneuil Hall, Boston, Mass.

Mayor Donchess may be able to spare his citizens the site of a historic flag that was the maritime flag of Massachusetts from the Revolutionary War until 1971, but he won’t be able to spare them the taxpayer expense.

Mat Staver, founder and chairman of the nonprofit, pro-faith legal group Liberty Counsel told NHJournal Monday that Nashua’s flag policy is a lawsuit waiting to happen.

“They’re clearly violating the citizens’ right to free speech, and if they don’t reverse themselves they are subject to a lawsuit. It will be expensive for the city.”

Staver should know. The Liberty Counsel won a $2.1 million settlement from the city of Boston after a 9-0 victory in front of the U.S. Supreme Court over the city’s arbitrary policy regarding banning flags.

Nashua explicitly states that “the flag poles are not intended to serve as a forum for free expression by the public.”

“This policy recognizes that a flag flown in front of City Hall will be deemed by many as City support for the sentiment thereby expressed, city administration reserves the right to deny permission or remove any flag it considers contrary to the City’s best interest.”

Staver says that is unconstitutional self-delusion.

“They give with one hand and then try to take away with the other,” Staver said of the Nashua policy. “They have actually indicated that there’s a flagpole and that it’s available for citizens to apply and fly flags on if it meets one of these categories. Cultural heritage, for example. And the Bunker Hill Flag would certainly fall into that category.”

The Pine Tree Flag has been declared “controversial” after The New York Times wrote an extensive piece about the banner flying over U.S. Supreme Court Justice Samuel Alito’s New Jersey vacation home. Alito said his wife flew the flag, and history buffs noted it’s flown in many places for many years without controversy.

For example, the flag was unfurled outside San Francisco City Hall on Flag Day of 1964 and remained their until about a week ago.

For many New Englanders, the Pine Tree Flag is part of American history. It waves at the annual commemorations of the 1772 Pine Tree Riot in Weare, N.H., one of the first acts of resistance against British authority by American colonists. The pine tree logo is used by the New England Revolution soccer team. There’s even a pine cone on top of the Massachusetts state house.

The flag was flown on George Washington’s ships during the Revolutionary War.

It was also brandished by a handful of the Capitol Hill rioters on Jan. 6, 2021, a fact Democrats targeting Alito have touted. However, far more rioters waved the U.S. flag, which is proudly flown outside Nashua City Hall.

“This really is a classic free speech, viewpoint-based discrimination,” said Staver. “I think the city of Nashua would be wise to quickly reverse themselves or close the forum altogether.

“But if they don’t do one of the two, they could end up like the City of Boston.”

Author

Michael Graham

Article reposted with permission from https://nhjournal.com/ 

The Weekly Sam: The Disease You Get in School by Sam Blumenfeld

Dyslexia is an exotic word, concocted from the Greek dys, meaning ill or bad,
and lexia, meaning words. It was invented to describe a condition that affects
many normal and intellectual youngsters who, for some reason that seems to baffle most educators, parents, and physicians, can’t learn to read.

The difference between a dyslexic and a functional illiterate is purely social.
Dyslexics are usually adolescents from middle-class or professional families
whose parents assume that their child’s reading difficulty is more of a medical or
psychological problem than an educational one. The child is too smart to be that
dumb.

The functional illiterate is simply someone who has kept his reading problem
to himself and goes through life pretending he can read, avoiding situations which
involve reading, choosing, jobs which do not reveal his reading disability. He assumes he’s dumb, not sick or mentally disturbed.
However, in the last ten years, with the growth of federally funded Special Education and the proliferation of early testing, more and more children with reading
difficulties are being labeled “learning disabled,” or LD, in the first grade or even
kindergarten. These children are being “diagnosed” as suffering from minimal
brain damage, minimal brain dysfunction, neurological impairment, perceptual
impairment, attention deficit syndrome, or dyslexia.

 The Symptoms

What are the symptoms of dyslexia? The Academic American Encyclopedia
(Vol. 6, page 320) gives us as good a summary of the disease as we shall find
anywhere. It says:
“Dyslexia refers to an impaired ability to read or comprehend what one reads,
caused by congenital disability or acquired brain damage. Dyslexia is independent
of any speech defect and ranges from a minor to a total inability to read.”
“Specialist used the term specific dyslexia to refer to inability to read in a person
of normal or high general intelligence whose learning is not impaired by socioeconomic deprivation, emotional disturbance, or brain damage. Psychologists disagree about whether specific dyslexia is a clearly identifiable syndrome. Those
who think it is clearly identifiable note that it persists into adulthood despite conventional instruction; tends to run in families; and occurs more frequently in
males. It is also associated with a specific kid of difficulty in identifying words
and letters, which dyslexics tend to reverse or invert (reading p or q, or example
or on for no). Competing theories exist about the causes and nature of dyslexia.

Although there is disagreement among “experts” over the causes of dyslexia,
there is general agreement that the most effective “cure” is remedial programs that
stress phonics.

Dr. Orton’s Findings

But it is somewhat puzzling that there should be so much disagreement over
the cause of dyslexia, when, as early as 1929, a leading physician attributed its
cause to a new look-say, whole word, or sight method of teaching reading that
was being introduced in the schools of America. In February 1929, there appeared
in the Journal of Educational Psychology an article entitled “The ‘Sight Reading’
Method of Teaching Reading as a Source of Reading Disability.” written by Dr.
Samuel T. Orton, a neurologist at Iowa State University.
Dr. Orton, a brain specialist who dealt with children’s language disorders, had
been seeing a lot of children with reading problems at his clinic. In diagnosing the
children’s problems at his clinic he came to the conclusion that their reading disability was being caused by this new instruction method. He decided to bring
these findings to the attention of the educators, and he did so in as diplomatic a
way as was possible. He wrote:

“I wish to emphasize at the beginning that the strictures which I have to offer here
do not apply to the use of the sight method of teaching reading as a whole but
only to its effects on a restricted group of children for whom, as I think we can
show, this technique is not only not adapted but often proves an actual obstacle to
reading progress, and moreover I believe that this group is one of considerable
size and because here faulty teaching methods may not only prevent the acquisition of academic education by children of average capacity but may also give rise
to far reaching damage to their emotional life.”

This warning to the educators was quite explicit: this method of teaching will
harm a large number of children.
D. Orton expected the educators to respond to his findings. They did – negatively. In fact, they accelerated the introduction and promoted of the new teaching
methods throughout the primary schools of America. And it didn’t take very long
before America began to have a reading problem.
The Disease Spreads
Although Dr. Orton went to become the world’s leading authority on “dyslexia,”
and in effect created on of the most effective remediation techniques, the OrtonGillingham method, his 1929 article is nowhere referred to in the literature on the
subject.

I came across it quite by accident while doing research for my book, The New
Illiterates, which was published in 1973. But why the experts on dyslexia have not
found it, I don’t know. In any case, dyslexia was virtually unknown in this country until the 1940s when, suddenly millions of American children were coming
down with the disease. Life magazine reported in April 1944:

“Millions of children in the U.S. suffer from dyslexia which is the medical
term for reading difficulties. It is responsible for about 70% of the school failures
in the 60 to 12-year-age group, and handicaps about 15% of all grade-school children. Dyslexia may stem from a variety of physical ailments or combination of
them – glandular imbalance, heart disease, eye or ear trouble – or form a deep-seated psychological disturbance that ‘blocks’ a child’s ability to learn.

The article then described the treatment for dyslexia giving a young girl at
Chicago’s Dyslexia Institute on the campus of Northwest University: “thyroid
treatments, removal of tonsils and adenoids, exercise to strengthen her eye muscles. Other patients needed dental work, nose, throat or ear treatment, or a thorough airing out of troublesome home situations that throw a sensitive child off the
track of normality.”

Enter Dr. Flesch
In 1955, Dr. Rudolf Flesch published his famous book, Why Johnny Can’t
Read, in which he revealed to parents the true cause of the reading problem. He
wrote:

“The teaching of reading – all over the United States, in all schools, and in all
textbooks – is totally wrong and flies in the face of all logic and conunon sense.”
And then he explained how in the early 1930s the professor of education
changed the way reading is taught in American schools. They threw out traditional alphabetic-phonics method, which is the proper way to teach a child to read an alphabetic writing system, and put in a new look-say, whole-word, or sight
method that teaches children to read an alphabetic writing system, and they put  a
new look-say, whole-word, or sight method that teaches children to read English
as if it were Chinese, an ideographic writing system. Flesch contended that when
you impose an ideographic teaching method on an alphabetic writing system you
cause reading disability.

Dr. Orton had said as much in 1929, but in 1955 Flesch could cite millions of
reading-disabled children as substantiation of what he was saying. Naturally, the
educators rejected Flesch’s contentions.
Most people, of course, don’t know the difference between an alphabetic system
and an ideographic one. But one must know the difference in order to understand
how and why look-say can cause dyslexia.

The Alphabet

Ours is an alphabetic writing system, which means that we use an alphabet.
What is an alphabet? It is a set of graphic symbols – we call them “letters” – that
stand for the irreducible speech sounds of the language. In other words, alphabet
letters are not meaningless configurations. They actually stand for something.
Each letter represents a specific sound, and in some cases more than one sound.
All alphabets are the same in that regard. The Russian, Greek, and Hebrew alphabets all stand for sounds of their respective languages, and the English alphabet stands for the sounds of the English language.
How does one teach a child or anyone else to read an alphabetic writing system? For hundreds of years, it was done very simply in three steps: First, the child was taught to recognize the letters of the alphabet; second, the child was taught
the sounds the letters stood for; and third, the child was then given words and sentences to read.

How was the child taught the letter sounds? Usually, it was done in the simplest
mechanical way possible. For example, the child was taught the consonant sounds
and then drilled on the consonant-vowel combinations arranged in colwnn form,
such as ba, be, bi, bo, bu; da, de, di, do, du etc. the purpose of the drill was to enable the child to develop as quickly and easily as possible an automatic association between letter and sound. Developing that association is at the heart of learning to read an alphabetic writing system.

Pictographs and Ideographs

The first alphabet was invented about 2,000 B.C. Prior to that invention, the
earliest form of writing we know of is pictograph – the pictures represented objects and actions. You didn’t have to go to school to learn to read pictographs, for the symbols looked like the things they represented.
However, as civilization became more complex, the scribes had to begin drawing
pictures of things that did not lend themselves to easy depiction. For example,
how would you draw pictures of such concepts as good, bad, dream, reality, persuasion, confidence, memory, intent, liberty, justice, etc? You can’t. So the scribes drew symbols, none of which looked like the concept they represented.
Thousands and thousands of such symbols – called idiographs – were created.
And now you had to go to school and be taught what all these symbols meant.
The result was that literacy was limited to a small class of scholars, scribes and
priests. Ancient Egyptian hieroglyphics is an ideographic writing system, and so
is modern Chinese. The Chinese use 50,000 ideographs, of which 5,000 must be
mastered if an individual is to be able to read a Chinese newspaper. Thus, ideographic writing is cumbersome, difficult, and time-consuming to master.

However, somewhere around 2,000 RC. someone in the area of ancient Phoenicia
(today’s southern Lebanon and northern Israel) made a remarkable discovery. He
discovered that all the human language, everything we say, is actually composed
of a small number of irreducible speech sounds arranged in end.less combinations.
It occurred to him that by creating a set of symbols to stand for the irreducible
speech sounds of the language, he could create a new form of writing based on
actual transcription of the spoken word. And so alphabetic writing was invented.
Advantages of the Alphabet.

And now for the first time an had an accurate, precise means of transcribing
the spoken word directly into written form, and an equally precise means of translating the written word back into its spoken form. It was the most revolutionary invention in all history. It did away with hieroglyphic and ideographic writing and
accelerated the speed of intellectual development. It also made learning to read
simple and available to the population as a whole.

The invention of the alphabet also had great spiritual significance for mankind.
It permitted the word of God to be put down on paper accurately and precisely in
the form of the Scripture. It made the word of God accessible to the human race.
Clearly, alphabetic writing had enormous advantages over ideographs: I it permitted greatly increased speeds and accuracy in communications, it was easy to master, and it facilitated a tremendous expansion in vocabulary, permitting the human
mind to develop ideas hitherto inconceivable.
In the light of all these advantages, it seems strange that professors of education in the 1930s would decide to teach American children to read English as if it were an ideographic writing system. How could you possibly teach children to
read that way? To a logical mind the whole idea seems not only absurd but insane.
Yet, that is what the professors did.

Going Backwards

Their idea was that it was better for children to look at whole words as pictures
and have them associate them directly with objects, actions and ideas rather than
have them learn to associate the letters with sounds. And so they eliminated step
two in the three-step alphabetic learning process and had the children go directly
from step one to step three; sometimes they would even skipped step one and
started out with whole words.
Essentially, the method works as follows: the child is given a sight vocabulary
to memorize. He is taught to look and say the word without knowing that the letters stand for sounds. As far as the pupil is concerned, the letters are a bunch of
arbitrary squiggles arranged in some arbitrary, haphazard order. His task is to see
a picture in the configuration of the whole word – to make the word horse look
like a horse.

Of course, the word horse does not look like a horse. So how does a child remember that the word is horse? Anyway, he can. There isn’t a professor of education anywhere in the world who can tell you how a child learns a sight vocabulary. The only research we know of that addresses that question was done by Josephine H. Bowden at the elementary school of the University of Chicago around
1912. A description of the studies was given by Prof. Walter F. Dearborn in 1914
as follows:

In the first study of pupils, who had no instruction in reading, were
taught by a word method without the use of phonics and the problem was
to determine by what means children actually recognized and differentiated words when left to their own devices. The following quotation indicates the methods employed by the experimenter: “First, incidents; for example, one day when the child was given the cards to read from, it was observed that she read with equal ease whether the card was right side up
or upside down. This incident suggested a test which was later given. Second, comments of the child; for example, when she was asked to find in context the word ‘shoes,’ she said that ‘dress’ looked so much like ‘shoes’
that she was afraid she would make a mistake. Third, questioning; for example, she had trouble to distinguish between ‘sing’ and ‘song.’ When she had mastered the words, she was asked how she knew which was which.
Her reply was, ‘by the looks.’ When questioned further she put her finger on the ‘i’ and the ‘0.’ These three types of evidence correspond to introspection with an adult. The fourth type of evidence is comparison of the
words learned with the words not learned as to the parts of speech, geometric form, internal form, and length. Fifth, misreading; for example, ‘dogs’ was read ‘twigs,’ and ‘feathers,’ ‘fur.’ Sixth, mutilations; for example, ‘dogs’ was printed ‘digs,’ lilac’ was printed ‘laJci.”’

Some of the conclusions may be cited, first as regards the kinds of
words most easily learned on the basis of the word form. Four out of six
children learned more ‘linear’ words, i&., words like “acorns,” “saw,” in
which there were no high letters, than of any other group. In but one case
were the “super linear” words more easily recognized
Misreading or the mistaking of one word for another occurred most frequently in these early stages, first when the words were of the same length (which again converts Messmer’s findings); secondly, when words had
common letters, the “g” and “0” of “igloo” caused it to be read as “dogs”;
thirdly, when the initial letters of words were the same; and fourthly, when
the final letters were the same. Words were recognized upside down
nearly as easily as right side up, but [ only] two children noticing any difference. The word seems to be recognized as a whole, and as the author
notes, recognized upside down just as the child would recognize a toy upside down. The general conclusion of the study may be quoted:
“The comments and the questions, as well as misreadings, seem to
show that children learn to read words by the trial-and-error method. It may be the length of the word, the initial letter, the final letter, a characteristic letter, the position of the word in the sentence, or even the blackness
of the type that serves as the cue. . .. There is no evidence that the child
works out a system by which he learns to recognize words. That he does
not work out phonics for himself comes out quite clearly in the transposition test. Furthermore, only once did a child divide a word even into its syllables. There is some evidence that conscious of letters, except in the
case of “E,” who so analyzed the word “six.” Sometimes, when the child
seems to have made a letter analysis, he failed to recognize the word a
second time, and in some cases did not learn it at all.”
And so, it was obvious to the professors as far back as 1914 that the sight method
was a totally horrendous, inefficient and illogical way to teach a child to read.
And despite Dr. Orton’s warning in 1929 that the method would harm many children, they proceeded to put their new reading programs in all the schools of
America.

 Look-Say Strategies

Of Course, they beefed up their sight vocabulary approach with a battery of
“word recognition strategies.” They provided configuration clues – putting sight
words in frames; picture clues – loading the page with illustrations depicting the
words; context clues – inane stories in which the word could be easily guessed on
the basis of context; and phonetic clues – teaching initial and final consonant
sounds to reduce some ridiculousness of some of the guessing.
It is important to note that teaching phonetic clues is not the same as teaching intensive, systematic phonics. The latter helps the child develop an automatic association of letters and sounds and teaches blending. The former simply teaches isolated consonant sounds with no connection to the rest of the syllable.

That this method of teaching can cause symptoms of dyslexia is not difficult to
surmise. What are the symptoms? Dr. Harold N. Levinson, founder of the Medical
Dyslexic Treatment Center in Lake Success, New York, and author of Smart But
Feeling Dumb which he dedicated to “40 million dyslexic Americans,” lists the
symptoms as follows: (1) memory instability for letters, words, or numbers; (2) a
tendency to skip over or scramble letters, words, and sentences; (3) poor, slow,
fatiguing reading ability prone to compensatory head tilting, near-far focusing,
and finger pointing; (4) reversal of letters such as Q, g, words such as saw and
was, and numbers such as 6 and 9 or 16 and 61.

Most of these symptoms sound like the very mistakes made by those children
back in 1912 who were trying to learn a sight vocabulary. Some of those children
even read words upside down!

Poor Spelling

But it is obvious that if you are told to look at words as a picture, you may look
at it from right to left as easily as from left to right You will reverse letters because they look alike, and you have not been drilled to know them by sound as well as by sight. You will be a poor speller because the sequence of letters seems
completely arbitrary, with no rime or reason. Of course, to a phonetic reader the
sequence of letters is most important because it follows the same sequence in
which the sounds are uttered. Other symptoms include transposing letters in a word, for example, abroad for
aboard, left for felt, how for who; confusing words with others of similar configuration, such as, through, though, thought, or quit, quite, quiet, guessing at unknown words.

Dr. Kenneth L. Goodman, America’s top professor of reading, calls reading a
“psycho linguistic guessing game.” And that’s exactly what it is for most American children in today’s primary schools. The result is an explosion in Special Education, which has become the growth industry for educators so worried about
falling enrollment. The primary schools create the learning disabilities, and the
federal government is funding a new industry to deal with them. In the 1976-77
school year there were 976,000 learning disabled students in Special Education.

In 1983-84 there were 1,806,000. Dyslexia is booming!
Obviously, the prevalent teaching method causes dyslexia. I have visited many
American cities on my lecture tours and have seen for myself the look-say basal
reading programs being used in today’s primary classrooms all across the country.
You can imagine my feelings when I know that the minds of millions of American children are being pennanently crippled, their futures handicapped, their selfesteem destroyed by educators who should have known better. This criminal malpractice is going on right now in your community. And yet there is little one can
do about it. The professors of education won’t listen – after all, they write the
textbooks. The book publishers publish what the educators want and what the
textbooks committees adopt. The classroom teachers, as a whole, now no other
way to teach; the professional organizations promote look-say; the principals,
administrators, and superintendents leave the teaching of reading to the “experts.”

 Circumventing the System

But there is some hope. There are a growing number of private and church
schools that are teaching children to read by alphabetic, systematic, intensive
phonics. Also, the borne-school movement has largely adopted phonics as the technique to teach reading. And here and there one finds a teacher in public schools
who uses an alphabetic-phonics approach or even a school district that has
adopted a phonics-oriented basal.

However, for the nation as a whole, there is little hope that the vast majority of
schools will change their teaching methods in the foreseeable future – unless a
group of well informed top business leaders make the teaching of reading a top
priority issue and force the educators to change their ways. But considering how
poorly informed our business leaders are and how difficult it is to reach them, let
alone brief them on this rather complex subject, there is little likelihood that they
will act effectively on behalf of the children entrapped in the public schools.
(The quotation from Dr. Dearborn is from The Psychological Research of James
McKeen Cattell: A Review by Some of His Pupils, Archives of Psyschology, No.
30, 1914, pp. 40-41.)

The Blumenfeld Archives

(This article is from the Sam Blumenfeld Archives:  http://blumenfeld.campconstitution.net/main.htm

Memorial Day –Honoring American Heroes of Courage, Sacrifice, & Faith – American Minute with Bill Federer

  & Faith  Memorial Day –Honoring American Heroes of Courage  Sacrifice

Memorial Day in America, as an annual observance, can be traced back to the end of the Civil War, a war in which over a half-million died. 
Southern women scattered spring flowers on graves of both northern Union and southern Confederate soldiers.

Many places claimed to have held the original Memorial Day, such as:
  • Warrenton, Virginia;
  • Columbus, Georgia;
  • Savannah, Georgia;
  • Gettysburg, Pennsylvania;
  • Boalsburg, Pennsylvania;
  • Waterloo, New York.

One such place was Charleston, South Carolina, where a mass grave was uncovered of 267 Union soldiers who had died in a prison camp.
On May 1, 1865, former slaves organized a parade, led by 2,800 singing black children, in which they prayed, read Bible verses, sang spirituals, and reburied the soldiers with honor as an act of gratefulness for their ultimate sacrifice which gave them freedom.

In 1868, General John A. Logan, commander of the Civil War veterans’ organization “The Grand Army of the Republic,” called for a Decoration Day to be observed annually on May 30.

An estimated 180,000 Black soldiers served in the Union Army during the Civil War.
Republican abolitionist Frederick Douglass gave a Decoration Day address at Arlington National Cemetery in 1871:
“We must never forget that the loyal soldiers who rest beneath this sod flung themselves between the nation and the nation’s destroyers.”

 

President James Garfield’s only executive order was in 1881 where he gave government workers May 30th off so they could decorate the graves of those who died in the Civil War.

In 1921, President Warren Harding had the remains of an unknown soldier killed in France during World War I buried in the Tomb of the Unknown Soldier at Arlington Cemetery.

Inscribed on the Tomb is the phrase:
“HERE RESTS IN HONORED GLORY AN AMERICAN SOLDIER KNOWN BUT TO GOD.”
Since 1921, it has been the tradition for Presidents to lay a wreath on the Tomb of the Unknown Soldier, which is guarded 24 hours a day, 365 days a year.

The number 21 being the highest salute, the sentry takes 21 steps, faces the tomb for 21 seconds, turns and pauses 21 seconds, then retraces his steps.

 

The number 21 is explained on the U.S. Army Center of Military History website (history.army.mil/index.html):

 

Warriors … demonstrated their peaceful intentions placing their weapons in a position that rendered them ineffective …

 

Rendering a salute by cannon originated in the 14th century as firearms and cannons came into use. Since these early devices contained only one projectile, discharging them once rendered them ineffective.

 

Originally warships fired seven-gun salutes–the number seven probably selected because of its astrological and Biblical significance … The Bible states that God rested on the seventh day after Creation, that every seventh year was sabbatical and that the seven times seventh year ushered in the Jubilee year.

 

Land batteries, having a greater supply of gunpowder, were able to fire three guns for every shot fired afloat, hence the salute by shore batteries was 21 guns …

 

Early gunpowder, composed mainly of sodium nitrate, spoiled easily at sea, but could be kept cooler and drier in land magazines. When potassium nitrate improved the quality of gunpowder, ships at sea adopted the salute of 21 guns.

 

The 21-gun salute became the highest honor a nation rendered …

 

Great Britain, the world’s preeminent seapower in the 18th and 19th centuries, compelled weaker nations to salute first …

 

Eventually, by agreement, the international salute was established at 21 guns, although the United States did not agree on this procedure until August 1875.”

On Memorial Day, 1923, President Calvin Coolidge stated:
“There can be no peace with the forces of evil. Peace comes only through the establishment of the supremacy of the forces of good.
That way lies through sacrifice … ‘Greater love hath no man than this, that a man lay down his life for his friends.'”

The Memorial Day poem, “In Flanders Fields,” was composed during World War I, by a Canadian Expeditionary gunner and medical officer named John McCrae, who fought in the Second Battle of Ypres near Flanders, Belgium.

Describing the battle as a “nightmare,” as the enemy carried out one of the first chlorine gas attacks, McCrae wrote:
“For seventeen days and seventeen nights none of us have had our clothes off, nor our boots even, except occasionally. In all that time while I was awake, gunfire and rifle fire never ceased for sixty seconds …
And behind it all was the constant background of the sights of the dead, the wounded, the maimed, and a terrible anxiety lest the line should give way.”

Finding one of his friends killed, McCrae helped bury him along with the other dead in a field.
Noticing the field covered with poppy flowers, he wrote:
“In Flanders fields the poppies blow
Between the crosses, row on row,
That mark our place; and in the sky
The larks, still bravely singing, fly
Scarce heard amid the guns below.
We are the Dead. Short days ago
We lived, felt dawn, saw sunset glow,
Loved and were loved, and now we lie
In Flanders fields.

Take up our quarrel with the foe:
To you from failing hands we throw
The torch; be yours to hold it high.
If ye break faith with us who die
We shall not sleep, though poppies grow
In Flanders fields.”

Notable individuals who fought in World War I include:

  • Sergeant Alvin York, who single-handedly took out 35 machine guns and captured 132;
  • John J. Pershing, General of the Armies;
  • Douglas MacArthur, Brigadier General;
  • George S. Patton, tank commander;
  • Leonard Wood, future Army Chief of Staff;

  • Harry S Truman, artillery officer and future 33rd President;
  • Eddie Rickenbacker, commander of 94th Areo Squadron;
  • Quentin Roosevelt, a pilot, son of President Theodore Roosevelt, was shot down and died;
  • Charles Whittlesey, commander of the “Lost Battalion” behind lines;
  • Frank Luke -“balloon buster”;

  • Irving Berlin, composer of “God Bless America”;
  • Edouard Izac, naval office captured on a U-Boat, who escaped;
  • Henry Johnson of the “Harlem Hellfighters”;
  • Dan Daly, Marine Sergeant charged and captured machine gun nests;
  • Ernest Hemingway, author of A Farewell to Arms;
  • J.R.R. Tolken, British author of The Lord of the Rings;
  • C.S. Lewis, British author of The Chronicles of Narnia.

One soldier was Orval William Epperson.
Born on a rugged Ozark farm near Anderson, Missouri, he fought in France, being assigned to the 338th Machine Gun Battalion 88th Division.
Upon returning to America, he married Therese DeBrosse, and had three children: Joan, Orval Wilford, and Tirzah, the mother of the author of this article.

Orval and Therese’s only son was Orval Wilford “Billy” Epperson.
He served in World War II as a bombardier on a B17 Flying Fortress, 525th Squadron, 379 Bomb Group A.P.O. 550 (#0-768946).

23-year-old “Billy” Epperson flew from Camp Crowder in southwest Missouri to Kimbolton, England.

He had written a Mother’s Day note to his mom, tied it with a handkerchief to a small weight and dropped it from the plane as it flew over his hometown of Neosho, Missouri.
A neighbor got it and brought to his mother, who lived at 344 S. Hamilton.

Little did either know that that would be the closest they would be again, as Billy was shot down by the Nazis over the English Channel near Holland on July 9, 1944.
His name is on the monument near Omaha Beach, at the Cimitière Amèrican de Normandie (in Colleville-sur-Mer, France) at the Killed in Action Wall (“Tablet of the Missing”).

On June 6, 1944 President Franklin Roosevelt offered a D-Day Prayer, which is now part of the World War II Memorial in Washington, D.C., thanks to the effort led by Chris Long of the Ohio Christian Alliance, as documented in his book For Their Honor:

“My fellow Americans: … I ask you to join with me in prayer:

Almighty God, Our sons, pride of our Nation, this day have set upon a mighty endeavor, a struggle to preserve our republic, our religion, and our civilization …

Give strength to their arms, stoutness to their hearts, steadfastness in their faith. They will need Thy blessings. Their road will be long and hard. For the enemy is strong. He may hurl back our forces …

We know that by Thy grace, and by the righteousness of our cause, our sons will triumph … Some will never return. Embrace these, Father, and receive them, Thy heroic servants, into Thy kingdom.”

In 1958, President Eisenhower placed soldiers in the tomb from World War II and the Korean War.

In 1968, one hundred years after the first observance, Memorial Day was moved to the last Monday in May.

In 1984, President Ronald Reagan placed a soldier from the Vietnam War in the tomb.
DNA test later identified him as pilot Michael Blassie, whose A-37B Dragonfly was shot down near An Loc, South Vietnam.
He had graduated from the U.S. Air Force Academy in 1970, and prior to that, graduated from St. Louis University High School in 1966, ten years before the author of this article.

In 1998, Michael Blassie’s remains were reburied at Jefferson Memorial Cemetery, St. Louis, Missouri.

In 2000, Congress passed The National Moment of Remembrance Act (Public Law 106-579), whereby on each Memorial Day, at 3:00pm, citizens should pause for a moment of prayer:
“Congress finds that … it is essential to remember and renew the legacy of Memorial Day … to pay tribute to individuals who have made the ultimate sacrifice in service to the United States …
Greater strides must be made to demonstrate appreciation for those loyal people … whose values, represented by their sacrifices, are critical to the future of the United States …
and to encourage citizens to dedicate themselves to the … principles for which those heroes of the United States died …
A symbolic act of unity … to honor the men and women of the United States who died in the pursuit of freedom and peace … as a day of prayer for permanent peace.”

Memorial Day grew to honor all who gave their lives defending America’s freedom in every war, including:
  • Revolutionary War (1775-1783) 25,000;
  • Barbary Wars (1801-1805; 1815) 45;
  • War of 1812 (1812-1814) 20,000;
  • Mexican-American War (1846-1848) 13,283;
  • Civil War (1861-1865) 625,000;
  • Spanish-American War (1898) 2,446;
  • World War 1 (1917-1918) 116,516;
  • World War 2 (1941-1945) 405,399;
  • Korean War (1950-1953) 36,516;
  • Vietnam War (1955-1975) 58,209;
  • Persian Gulf War (1990-1991) 258;
  • Operation Enduring Freedom in Afghanistan (2001-2014) 2,356;
  • Operation Iraqi Freedom (2003-2012) 4,489; and
  • subsequent wars against Islamic terrorism, securing our borders, and in Ukraine.

At the Memorial Day Ceremony, May 31, 1993, President Bill Clinton remarked:
“The inscription on the Tomb of the Unknown Soldier says that he is ‘Known but to God.’
But that is only partly true. While the soldier’s name is known only to God, we know a lot about him.
We know he served his country, honored his community, and died for the cause of freedom. And we know that no higher praise can be assigned to any human being than those simple words …
In the presence of those buried all around us, we ask the support of all Americans in the aid and blessing of God Almighty.”

Charles Michael Province, U.S. Army, wrote the poem:
“It is the Soldier, not the minister
Who has given us freedom of religion.
It is the Soldier, not the reporter
Who has given us freedom of the press.
It is the Soldier, not the poet
Who has given us freedom of speech.
It is the Soldier, not the campus organizer
Who has given us freedom to protest.
It is the Soldier, not the lawyer
Who has given us the right to a fair trial.
It is the Soldier, not the politician
Who has given us the right to vote.
It is the Soldier who salutes the flag,
Who serves beneath the flag,
And whose coffin is draped by the flag,
Who allows the protester to burn the flag.”

Noah Webster’s 1828 Dictionary stated in its definition of “MEMORIAL”:
“That which preserves the memory of something … A monument is a memorial of a deceased person, or of an event. The Lord’s supper is a memorial of the death and sufferings of Christ.”

Memorials are important in Scripture. The Lord told Moses in Exodus 12:
Speak ye unto all the congregation of Israel …
In the tenth day of this month they shall take to them every man a lamb, according to the house … Your lamb shall be without blemish … And ye shall keep it up until the fourteenth day … and the whole assembly of the congregation of Israel shall kill it in the evening.
And they shall take of the blood, and strike it on the two side posts and on the upper door post of the houses … For I will pass through the land of Egypt this night, and … execute judgment … and when I see the blood, I will pass over you, and the plague shall not be upon you to destroy you …
And this day shall be unto you for a MEMORIAL … throughout your generations … an ordinance for ever.”

Memorial is mentioned in Joshua, chapter 4:
“When all the people were clean passed over Jordan … Joshua called the twelve men … out of every tribe …
And Joshua said unto them, Pass over before the ark of the LORD your God into the midst of Jordan, and take ye up every man of you a stone upon his shoulder …

… That this may be a sign among you, that when your children ask their fathers in time to come, saying, What mean ye by these stones?
Then ye shall answer them, That the waters of Jordan were cut off before the ark of the covenant of the LORD; when it passed over Jordan … and these stones shall be for a MEMORIAL unto the children of Israel for ever.”

In his Memorial Day Address, May 31, 1923, President Calvin Coolidge said:
“Settlers came here from mixed motives … Generally defined, they were seeking a broader freedom.
They were intent upon establishing a Christian commonwealth in accordance to the principle of self-government …
It has been said that ‘God sifted the nations that He might send choice grain into the wilderness.'”

Coolidge was citing an Election Sermon given in Boston, April 29, 1669, by Massachusetts Governor Judge William Stoughton, who described the Puritans fleeing persecution in England to settle in the New World:
“God sifted a whole nation that he might send choice grain over into this wilderness.”

Henry W. Longfellow used a similar line in his classic Courtship of Miles Standish:
“God had sifted three kingdoms to find the wheat for this planting.”

This was explained further in Benjamin Franklin Morris’ classic The Christian Life and Character of The Civil Institutions of The United States (1864):
“The persecutions of the Puritans in England for non-conformity, and the religious agitations and conflicts in Germany by Luther, in Geneva by Calvin, and in Scotland by Knox, were the preparatory ordeals for qualifying Christian men for the work of establishing the civil institutions on the American continent.
‘God sifted’ in these conflicts ‘a whole nation that He might send choice grain over into the wilderness’; and the blood and persecution of martyrs became the seed of both the church and the state …
It was in these schools of fiery trial that the founders of the American republic were educated and prepared for their grand Christian mission …
They were trained in stormy times, in order to prepare them to … establish the fundamental principles of civil and religious liberty and of just systems of civil government.”

Concluding in his Memorial Day Address that America’s republic is worth preserving, President Calvin Coolidge stated May 31, 1923:
“They had a genius for organized society on the foundations of piety, righteousness, liberty, and obedience of the law …
Who can fail to see in it the hand of destiny? Who can doubt that it has been guided by a Divine Providence?”

Douglas MacArthur told West Point cadets, May 1962:
“The soldier, above all other men, is required to practice the greatest act of religious training-sacrifice.
In battle and in the face of danger and death, he discloses those Divine attributes which his Maker gave when He created man in His own image …
No physical courage and no brute instinct can take the place of Divine help which alone can sustain him.
However horrible the incidents of war may be, the soldier who is called upon to offer and to give his life for his country is the noblest development of mankind.”

 

American Minute is a registered trademark of William J. Federer. Permission granted to forward, reprint, or duplicate.
Image Credits: Public Domain; Description: A soldier assigned to the Army’s 3rd U.S. Infantry Regiment, “The Old Guard,” guards the Tomb of the Unknowns after the U.S. Army’s senior leadership laid a wreath in tribute to the Army’s 233rd birthday at Arlington National Cemetery, Virginia; Date: June 14, 2008; Source: U.S. Department of Defense photo essay; Author: D. Myles Cullen ; This image was released by the United States Army with the ID 080614-A-0193C-015; This image is a work of a U.S. military or Department of Defense employee, taken or made as part of that person’s official duties. As a work of the U.S. federal government, the image is in the public domain in the United States; https://commons.wikimedia.org/wiki/File:Defense.gov_photo_essay_080614-A-0193C-015.jpg

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  • David Thompson on 

    Hospital Corpsman 1964 to 1968.

  • Molly Gimbert on 

    Thank you and thanking God for your steadfastness and eloquent representation of the reality of the cost of our freedom. I pray everyday 1 Timothy 2:1-8. Just finished 2 Yr at Charis Bible College, GOD is continuing my assignment to 3rd year School of Practical Government. With God All things are possible Mark 10:27
    For the LORD is our judge, the LORD is our lawgiver, the LORD is our king; he will save us. (Isaiah 33:22) Stay the course Brother Bill and let us be not weary in well doing: for in due season we shall reap, if we faint not. Pray ye therefore the Lord of the harvest, that he will send forth labourers into his harvest. We are they and with God we are always the majority.
    God’s BEST Blessings on you and all your loved ones everyday all day.
    Molly Gimbert

  • kay williamson on 

    Thank you, William Federer, for this excellent article on the significance of Memorial Day to all Americans. May the Lord have mercy on America, and we who are privileged to live here.

  • Janet Bosley on 

    America’s Troops have from America’s founding served to defend, protect, preserve and secure the peoples God gives rights and freedom is it too much to ask that we the citizens of this great nation, America show our honor and respect for their service and sacrifice by holding to the liberties the many have fought and died to