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Evolutionists love to remind us how close our DNA is to that of the chimpanzee or
gorilla. But there is one very sharp distinction between human beings and every other
species, including the various kinds of monkeys. God gave us the faculty of language,
the faculty of speech.
Why did God so endow the human being with this remarkable ability? If you read the
Bible you will find the answer. We read in Genesis 1:27: “And God created man in his
own image, in the image of God created he him; male and female created he them.”
We were created to be like God, to have certain attributes of God, but not be God. The
next passage makes that clear: “And God blessed them, and God said unto them, be
fruitful, and multiply, and replenish the earth, and subdue it: and have dominion over the
fish of the sea, and over the fowl of the air, and of every living thing that moveth upon
the earth.”
And in order to do all of that God gave man a brain properly endowed with extraordinary
intelligence in order to carry out these huge tasks. The Bible further states in Genesis
2:19: “And out of the ground the Lord God formed every beast of the field, and every
fowl of the air; and brought them unto Adam to see what he would call them: and
whatsoever Adam called every living creature, that was the name thereof.”
In other words, God made Adam into a lexicographer–an inventor of names, a creator of
vocabulary. Indeed, God gave man the power of language in order to serve four
different functions: The first, to know God and be able to communicate with Him. We
do that every day through prayer. We’ve done that by writing the Bible, the history of
man’s relations with God. Second, we use language to know one’s mate with the ability
to communicate at the deepest intimate level. Third, we use language to be able to know
other human beings and thereby create society. And Fourth, we use language to know
oneself. We are constantly speaking inwardly to ourselves in order to understand who
and what we are, and in order to transform our dreams and ideas into reality.
So why should we want to expand our vocabularies? Because knowledge is power, and
every new word represents new knowledge. And how does one increase one’s
vocabulary? A good place to start is by reading Shakespeare’s plays, all 36 of them
which were published in the First Folio in 1623. It is said that Shakespeare invented
more new words than any other writer in English literature. New words are needed
when it is necessary to convey the meaning of something for which no word exists.
Another good way to expand one’s vocabulary is to read 19th century literature, including
Dickens, Carlyle, James Fenimore Cooper, Thackerary, Washington Irving, and other
great masters of the written word, who had extensive, rich vocabularies. Also read the
most literate writers you can find who are not afraid to show off their use of vocabulary.
However, whenever reading such works, keep a blank notebook at your side in which you
can jot down all of the new words you’ve encountered. Then read their definitions in your
dictionary and write your own sentences using these new words. Remember, the more
words you know, the more knowledge you have, for each new word represents new
knowledge.
As we said, new words are needed to express new ideas or actions for which no words
exist. This is particularly true in our hi-tech culture where advances in computer and
internet technology require us to invent new words. Words like “geek” and “nerd” were
invented by students to describe those with a passion for computers and technological
inventions. Such new words are being invented every day.
The fact that God commanded Adam to name every living creature meant that an
important part of being a human was the need to make good use of greatest gift God gave
us, the faculty of language.
.
In other words, man was exalted in a way that no other species was by his Creator.
Thus, increasing and expanding one’s vocabulary is not only necessary for the
advancement of man’s purpose on earth, but also needed to carry out God’s
commandments. Besides having been given the faculty of speech we were also endowed
with a voice-box that could express thoughts and ideas by sounds. An extraordinary
physical phenomenon.
Language, in fact, is the link to the spiritual dimension in our lives. Man is a spiritual as
well as a physical being. We are made of matter by God who is not matter. Indeed, if
you become a physicist, you will find that the deeper you explore the nature of matter,
you will reach virtually no matter at all.
Remember, language is sounds made by the voice box. It has no substance but what it
signals in our heads. But written language has permitted us to make a permanent record
of what is said. That is why we have science, history, and life stories to tell.
It is the exploration of that microcosmic realm that has made it possible for man to
develop computer science in which a million transistors can be put on a microscopic
silicon chip.
So scientists increase our vocabulary every day by making discoveries that have to be
named. Whenever we invent something new, we have to invent words to describe it.
By the way, God put our language faculty in the left hemisphere of our brains. It is our
most valuable piece of brain matter. Without it we would not be human beings. The
right hemisphere deals with space, dimension, art, and perspective. In American schools
teachers force students to use the right brain to perform the functions of the left brain.
The result is dyslexia.
Learning to read must be taught phonetically through intensive phonics so that it
conforms with the functions of the language faculty and expands its power. In fact our
alphabetic reading and writing system is the most successful reading system ever
invented because it conforms with the left brain’s faculty, thus making it easy for anyone
to learn to read.
And so, increase your vocabulary in order to increase the power of your brain and the
power of your mind. Our brains emit dreams, images, and ideas that are not matter, but
are the basis of human power. The more words you know, the more power you will
have to create, grow, and prosper. Indeed, learning the vocabulary of the stock market
may lead you to become a millionaire.

The Blumenfeld Archives: http://blumenfeld.campconstitution.net/Articles-2.htm
Clarence Darrow was the attorney who defended
EVOLUTION.

Darrow had previously defended Leopold and
Loeb, the teenage homosexual thrill killers who
murdered 14-year-old Robert “Bobby” Franks in
1924 just for the excitement.
Darrow obtained a pardon for antifa-type anarchists
in 1886 who blew up a pipe bomb in Chicago’s
Haymarket, Square, killing 7 policemen and injured
60 others.
A Haymarket Statue was dedicated to the fallen
policemen.
The policemen’s Haymarket Statue was blown up
by the socialist anarchist group Weather
Underground on October 6, 1969, prior to the
“Days of Rage” protests.
The statue was rebuilt, but the Weather
Underground blew it up again on October 6, 1970.
The Weather Underground’s leaders had a lasting
effect, as two of them, Bill Ayers and Bernadine
Dohrn, hosted a meeting in 1995 to launch Barack
Obama’s Illinois State Senate Campaign; and
another, Eric Mann, trained Patrisse Cullors, a
founder of Black Lives Matter.
Clarence Darrow defended the “mentally deranged
drifter” Patrick Eugene Prendergast in 1894 who
confessed to murdering Chicago mayor Carter H.
Harrison, Sr.
Darrow defended socialist organizer Eugene V.
Debs, who was prosecuted for instigating the
Pullman Railroad Strike which caused 30 deaths,
57 wounded, and $80 million in property damages
in 27 states.
Debs founded the Socialist Party of America,
which branched off the Communist Party USA in
1919.
Clarence Darrow represented the Western
Federation of Miners leaders charged with the 1905
murder of former Idaho Gov. Frank
Steunenberg.
In 1911, the American Federation of Labor arranged
for Darrow to defend the McNamara brothers.
The McNamara brothers were charged with
dynamiting the Los Angeles Times building which
killed 21 employees.
Implicated in bribing jurors, Darrow was banned
from practicing law in California.
In 1925, Darrow unsuccessfully
defended John Scopes, a
Tennessee high school
biology teacher who taught the
theory of origins called
“evolution.”
The attorney defending CREATION was the
Democrat Party’s three time candidate for
President, William Jennings Bryan.
Bryan objected to a tooth being presented as proof
of humans evolving from apes.
Later the tooth was found to be that of an extinct
peccary (pig).
William Jennings Bryan won the Scopes case on
JULY 21, 1925.
Though Darrow lost the trial, a
pro-evolution propaganda film
was produced in 1960 titled
Inherit the Wind.
Professor Alan M. Dershowitz wrote on “The
Scopes Trial” in his book America on Trial: Inside
the Legal Battles that Transformed Our Nation
(eBook Edition: May 2004):
“The popular perception of what transpired in the
courtroom comes not from the transcript of the
court proceeding itself, but rather from the
motion picture … Inherit the Wind.
The William Jennings Bryan character, Scopes’s
prosecutor, was a burlesque of know-nothing
religious literalism …
… The actual William Jennings Bryan was no
simple-minded literalist, and he certainly was no
bigot.
He was a great populist who cared deeply about
equality and about the downtrodden.
Indeed, one of his reasons for becoming so deeply
involved in the campaign against evolution was
that Darwin’s theories were being used
misused, it turns out – by racists, militarists, and
nationalists to further some pretty horrible
programs …”
Dershowitz continued:
“The eugenics movement, which advocated
sterilization of ‘unfit’ and ‘inferior’ stock, was at
its zenith, and it took its impetus from Darwin’s
theory of natural selection.
German militarism, which had just led to the
disastrous world war, drew inspiration from
Darwin’s ideas on survival of the fittest.
The anti-immigration movement, which had
succeeded in closing American ports of entry to
‘inferior racial stock,’ was grounded in a mistaken
belief that certain ethnic groups had evolved
more fully than others …
… The Jim Crow laws, which maintained racial
segregation, were rationalized on grounds of the
racial inferiority of blacks.
… Indeed, the very book – Hunter’s Civic Biology
from which John T. Scopes taught Darwin’s
theory of evolution to high school students in
Dayton, Tennessee, contained dangerous
misapplications of that theory …”
Dershowitz added:
“Indeed, its very title, Civic Biology, made it clear
that biology had direct political implications for civic
society.
In discussing the ‘five races’ of man, the text
assured the all-white, legally segregated high
school students taught by Scopes that ‘the
highest type of all, the Caucasians, (are)
represented by the civilized white inhabitants of
Europe and America.’
The book, the avowed goal of which was the
improvement of the future human race, then
proposed certain eugenic remedies.”
Eugenic laws, based on evolution, were passed in
many states.
Virginia’s eugenic law, in 1924, allowed for the
state to sterilize its first victim, Carrie Buck, who
was a patient in the State Colony for Epileptics and
Feeble-minded.
A case was brought which went to the Supreme
Court.
There, Justice Oliver Wendell Holmes, Jr., gave
his infamous Buck v. Bell decision (1927), which
continued to allow the sterilization of people
without their knowledge or consent, stating:
“Three generations of imbeciles are enough.”
Because of Holmes’ decision, Virginia continued
to sterilize more than 8,000 people until the
practice was stopped in 1974.
Holmes also applied evolution to his decision
making philosophy, calling it “legal realism,” letting
judges alter laws to adapt to changing social and
economic conditions.
Professor Alan
Dershowitz
continued his
critique of the high
school textbook
used by John
Scopes, Hunter’s
Civic Biology:
After a discussion of the inheritability of crime and
immorality, the author proposed an analogy: …
‘Just as certain animals or plants become parasitic
on other plants or animals, these families have
become parasitic on society.
They not only do harm to others by corrupting,
stealing, or spreading disease, but they are actually
protected and cared for by the state out of public
money …
They take from society, but they give nothing in
return. They are true parasites …'”
Dershowitz added:
“From the analogy flowed ‘the remedy’:
‘If such people were lower animals, we would
probably kill them off to prevent them from
spreading.
Humanity will not allow this, but we do have the
remedy of separating the sexes in asylums or other
places and in various ways preventing
intermarriage and the possibilities of
perpetuating such a low and degenerate race.
Remedies of this sort have been tried successfully
in Europe and are now meeting with success in this
country.’
… These ‘remedies’ included involuntary
sterilizations, and eventually laid the foundation for
involuntary ‘euthanasia’ of the kind practiced in
Nazi Germany …”
Dershowitz continued:
“Nor were these misapplications of Darwinian
theory limited to high school textbooks. Eugenic
views held sway at institutions of higher learning
such as Harvard University, under racist
president Abbot Lawrence Lowell.
Even so distinguished a Supreme Curt justice as
Oliver Wendell Holmes upheld a mandatory
sterilization law on the basis of a pseudo-scientific
assumption about heritability and genetics.
His widely quoted rationale – that ‘three
generations of imbeciles are enough’ – was later
cited by Nazi apologists for mass sterilization …
… It should not be surprising, therefore, that William
Jennings Bryan … would be outraged – both
morally and religiously …
The textbook Scopes wanted to teach was … a
bad science text, filled with misapplied Darwinism
and racist rubbish.”
After the trial, William Jennings
Bryan wrote in his summary of the
Scopes trial of how science tells us
what we can do, religion tells us
what we should do:
“Science is a magnificent force, but it is not a
teacher of morals. It can perfect machinery, but it
adds no moral restraints to protect society from
the misuse of the machine.
It can also build gigantic intellectual ships, but it
constructs no moral rudders for the control of storm
tossed human vessel.
It not only fails to supply the spiritual element
needed but some of its unproven hypotheses rob
the ship of its compass and thus endanger its cargo
…”
Bryan continued:
“In war, science has proven itself an evil genius; it
has made war more terrible than it ever was before.
Man used to be content to slaughter his fellowmen
on a single plane, the earth’s surface.
Science has taught him to go down into the water
and shoot up from below and to go up into the
clouds and shoot down from above, thus making
the battlefield three times as bloody as it was
before;
but science does not teach brotherly love.
… Science has made war so hellish that civilization
was about to commit suicide;
and now we are told that newly discovered
instruments of destruction will make the cruelties of
the late war seem trivial in comparison with the
cruelties of wars that may come in the future …”
Bryan concluded:
“If civilization is to be saved from the wreckage
threatened by intelligence not consecrated by love,
it must be saved by the moral code of the meek
and lowly Nazarene.
His teachings, and His teachings alone, can
solve the problems that vex the heart and perplex
the world.”

Bryan’s 1925 statement was echoed by Winston
Churchill, who stated in 1941:
“But if we fail, then the whole world, including the
United States … will sink into the abyss of a new
Dark Age made more sinister, and perhaps more
protracted, by the lights of perverted science.”
BELIEVE – A Captivating & Inspiring
Devotional of Scriptures, Thoughts &
Quotations
William Jennings Bryan had been a Colonel in the
Spanish-American War, a U.S. Representative from
Nebraska and U.S. Secretary of State under
Democrat President Woodrow Wilson.
Bryan edited the Omaha World Herald and founded
The Commoner Newspaper.
Dying five days after the Scopes Trial, William
Jennings Bryan was so popular that his statue was
placed in the U.S. Capitol’s Statuary Hall by the
State of Nebraska and the Post Office issued a
$2.00 stamp in his honor.
Bryan gave over 600 public speeches
during his Presidential campaigns, with
his most famous being “The Prince of
Peace,” printed in the New York
Times, September 7, 1913, in which he
stated:
“I am interested in the science of government but I
am more interested in religion …
I enjoy making a political speech … but I would
rather speak on religion than on politics.
I commenced speaking on the stump when I was
only twenty, but I commenced speaking in the
church six years earlier-and I shall be in the church
even after I am out of politics …”
Bryan reasoned:
“Tolstoy … declares that the religious sentiment
rests not upon a superstitious fear … but upon
man’s consciousness of his finiteness amid an
infinite universe …
Man feels the weight of his sins and looks for One
who is sinless.
Religion has been defined by Tolstoy as the
relation which man fixes between himself and his
God …
Religion is the foundation of morality in the
individual and in the group of individuals …”
Bryan added:
“A religion which teaches personal responsibility
to God gives strength to morality.
There is a powerful restraining influence in the
belief that an all-seeing eye scrutinizes every
thought and word and act of the individual …
One needs the inner strength which comes with the
conscious presence of a personal God …”
Bryan stated further:
“I passed through a period of skepticism when I
was in college …
The college days cover the dangerous period in the
young man’s life; he is just coming into possession
of his powers, and feels stronger than he ever
feels afterward-and he thinks he knows more than
he ever does know.
It was at this period that I became confused by the
different theories of creation.
… But I examined these theories and found that
they all assumed something to begin with …
A Designer back of the design – a Creator back of
the creation;
and no matter how long you draw out the process of
creation, so long as God stands back of it you
cannot shake my faith in Jehovah …
We must begin with something – we must start
somewhere – and the Christian begins with God …”
Bryan continued:
“While you may trace your ancestry back to the
monkey … you shall not connect me with your
family tree …
The ape, according to this theory, is older than man
and yet the ape is still an ape while man is the
author of the marvelous civilization which we see
about us …
This theory … does not explain the origin of life.
When the follower of Darwin has traced the germ
of life back to the lowest form … to follow him one
must exercise more faith than religion calls for
…”
Bryan explained:
“Those who reject the idea of creation are divided
into two schools, some believing that the first germ
of life came from another planet and others
holding that it was the result of spontaneous
generation …
Go back as far as we may, we cannot escape from
the creative act, and it is just as easy for me to
believe that God created man as he is as to
believe that, millions of years ago, He created a
germ of life and endowed it with power to develop
…”
He added:
“But there is another objection.
The Darwinian theory represents man as reaching
his present perfection by the operation of the law of
hate – the merciless law by which the strong
crowd out and kill off the weak …
I prefer to believe that love rather than hatred is
the law of development …”
William Jennings Bryan concluded:
“Science has disclosed some of the machinery of
the universe, but science has not yet revealed to us
the great secret — the secret of life.
It is to be found in every blade of grass, in every
insect, in every bird and in every animal, as well as
in man.
Six thousand years of recorded history and yet
we know no more about the secret of life than they
knew in the beginning …
If the Father deigns to touch with divine power the
cold and pulseless heart of the buried acorn and to
make it burst forth from its prison walls, will he
leave neglected in the earth the soul of man, made
in the image of his Creator? …
The Gospel of the Prince of Peace gives us the
only hope that the world has.”
Democrat President Franklin D. Roosevelt stated
in an address at the Memorial to William Jennings
Bryan, May 3, 1934:
“No selfish motive touched his public life; he held
important office only as a sacred trust of honor from
his country …
To Secretary Bryan political courage was not a
virtue to be sought or attained, for it was an inherent
part of the man.
He chose his path not to win acclaim but rather
because that path appeared clear to him from his
inmost beliefs.
He did not have to dare to do what to him seemed
right; he could not do otherwise …”
Franklin Roosevelt continued:
“It was my privilege to know William Jennings
Bryan when I was a very young man.
Years later both of us came to the Nation’s capital to
serve under the leadership of Woodrow Wilson …
It was Mr. Bryan who said: ‘I respect the aristocracy
of learning, I deplore the plutocracy of wealth but I
thank God for the democracy of the heart.’
Many years ago he also said: ‘You may dispute over
whether I have fought a good fight; you may dispute
over whether I have finished my course; but you
cannot deny that I have kept the faith.’
We who are assembled here today to accept this
memorial in the capital of the Republic can well
agree that he fought a good fight; that he
finished his course; and that he kept the faith.”–
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Tucked away in a residential neighborhood, a short distance from downtown Plymouth, affectionately known as “America’s Hometown,” can be found the largest granite statue in the United States. The statue is called the “Forefather’s Monument.” It was often overlooked and even unknown to locals and tourists alike. But thanks to the efforts of Leo and Nancy Martin who run the Jenny Museum, Pastor Paul Jehle of the Plymouth Rock Foundation, the documentary “Monumental” narrated by actor Kirt Cameron, and Michelle Gallagher of Proclamation House to name a few, this incredible monument to commemorate the Pilgrims and the faith that sustained them has enjoyed a rebirth of interest.


( Leo Martin of the Jenney Museum with actor Kirt Cameron at the base of the monument)
This granite monument was conceived by the Pilgrim Society, which was formed in 1820 to celebrate the 200th anniversary of the Pilgrim landing. In 1849, the Pilgrim Society held a competition for a design and offered a $300. prize. The society chose the architectural firm of Zucker and Asborth of New York. However, the accomplished architect Hammatt Billings of Boston offered a design which the Pilgrim Society approved. Billings’ initial design was over 150 feet, which included an observation tower and a museum at its base. Billings’ other works include Wellesley College and the Boston Athenaeum.
Billings launched a national fund-raising campaign, with President Abraham Lincoln among the donors. The cornerstone of the monument was laid on August 2, 1859. It was attended by thousands of people, where public prayers were offered and a letter from President James Buchanan was read. The Civil War and the nation’s postwar economy led to a decrease in donations. As a result, Billings designed a smaller model, 81 feet, without an observation tower and museum. It still was a massive design. Billings didn’t live to see his project completed. He passed away in 1874. On August 1, 1889, the monument was dedicated with a crowd of over 12,000 on hand.
The monument’s central figure is “Faith,” depicted as a woman who stands at the top of the monument with a Bible in one hand and her other hand pointing to Heaven. Four statues underneath Faith are “Morality” holding the Ten Commandments, “Law,” “Education,” and “Liberty.” The monument also contains the names of the Mayflower passengers, a marble bas relief of the signing of the Mayflower Compact, and bas reliefs of “Justice,” “Mercy,” “The Embarkation,” “Evangelist,” “Youth,” “Wisdom,” and “Tyranny.”

“Monumental: In Search of America’s Treasure”:
In 2012, the documentary “Monumental: In Search of America’s Treasure” was released, leading to a renewed interest in the monument. From the documentary’s website,
Monumental is the story of America’s beginnings. Presented by Kirk Cameron, the 90-minute true story follows this father of six across Europe and the U.S. as he seeks to discover America’s true “national treasure” – the people, places, and principles that made America the freest, most prosperous, and generous nation the world has ever known. Long regarded as “the land of opportunity,” there’s no question the tiny band of religious outcasts who founded this country hit upon a formula for success that went way beyond what they could have imagined. What formula did they discover? What motivated them to come here in the first place? More importantly, how can we apply these same foundational truths today? Monumental is heralded as “inspiring,” “beautifully executed,” “powerful,” and “one meant to teach.”
The Jenney Museum:
In 2001, Leo and Nancy Martin founded the Jenney Museum and began giving tours of the monument. Tours are available from April 15 to November 29.

In 2021, Michelle Gallagher of Proclamation House wrote and published Forefathers Monument Guidebook. Michelle conducted a presentation at our annual family camp.
Teaching the next Generation in New Hampshire and beyond:
There is a recently created New Hampshire-based organization called The Matrix Coalition of New Hampshire, whose mission is to teach the state’s students about the Forefathers Monument. Led by Deb Roux, the group’s goal is to introduce the Forefathers Monument Guidebook and posters of the monument to public and private schools, hosting tours of the monument and Freedom Walks, the next one being on September 13 at the New Hampshire State House.

Both Camp Constitution and The Matrix Coalition are hosting tours of the Forefathers Monument Saturday October 11—1:00 PM and Saturday October 18—10: AM. To register or for more information, please email me at campconstitutuion1@gmail.com

One of the reasons why the United States of America got off to such a great start is
because we had total educational freedom. When the Constitution was written, there was
already by then a great variety of teaching institutions. The Dames Schools were colonial
preschools in which children were taught the three R’s in preparation for going on to an
academy. The academy was a private school run by an educational entrepreneur. It
prepared students for higher learning or a trade or profession. They were considered the
most appropriate educational institution for a free people. Their responsibility was to the
parents who put their children in the academy.
Home tutoring was also very common in those days. There was no such thing as
“compulsory school attendance.” Parents were free to provide their children with any
fonn of education which met their needs. Children were taught to read and write in the
Dames Schools, which were keenly aware that Biblical literacy was an absolute necessity
in a society based on the teachings of the Bible.
In New England, laws had been passed requiring parents to educate their children. This
spurred the creation of Common Schools throughout the region. Towns hired teachers to
run such schools. Their main function was to prepare the students for future studies in
the colleges. They were owned and operated by the local folks who usually paid the
schoolmasters with commodities rather than money.
The beauty of this high degree of freedom was that education was practical, its
foundation based on reality. Whatever was taught was intended to improve the
knowledge, skills, and aptitudes of the students. The community’s basic purpose in
education was to pass on to the future generation the knowledge, wisdom, religion and
morals of the previous generation. There was no such thing as religious neutrality. The
United States was a Christian nation and all agreed that children should be inculcated in
the tenets of Christianity. And anyone who went into the education profession knew its
spiritual purposes.
But then the question arises: why did Americans give up educational freedom so early in
their history when its benefits were so obvious? Believe it or not, it had nothing to do
with economics or poor teaching. Literacy was very high and education was available to
everyone. There were even excellent charity schools that provided education for the
children of the poor. There was no need for the government to get involved in education.
.
But in Boston, the government did get involved in establishing the Boston Latin School,
an elite school to prepare students for Harvard. It was funded by the city even though the
parents of the students could easily have paid its costs. But the liberals in Boston were
already looking to government to establish an elite institution separated from the church.
What happened to create this state of mind? It was the rise of the Unitarian heresy at
Harvard among the descendants of the Puritans. Intellectual pride became the spearhead
of religious Liberalism.
The Unitarians no longer believed in the Trinity or in the divinity of Christ. If Christ was
divine it was in the sense that we are all divine. But while Christ was considered a great
teacher, he was not considered to be the source of salvation. The Unitarians also rejected
Calvin’s view of man as being innately depraved who needed to be saved by Jesus Christ.
The Unitarians believed that man was basically good, and that all he needed was a good
secular education to achieve moral perfectibility.
And so the Boston Unitarians launched a strong campaign to create government primary
schools in which Calvinist teachings would be eliminated. They were successful because
they learned how to influence the press, control the legislature, and get what they wanted.
As the public school movement grew, the orthodox were in a dilenuna as to whether or
not to support it. In 1849, the orthodox General Association of Massachusetts decided in
favor of support with this very important stipulation. They wrote:
“If after a full and faithful experiment, it should at last be seen that fidelity to the
religious interests of our children forbids a further patronage of the system, we
can unite with the Evangelical Christians in the establishment of private schools,
in which more full doctrinal religious instruction may be possible.”
There is no question that the “full and faithful experiment” has been a colossal failure,
and that millions of Christian children have been spiritually harmed. While many parents
have taken their children out of the public schools, and hundreds if not thousands of
church schools have been founded, the vast majority of Christian parents still put their
children in these anti-Christian public schools. In other words, we have still to learn the
lessons of history.

The Blumenfeld Archives is a free on-line educational resource: http://blumenfeld.campconstitution.net/main.htm
A news release from Liberty Counsel:
Aug 12, 2025
In 2005, Liberty Counsel and Liberty University School of Law launched the Constitutional Litigation Clinic. The clinic has been in operation for 20 years and will continue to be open to up to five students per semester. Previous students in this clinic worked on Shurtleff v. City of Boston, a Liberty Counsel case that begin in 2017 and resulted in a 9-0 win at the U.S. Supreme Court in May 2022.
The Supreme Court and Appellate Clinic will be an advanced clinic focused on specific Supreme Court and Appellate cases. Under supervision and instruction from experienced Liberty Counsel’s Supreme Court practitioners, the students will have weekly class instruction, case rounds, and gain clinical experience with active cases. The clinic is designed to give students valuable practical experience in Supreme Court advocacy through researching and drafting certiorari petitions, merits and opposition briefs, reply briefs, and amicus briefs.

Liberty University School of Law Dean and Professor of Law Dr. Timothy M. Todd said, “We are thankful for the partnership with Liberty Counsel. This clinic will emphasize the development of practical skills while fostering a deep understanding of the substantive law and procedure relevant to practice before the United States Supreme Court and federal appellate courts.”
Liberty University School of Law is also home to a one-of-a-kind replica of the U.S. Supreme Court bench designed by Mat Staver during his tenure as Dean and Professor of Law.
Liberty Counsel Founder and Chairman Mat Staver said, “We are excited to partner with Liberty University School of Law to educate and train students to practice at the highest levels of the U.S. Supreme Court and appellate courts. Law students in our previous clinics contributed to our 9-0 victory at the U.S. Supreme Court in Shurtleff v. City of Boston in 2022. The Supreme Court and Appellate Clinic will offer students the invaluable experience of working on high profile cases that will shape legal precedent for decades. Liberty Counsel is resolved to develop the next generation of constitutional law advocates.”
Liberty Counsel provides broadcast-quality TV interviews via Hi-Def Skype and LTN at no cost
Patriot Camp 2025 was a three-day summer camp designed to introduce young participants, ages 5–14,
to the principles of American government through engaging, age-appropriate activities centered around
the founding documents of the United States.



This year, we welcomed 15 enthusiastic campers. The 5–8-year-old group spent their days learning
about America’s Constitutional Republic, the three branches of government, and the First and Second
Amendments. The 9–14-year-olds focused on U.S. civics questions in preparation for the final contest
held on the last day of camp. The Civics Savvy Contest questions were read by Camp Constitution’s
Director, Hal Shurtleff. The contest featured two teams—the Eagles and the Werewolves—with the
Eagles taking the win. An addition to this year’s camp had a portable air rifle range which gave camper’s the opportunity to learn marksmanship skills.


The camp ran from August 4th through August 6th and was a great success in fostering civic
knowledge and patriotism in a fun, interactive environment.
We owe this year’s success to the gracious host, Littlefield Memorial Baptist Church, and to all of the
dedicated volunteers.
The camp concluded with a well-attended family picnic, where campers had the opportunity to share
their experiences and successes with parents and siblings.
& the Need for Christian Virtue – American Minute with Bill Federer The Wisdom of John Adams: on Liberty Tyranny

John Adams was born October 30, 1735. A Harvard graduate, he was admitted to the bar and in 1764, married Abigail Smith, the daughter of a Congregational minister.
In resisting the Stamp Act, Adams wrote instructions to representatives from town of Braintree being sent to the Massachusetts General Court:
John Adams explained in A Dissertation on the Canon and Feudal Law, 1765, that it was Christian principles, brought to America by the Puritans, that resisted tyranny:
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Adams stated in A Dissertation on the Canon and Feudal Law:
In Novanglus: A History of the Dispute with America, from its Origin, in 1754, to the Present Time, published February 6, 1775, John Adams wrote:
John Adams authored the Massachusetts Constitution, 1780, described as the world’s oldest functioning written constitution, a model for the United States Constitution. It stated:
John Adams was U.S. Minister to France, where, together with Benjamin Franklin, John Jay, and David Hartley, he signed the Treaty of Paris, September 3, 1783, officially ending the Revolutionary War:
Initially, Presidential elections designated the President as the one who received the most votes, and the Vice-President was the one who received the second most votes.
When George Washington insisted on only serving two terms, John Adams was elected the 2nd U.S. President in 1796.
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The late Sam Blumenfeld wrote a monthly newsletter from 1986 to 1999 and all of them are available in PDF format on the Sam Blumenfeld Archives. One of his most important and still timely was his June 1987 newsletter titled “Eugenics and the Making of a Black Underclass.” In this newsletter, Sam gives us a history of the racist roots of the I,Q. test, and how the “progressive educators worked together to promote their agenda in government schools. We put it back in print and make them available on our on-line store: https://campconstitution.net/product/eugenics-in-american-education-and-the-making-of-a-black-underclass-by-sam-blumenfeld/
And a link to a PDF version:
http://blumenfeld.campconstitution.net/1987/BEL%2002-06%20198706.pdf

The Blumenfeld Archives
I was born in 1926, which makes me probably older than anyone reading this magazine.
Which means that I have a sense of history, that is, an understanding of cause and effect,
that most young people lack these days. Is it important? As Sarah Palin would say,
“You betcha.” In other words, I know history intimately because I have lived through it:
the Great Depression, World War II, the Korean War, the Vietnam War, and the current
wars. That’s a lot of history to know first-hand.
Although I was born less than ten years after World War One, that war seemed as remote
to me as if it had never taken place. That’s the way the memory works, and that’s why I
can understand why so many people today cannot know what it was like to live through
World War II or the Korean War, or even the Vietnam War. And I have no idea how the
schools teach these wars these days.
I was born on Manhattan Island in the world’s greatest metropolis, the most expensive
and legendary piece of real estate on the planet. I was born in one of those tenements in
East Harlem which was filled with new immigrant families and their new American
children.
At age five I was sent to kindergarten at the neighborhood elementary school, P.S.
Number something or other. Of course, I walked to school. A very nice policeman at the
corner helped us cross the avenue. In those days kindergarten was play time. Formal
education started in the first grade. I remember the name of my first-grade teacher, Miss
Sullivan. Or was it Miss Murray? She taught us to read with phonics and to write in
cursive. So our little brains were totally activated to become lovers of books and
writing. There was no such thing as dyslexia in those days, and certainly no such thing
as Ritalin.
The classrooms were pretty clean and bare back then. Just a portrait of George
Washington hanging on the wall, and a cursive writing chart over the blackboard. We
sat in desks bolted to the floor. Today, kids sit around tables facing one another,
coughing into each others faces, pestering one another. Back then you faced the back of
a fellow pupil’s head and you did not chat. You were quiet and attentive. The teacher
was the focus of attention. She wasn’t a facilitator. She had your attention, so you
couldn’t possibly get attention deficit disorder.
Back in those days we went home for lunch. My mother usually prepared a fried egg
sandwich and a glass of milk. Then I walked back to school. On Sundays my mother
would make a herring and onion sandwich on a roll which I loved. She would buy a
salted herring out of a barrel at the appetizer or fish store and that would be our Sunday
breakfast and lunch. They were delicious. That was Eastern European fare.
Your taste in food is developed very early in life by what your parents feed you. So I’ve
always liked fried egg sandwiches. Today, schools serve breakfast and lunch, so parents
have less of an influence on what a child gets to eat. Once, during a school outing, we
were served tuna-fish sandwiches and tomato soup. I had never had that at home, and I
liked them. My sister, two years older than I, had friends who introduced her to foods
my mother was unfamiliar with, such as mayonnaise. Once we discovered mayonnaise,
it became a household favorite. My sister also introduced me to chow mein in the local
Chinese restaurant. I’ve loved Chinese food ever since.
For some reason tomatoes tasted better in those days. That’s probably because the taste
hadn’t been altered by so much special scientific breeding. But you can’t stop progress.
And so the advent of the supermarket with its myriad of packaged and frozen foods and
the rise of so many fast-food franchises has made it easier for Americans to feed
themselves with as little fuss and time as possible.
As for education, progress in the public schools has seemed to go in the opposite
direction. Despite all of the computers and new textbooks, reading skills have declined.
According to Reading at Risk, a report issued by the National Endowment of the Arts in
2007, American literacy is in serious decline. Dana Gioia, chairman of the Endowment
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.”
In short, instead of getting smarter, our kids are getting dumber. High tech executives
complain that young Americans lack the basic skills that are needed in today’s high tech
industries.
And that is why home-schooling is where you find real progress in education: high
literacy, enhanced academic skills, interest in technology, government, history,
geography, and most important of all, Biblical religion.
If you want to see what educational progress looks like in the 21st century, just attend one
of the many home-school conventions that now take place every spring across America.
You’ll see parent-educators in droves listening to lectures, examining books and
curricula, making sure that what they do at home will enable their kids to become the best
educated young adults in America.

The Blumenfeld Archives