Welcome to the “Alpha-Phonics workbook by Samuel L. Blumenfeld.
This book has been used by thousands of parents who have taught their
children to be excellent readers, which includes my children.

It is arranged in 128 easy to follow lessons. Sam rightfully pointed out that
pictures of puppets popping out of trash cans are not needed to teach children
how to read.
This book may also be used for adults who have been taught the
whole word or look-say method and therefore are functionally illiterate.
While this is a free resource, we would like to be able to make this resource
known far and wide. A donation of $5.00 would go a long way, and you can
donate more to help our cause, too.
Go to https://campconstitution.net/product/alpha-phonics-workbook
acquire it.
to
Additional donations to the Camp can be made via your PayPal account
accessed from our website’s homepage: https://www.campconstitution.net
Hal Shurtleff, Director
Camp Constitution

The other day, I received an e-mail from a lady in California who asked, “What on earth
is the whole-language system?” She had read my article on the making of the black
underclass http://blumenfeld.campconstitution.net/1987/BEL%2002-06%20198706.pdf
in which I had identified whole language as the primary cause of reading
failure among so many black students.
Fortunately, the answer is easy to give, because whole-language professors have been
quite open in defining what they mean by their pedagogic philosophy. So I shall quote
some salient passages from their writings.
In a book entitled “Whole Language, What’s the Difference?” written by three
whole-language professors in 1991, we read on page 32:
Whole language represents a major shift in thinking about the reading process.
Rather than viewing reading as “getting the words,” whole language educators
view reading as essentially a process of creating meanings … Meaning is created
through a transaction with whole, meaningful texts (i.e., texts of any length that
were written with the intent to communicate meaning).
It is a transaction, not an extraction of the meaning from the print, in the sense that
the reader-created meanings are a fusion of what the reader brings and what the
text offers … Although students who learn to read in whole language classrooms
are, like all proficient readers, eventually able to “read” (or identify) a large
inventory of words, learning words is certainly not the goal of whole language.
Another passage from page 19 of the same book may be even more illuminating:
From a whole-language perspective, reading (and language use in general) is a
process of generating hypotheses in a meaning-making transaction in a
sociohistorical context. As a transactional process … reading is not a matter of
“getting the meaning” from text, as if that meaning were in the text waiting to be
decoded by the reader.
Rather, reading is a matter of readers using the cues print provides and the
knowledge they bring with them (of language subsystems, of the world) to
construct a unique interpretation.
Moreover, that interpretation is situated: readers’ creations (not retrievals) of
meaning with text vary, depending on their purposes of reading and the
expectations of others in the reading event. This view of reading implies that there
is no single “correct” meaning for a given text, only plausible meanings.
Now you might think that all of this pedagogical insanity is taking place in some kind of
political vacuum. Nothing could be farther from the truth. Whole language practice is
very politically oriented. We read on page 23:
Learning is a social process … Although whole language educators accept the
importance of learning through individual interactions with the environment
(Piaget 1967), they lean more heavily on Vygotsky’s ideas about the social nature
of learning (Vygotsky 1978).
Whole language takes seriously Vygotsky’s notion of the Zone of Proximal
Development (Engstrom 1986) which entails stressing the importance of
collaborations (between students and teachers and between peers) through which
students can transcend their own individual limitations.
You might ask: Who is Vygotsky? Vygotsky (1896-1934) was a Soviet psychologist who
worked with Pavlov’s colleagues at the State Institute of Experimental Psychology in
Moscow in the 1920s and ’30s. James Wertsch, Vygotsky’s biographer, writes:
[It] is important to note that Vygotsky was a staunch advocate of dialectical and
historical materialism. He was one of the creators of Marxist psychology …
People such as Vygotsky and his followers devoted every hour of their lives to
making certain that the new socialist state, the first grand experiment based on
Marxist-Leninist principles, would survive.
Vygotsky’s colleague, Alexander Luria, wrote: “Vygotsky was … the leading Marxist
theoretician among us … in [his] hands, Marx’s methods of analysis did serve a vital role
in shaping our course.”
Apparently, these same methods of analysis are also serving to shape the course of the
whole-language agenda. The three professors, cited earlier, state on page 67:
The whole language theoretical premise underlying which topics are pursued and
how they are treated is: “All knowledge is socially constructed.”
Therefore all knowing is political. In an effort to promote critical literacy and thus
to help children learn to read the world, not only the word (Shor & [Marxist
revolutionary] Freire 1987), teachers who work with theme cycles try – no matter
whether the topic is overtly “political” or not – to show how the topic is related to
other more general questions.
They try to demystify social institutions by helping children investigate
connections between surface facts and underlying social structures, between lived
experience and structural features of class, gender and race. They know that not
making connections is as political as making connections.
No further explanation needed. But what about phonics, you might ask? Here’s a view of
phonics given in another book on whole language, “Evaluation: Whole Language, Whole
Child.” We read on page 19:
The way you interpret what the child does will reflect what you understand
reading to be. For instance, if she reads the word feather for father, a
phonics-oriented teacher might be pleased because she’s come close to sounding
the word out.
However, if you believe reading is a meaning-seeking process, you may be
concerned that she’s overly dependent on phonics at the expense of meaning.
You’d be happier with a miscue such as daddy, even though it doesn’t look or
sound anything like the word in the text. At least the meaning would be intact.
My response to that kind of imbecilic pedagogy is that any child who looks at the word
“father” and says “daddy” can’t read. It’s as simple as that. But tell that to a
whole-language teacher. Meanwhile, we the taxpayers are paying for it all.
(The above is from the Sam Blumenfeld Archives
http://blumenfeld.campconstitution.net/main.htm

The Blumenfeld Archives
A delegation from Camp Constitution were honored to attend the Pilgrims to Patriots celebration and rededication of the Forefathers Monument last Saturday August 1, 2026. This daylong event took place in ‘America’s Hometown”-Plymouth, MA. Our well-staffed information table was busy with attendees from all over the United States stopping by to pick up T-shirts, books, pocket copies of the U.S. Constitution and get their pictures taken holding our Brown Bess firing replica musket.

The program stared at 10:00 AM at the Pilgrim Memorial Park-the original site of Plymouth Plantation with the Massachusetts 1775 Colonial Navy Fife and Drum from Fall River presenting their colors, and an opening prayer offered by Pastor Matthew Dembinsky. The event had an excellent line up of speakers which included Leo and Nancy Martin of the Jenney Museum, https://thejenney.org/ Bill Federer of the American Minute, Dr. Jerry Newcombe of Coral Ridge Ministries, Tim and David Martin of WallBuilders, and actor and author Kirk Cameron who produced the documentary “Monumental.” The Pilgrims to Patriots Band performed between the speakers which included a rendition of “My Country Tis of Thee.”

After an afternoon break, the group reconvened at the nearby Forefather’s Monument where the monument was rededicated. Nancy Martin read the original dedication which took place on August 1, 1889 and Kirk Cameron gave an historical and spiritual overview as well as his personal connection to the Monument which inspired the creation of his documentary.

At 6:00 PM, we participated in a sold-out testimonial dinner for Leo and Nancy Martin and a fund raiser for the Jenney Museum at the 1620 Hotel in Plymouth. (Readers who would like to donate to the Jenney: https://www.networkforgood.org/donation/MakeDonation.aspx?ORGID2=900133398&vlrStratCode=9wKJQGl1rasPHo7YmGMedYfKNEvpeEocIQHRRM0CdWr%2fy%2fEA375LpFfLe%2fqTi8%2bf
Thanks to Maura Shurteff, Penny Stevens, Kathy Mickel, Bonnie Manchester, Jessica and Willow Whitworth, Rev. Steve and Edith Craft for helping out at the info table or with videotaping, and a special thanks to Roberta Stewart
Today, marks the anniversary of the drowning of Mary Jo Kopechne. This is an interview of the diver who recovered her body and explains the cover up by Ted Kennedy’s handlers.
The interview was conducted by Mayor Sam Yorty on KGBS Radio in Los Angeles 1972.
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Happy 250th Birthday United States.
Campers from the Annual Patriot Camp-a Three-Day Annual Day Camp Held in Rockland Maine and co-sponsored by Life Church and Camp Constitution and hosted by the Litchfield Memorial Baptist Church- recite the Declaration of Independence at Chapman Park in Rockland, Maine Wednesday June 24, 2026.
Camp Constitution’s general schedule and its schedules for its junior campers are now posted on our website:
https://campconstitution.net/wp-content/uploads/2026/06/Camp-Constitution-Schedule-2026.pdf



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John Langdon sailed back into Portsmouth harbor, the British seized his cargo of sugar and rum, similar to how the British in Boston’s harbor seized John Hancock’s ship Liberty.
By this time, tea from India and China was the most popular drink in the British Empire, out-selling coffee and chocolate, as tea was purported to have health benefits.
The Bengal Famine of 1770 killed an estimated 10 million people – a third of Bengal’s population. This brought the British East India Company to the verge of bankruptcy.
American colonists boycotted British tea and instead bought 85 percent of their tea from supplies smuggled in by Dutch merchants, estimated at 900,000 lbs a year.
To compound the issue even further, the British Parliament passed the Tea Act of 1773 , which provoked the Boston Tea Party, December 16, 1773.
John Langdon was elected Speaker of the New Hampshire House, 1776-1782, where he championed fiscal responsibility, recommending the use of silver and gold instead of paper currency.
As a colonel, John Langdon led a voluntary company of soldiers to fight at Saratoga where they witnessed the surrender of British General Burgoyne.
In 1784, John Langdon was a State Senator, and in 1785 he was elected President (Governor) of New Hampshire.
In 1787, John Langdon was a delegate to the Constitutional Convention in Philadelphia where he signed the U.S. Constitution.
The Delegates of New Hampshire continued, recommending that the new Federal Government should be restricted:
Returning to New Hampshire, John Langdon was elected Governor, where he issued a Proclamation, October 10, 1805, acknowledging the nation’s victory over the Muslim Barbary Pirates of North Africa:
In 1797, John Langdon helped save an escaped slave, Oney Judge, from being taken by slave-catchers.
Four years before the American Bible Society was founded, John Langdon founded the New Hampshire Bible Society in 1812, and served as its first President.
In retirement, John Langdon was visited in 1817 by President James Monroe, as the newspaper reported:
Before the letter, parade organizers had consistently included a ceremonial raising of the Christian flag at city hall for their annual parade since 1979. However, in August 2025 the city unlawfully denied the permit citing violation of the Establishment Clause and that the decades-long practice of granting their permit was an “administrative error.” Now, the Jersey City officials have agreed to let organizers raise the Christian Flag on September 8, 2026, for their annual Children of Faith Parade.
In the letter, Liberty Counsel informed city officials about its unanimous 2022 victory in Shurtleff v. City of Boston, a case where Boston officials denied raising the Christian flag in an open forum. In that case, the U.S. Supreme Court ruled cities that open their flagpoles to the public cannot selectively exclude religious viewpoints when they allow other private groups to speak. Liberty Counsel noted that Jersey City’s flag program had previously permitted other ideological and religious flags, including for the “Jersey City LGBTQ+ Pride Festival;” the “Independence Day of Pakistan Flag Raising Ceremony” for the Muslim Council North America and Muslim Federation of New Jersey; and the “3rd Annual Palestine Flag Raising Ceremony,” among others.

In Shurtleff, the High Court ruled 9-0 that raising the Christian flag under Boston’s public flag-raising program did not amount to government speech or violate the Establishment Clause since the city had opened its flagpole to private speech and was not selecting or communicating the message. Rather the High Court ruled, denying the Christian flag amounted to unequal treatment and was unconstitutional viewpoint discrimination.
Since Jersey City’s flag program is almost identical to Boston’s, Liberty Counsel had requested Jersey City approve the flag-raising permit for the 2026 parade to avoid the city violating the First Amendment.
Liberty Counsel’s Founder and Chairman Mat Staver said, “We commend Jersey City officials for making the right decision to grant the Christian flag-raising permit for the Children of Faith Parade. Jersey City had stated that raising the Christian flag in their public forum would violate the Establishment Clause, but it does not. The opposite is true. Denying raising the Christian flag in a public forum is the actual First Amendment violation. The clear message from the U.S. Supreme Court is that government cannot favor one viewpoint and censor another in a public forum. Municipalities like Jersey City can legally permit both secular and religious commemorative emblems when they open their flagpoles to public expression.”
For media interviews, please email media@LC.org.