The Weekly Sam: America Started with Educational Freedom By Samuel L. Blumenfeld

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.
T

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.

 

MAAFA 21 Black Genocide in the 21st Century

We just uploaded the powerful documentary MAAFA 21 Black Genocide in the 21 Century to our Rumble channel.

“Maafa21: Black Genocide in 21st Century America,” is a documentary film produced by Life Dynamics Inc. that reveals how eugenics and population control has systematically been used to reduce Black births. Maafa is a Swahili word which means “a terrible tragedy,” referring to the time of the middle passage during the slave trade. The “21” in the title refers to the 21st century, because, in reality, the “Maafa” has not ended. It is still being carried out today.

 

                  Movies That You Aren’t Supposed to Watch

Over the years, I have authored articles titled “Books You Aren’t Supposed to Read.”  These are books that the Establishment may not have been outrighted banned but are ignored or panned by Establishment critics.     I will now begin a series of articles, on an irregular basis, concerning movies that the Establishment has ignored or smothered.   All of these movies are available on our Rumble channel-link below. They can also be found on YouTube.  We recommend that the readers not only watch the movies, but let others know of their existence.  Why not host a movie night in your home, church, civic organization, or your local library?

 

                                                                                                     Not Your To Give 1982

This is a short adaptation of the free market essay Sockdolager.      While the story, originally published in the January 1867  Harper’s Magazine,  is historically inaccurate, it is an excellent lesson on the U.S. Constitution and the proper role of government.  It begins with Congressman Davey Crockett discussing among his colleagues the reason why he voted against a bill to offer relief to a widow of a War of 1812 officer.  He recounts an experience he had while on the reelection campaign trail.  He stops by the farm of Horatio Bunce seeking his vote.  Bunce tells Crockett that while he thinks he is well meaning, he violated his oath of office.  Crockett asked him to explain.  Bunce tells Crockett that he gets a newspaper from Washington which reports the votes of Congress, and that Crockett voted to give tax money for victims of a Georgetown fire.  Bunce explains that the money in the U.S. Treasury was for the purpose of running the U.S. government and not to give money to fire victims. While Bunce believes in charity,  he explains that it is not a power granted to Congress in the U.S. Constitution. He explains that if Congress can give money these victims, they can give it to anyone.  Bunce ended with “It’s not yours to give,” Crockett used the archaic word “sockdolager (the original name for the story) to describe his response.   Sockdolager is defined as a forceful blow or a conclusive argument.  He realized that Bunce was right.  He told Bunce that he will be back next week and if Bunce could get some of his neighbors together, he will issue an apology and pledge not to do it again.  Crockett shows up at the Bunce’s and is shocked to see how many people Bunce is able to gather.  Crockett tells the group that Bunce taught him a lesson and that he will not violate his oath again.

How many readers know how their members of Congress vote?  For those who have no idea, please visit the Freedom Index www.thenewamericxan.org/freedomindex

 

                                                  A More perfect Union America Becomes A Nation 1989

 

Produced by Brigham Young University, the movie is a dramatization of the Constitutional Convention of 1787.  While the actors are not household names, the film does an excellent job recounting the story of how our Constitution came about.  The film focuses mainly on  James Madison, the Father of the Constitution. He knew that George Washington’s mere presence would give the convention the legitimacy and support it needed.  He referred to Washington as “the indispensable man.” Washington was initially reluctant,  but not only did he attend, he was the president of the Convention.   The movie focuses on the disagreements, arguments, and compromise between the delegates, but in the end, they gave us the greatest man-made document for the governing of free people the world has ever seen.  The film does an excellent job depicting the distinct personalities of the delegates.

                                                                                    Brotherhood of the Bell 1970

 This was a made for TV movie with an excellent cast including Glenn Ford, Dean Jaegar, Will Geer,  Rosemary Forsythe, and William Conrad.  It is the unofficial story of the Skull and Bones, the secretive and, some believe satanic organization based at Yale University.  Both John Kerry and George W. Bush are members.

The first scene has Professor Andrew Patterson, played by Glenn Ford  and his fellow Bell members initiating a new member-Phil Dunning played by Robert Pine at the fictional College of Saint George in San Francisco.   After the initiation ceremony, Dean Jagger, who plays Chad Harmon, a financier gives Andy an assignment-his due bill.”   The assignment is to convince Patterson’s friend and colleague Dr. Constance Horvathy, played by Eduard Franz, not to take a position that the Bell wants for one of its own.  If he refuses, the Bell will turn over a list of names of anti-communists from his country of origin leading to arrests and certain death.  Horvathy, feeling betrayed by his friend, commits suicide.  Patterson, full of grief and remorse, is determined to expose the Bell.  He goes to the media and tells his story of this secretive organization.   Members of the media interview Harmon who dismisses and ridicules the accusations of the Bell’s power and influence. Shortly after the interview,  Patterson  is informed that his department at the university has been defunded, and he is out of a job.

Patterson goes to his influential father-in-law Harry Masters, played by Maurice Evans,  who offers to help.  He arranged a meeting with what Patterson thinks is an FBI agent but is actually a Bell member.  The agent asks Patterson for the list of names that would have been used to blackmail Horvathy.  He gladly turns them over, giving the only hard evidence he had against the Bell. He realizes his father-in-law is gaslighting him after Masters denies to his daughter and Paterson’s wife. Played by Rosemary Forsyth that he ever set up any meeting with the F.B.I.   Patterson’s father, played by Will Geer, a successful contractor, learns that the IRS has found some fraudulent returns.   He dies from a heart attack after confronting Masters.  Patterson’s wife ends up leaving him.   Out of desperation, he contacts Bart Harris, a bombastic T.V. talk show host played by William Conrad.    Conrad humiliates and ridicules Patterson on the show.  Patterson assaults Bart on air and is arrested.

All looks hopeless until his former boss bails him out and tells Patterson that he believes his story.  He encourages Patterson to  reach out to the young initiate who agrees to help him expose the Bell.  While the movie doesn’t go into the ideology of the Brotherhood of the Bell, it demonstrates how ruthless and powerful it is.

 

                                                                                 Tomorrow’s Children 1934

This movie was an expose of eugenics and forced sterilization. The movie was banned in a number of states.  Eugenics and forced sterilization, practiced in 31 states and Washington, D.C, were policies of the so-called American Progressives. Led by the likes of racist Margaret Sanger, the founder of Planned Parenthood, they were eagerly implemented by the Nazis-a dirty secret that the Left has done an excellent job concealing.    These two evils fell into disfavor after the world learned of the crimes of the Nazis.

The movie features the Mason family .  The parents are lazy drunks. Their children with the exception of Alice, played by Diane Sinclair, who was adopted, are physically and mentally disabled. An older brother is in jail.  The family members, being prime candidates for sterilization, are visited by a  county official who gives them the options of sterilization or lose their welfare benefits.   Alice escapes from the house to avoid the sterilization.  She is soon captured and brought to the hospital to have the procedure.  A sympathetic doctor, Dr. Brooks and Alice’s fiancé, unsuccessfully tries to get an injunction.  Within seconds before  Alice undergoing the sterilization, Father O’Brien, played by Crane Wilbur who also directs the movie, is able to prove that Alice is not part of the Mason bloodline and is saved from sterilization.

                                                                                  Gaslight 1940

 

 

This movie doesn’t expose a secret society or government cover-ups and wrongdoing, but this is the movie where the word gaslighting was made popular

Gaslighting is manipulating an individual or group using psychological methods into questioning their own sanity, memory, or powers of reasoning.  A few examples:  “The Southern border is secure.” “Inflation is under control.”  “The world is a peaceful place thanks to the Biden administration’s policies.”

There is a 1944 American version , but I prefer this version that takes place in Victorian England where gaslights were in common use.  The movie begins in the home of an elderly lady whose house is being ransacked by a man who was searching for valuable jewelry.  He murders the lady and continues to ransack the house but never finds the jewelry.  The house is vacant for a number of years until  newlyweds Paul and Bella Mallen move in.  Bella, played by Diana Wynyard, seems to be misplacing objects and Paul, played by Anton Walbrook tries to convince his wife that she is losing her sanity. It was Paul who was deliberately hiding the objects.  He has an affair with the maid and wants to institutionalize his wife.  A retired detective who investigated the original murder case in the house suspects Paul.

There are two floors upstairs that are closed off.  Paul believes that the valuable jewelry may be hidden somewhere in these floors. . When entering the upstairs rooms, he turns on the gaslight, dimming the lights in the downstairs rooms.  Bella observes the dimming gaslights, and Paul tells her that she is imagining it.  He is eventually arrested for the murder of the elderly women.

All of the above movies are available on our Rumble channel                       https://rumble.com/account/content?type=all

Have a movie to recommend?  Send me an E-mail campconstitutiuon1@gmail.com

 

 

 

 

 

 

 

Null and void? If President Biden didn’t comprehend what he was doing, are his laws, orders and regs valid?

Null and void?

If President Biden didn’t comprehend what he was doing, are his laws, orders and regs valid?

Paul Driessen

Laws in every state govern wills and the transfer of estates and property upon a testator’s death. For example, Virginia statutes provide that “any individual may make a will,” except testators who are unemancipated minors or “of unsound mind.”

Unsound mind generally means not having mastery of one’s mental faculties, which could include being enfeebled enough that the testator is easily subject to improper influence by others, especially someone who would benefit from provisions of the will.

Virginia law considers someone to be of unsound mind if his or her cognitive capacity is totally impaired, meaning the person is incapable of acting rationally or understanding conversations, instructions or decisions. In other jurisdictions, impairment may not have to be “total.” Wills executed by such persons are rendered invalid, null and void.

How might these guidelines apply in other circumstances – decisions by President Biden, for instance?

Joe Biden’s declining mental and physical capabilities were apparent to many even before his election and inauguration. His Delaware basement campaign, to avoid awkward encounters with reporters and citizens, raised many questions. During his presidency, family, White House staff, legacy media, Democrats in Congress and others worked hard to hide, obfuscate, defend and excuse his infirmities, even as they became harder to deny.

Millions wondered just when President Biden became cognitively incapable of leading the United States and Free World. His inability became so obvious during the June 2024 Biden-Trump debate that Democrat Party leaders pushed the 46th president out of the race. But what about before that?

An article published shortly before President Trump’s 2025 inauguration revealed that House Speaker Mike Johnson knew Mr. Biden was no longer “in charge” of the White House, presidency or country long before his cognitive incapacities were finally acknowledged by those whose jobs, prestige or political agendas depended on him being “the best Biden ever.”

During a January 2024 Oval Office meeting with President Biden, the Speaker particularly wanted to discuss a Biden Executive Order that blocked liquefied natural gas exports to Europe. Russia’s war with Ukraine, the likelihood of renewed European dependence on Russian gas if US LNG exports were terminated, and the extent that would enrich Putin’s war machine made this a serious national security issue. Johnson wanted to know WHY Biden had signed the EO just weeks earlier.

“I didn’t do that,” Biden insisted. But in fact, he had.

Johnson suggested that Biden’s staff print the EO, so that the two of them could read it together. Biden finally, but vaguely, acknowledged signing the order. But as PJ Media columnist Matt Margolis noted, it soon “became evident that the President had no grasp” of actually having signed the EO, or of the implications of having done so.

“I thought, we’re in serious trouble. Who is running the country?” Margolis quoted Johnson. “I don’t know who put the paper in front of him, but he didn’t know,” either, Johnson added.

“This exchange underscores a chilling reality,” Margolis wrote. We had a president who not only was “struggling to remember critical decisions” but was also “unable to engage fully in high-stakes discussions with national security implications.” Biden was clearly “not fully in charge.”

When did that incapacity actually set in? And what does that imply for dozens, perhaps hundreds, of executive actions, regulatory sign-offs and presidential signatures enacting legislation into law?

Are they still valid? Or have some (or many) been rendered null and void, because President Biden was no longer in control of his mental faculties? Or because he was enfeebled enough that he was subject to improper influence by staffers who were pursuing agendas even more radical than the president would have agreed to, had he actually been “in charge,” including staffers who might benefit from certain presidential decisions?

Executive Orders can be reversed by EOs signed by a successor president. President Trump did that with a flurry of signatures during his first week in office. Formal rulemakings must go through a more lengthy  and thorough process but can still be undone or rewritten by another administration.

That will certainly be the case with the Obama EPA’s “Endangerment Finding,” declaring that plant-fertilizing, planetary-life-giving carbon dioxide “endangers human health and welfare.”

\However, the Biden Administration promulgated 3,248 final rules and regulations – a record 107,262 Federal Register pages. They reflect President Biden’s determination to exert federal control over nearly every aspect of climate change, “equity and social justice,” economic and environmental issues, and our daily lives – including “efficiency” rules for cars, stoves, dishwashers, furnaces and water heaters.

Many of these rulemakings will undoubtedly be examined and reversed under the Congressional Review Act. Others will fall outside its purview and require more than Trump Executive Orders.

And what about Biden’s pardons, many of them murderers and hardened criminals; others convicted offenders like his son; still others people who haven’t yet been charged or convicted of crimes but were given preemptive pardons, in case prosecutors later decide no one should be above the law?

Still more complicated will be legislation, such as the multi-trillion-dollar, pork-laden, Green-New-Deal-subsidizing Inflation Reduction Act, the $1-trillion infrastructure law, the Creating Helpful Incentives to Produce Semiconductors (CHIPS) and Science Act, the Infrastructure Investment and Jobs Act, and many others signed by Mr. Biden.

If they merit revision or recission, must Congress and President Trump go through an entire legislative process – and overcome almost certain Democrat “resistance” – to change or cancel them?

Or do some of these Biden Era laws (and regulations and pardons) fall within the parameters of a wills and estates “unsound mind” analog? If so, at what point was President Biden too cognitively impaired to know what he was agreeing to or signing? Who makes that determination, and on what basis?

It’s definitely a case of first impression, and the outcomes are far from easy, ensured or predictable. But it’s also another way for President Trump and Republicans to reexamine extreme Biden Era decisions.

I went to law school, was licensed in two states, practiced mostly legislative and regulatory law, even wrote a couple of Supreme Court briefs. But mostly I’ve been a policy wonk – pondering, developing, promoting, opposing, and implementing or rejecting public policies.

The Biden cognitive issue reminds me of humorist Will Rogers’ answer to the threat of World War I German U-boats that were savaging Allied shipping. Rogers proposed that the US Navy “heat the Atlantic Ocean to the boiling point. Then, when the ocean gets too hot for them German subs to stay underwater, they’ll have to come to the surface” and we can “pick ‘em off one by one.”

Of course, he averred, some admirals were likely to ask how they were supposed to boil the ocean. Rogers had an answer. “I leave that to the technicians. Myself, I’m a policy man.”

Like Will Rogers, I’m just presenting policy ideas. It’s up to President Trump, Congress, courts and neuropsychologists to figure out how to implement them.

Paul Driessen is senior policy analyst for the Committee For A Constructive Tomorrow (www.CFACT.org) and author of books and articles on energy, environment, climate and human rights issues.

Contact me: pkdriessen@gmail.com

The Weekly Sam: Making Creative Use of YouTube By Samuel L. Blumenfeld

I recently discovered YouTube, this incredibly fascinating Web site that shows hundreds of
thousands of video clips from all over the world, produced by ordinary people. Launched in
May 2005 by two young geeks, Steven Chen and Chad Hurley, the site now pumps out over 100
million short video clips—ranging from 1 to 30 minutes or more—and takes in as many as
65,000 new ones every day. It draws more than 34 million viewers a month. I assume it must
be a favorite site with homeschoolers, since many of them have produced a great variety of
video clips. Take a look and add one of your own.

According to Forbes magazine (10/16/06), Steven Chen, born in Taiwan, studied at the
University of Illinois at Urbana-Champaign and Hurley was a design major at Indiana University
of Pennsylvania at Indiana, Pennsylvania. They met at Paypal, the online payment site acquired
by Ebay in 2002, and formed a partnership to launch YouTube.
They conceived of YouTube after experiencing frustration when they tried to swap, online,
video clips from a party they had attended. Their aim was to keep the site simple enough so
that amateurs could use it. They used their credit cards to finance the scheme, until the site
grew so big that they had to seek financing from venture capitalists. They were able to raise
$3.5 million from Sequoia Capital.

The great potential for profit will not come from those who submit video clips, but from
advertisers. But how do you insert advertising in YouTube? That’s where the creativity of
YouTube’s founders have come into play.

But for homeschoolers with camcorders, YouTube provides a wonderful way to reach
thousands of people—homeschoolers and others around the world at practically no cost.
That’s how Ron Paul reached thousands of potential contributors. YouTube is also a wonderful
way to take a trip around the world. Just type in the name of any city or country on the globe
and someone will have sent in a video clip about that place.
There are many video clips on Global Warming from different points of view. You can make up
your own mind. Or write in Havana, Cuba, to get a glimpse of what it’s like in the Communist
dominated city. I got a great kick watching a wonderful half-hour interview of journalist Mark
Steyn at UC Berkeley.

If you are a lover of classical music, you can watch the Osaka Philharmonic Orchestra play
Holst’s spine-tingling Jupiter led by an emotional Japanese conductor, or watch exuberant
Leonard Bernstein conduct Tchaikovsky and Gershwin’s Rhapsody in Blue, or watch aging Sir
Edward Elgar conduct Pomp and Circumstance. And you can actually watch the great
performance of the legendary Jacqueline du Pre playing Elgar’s Cello Concerto with young
conductor Daniel Barenboim leading the orchestra. What an incredible treat! The musical clips
alone are a tremendous source of great entertainment. Of course, don’t expect high definition
TV from some of these old clips.

There are also many fascinating clips on religion: Christopher Hitchens in debate with Denesh
D’Souza on the existence of God; Hitchens addressing the Atheist Alliance conference; a brief
interview with 84-year-old Antony Flew, atheist convert to deism; stories of Muslims converted
to Christianity (Muslims4Jesus).
One can easily spend hours browsing among the thousands of video clips. The clips note their
running times and the number of viewers who’ve seen them, plus viewers’ comments. Anyone
can join and start sending in clips. You can start as amateurishly as you’re likely to be, and
develop better technique in future endeavors.

“Video democracy is here,” Chad Hurley says, “and falling costs of transmission and a growing
audience eager for the offbeat have empowered anyone with a laptop to create, review or alter
almost any piece of digital entertainment in competition with the big guys. Hollywood will
always bring great content,” he adds, “but amateurs can create something just as interesting—
and do it in two minutes.”

Once homeschoolers know that you are on YouTube, you’ll draw more and more viewers. So
make your videos interesting and relevant. Do a video of a homeschool convention in your
area. Or show off the sights in your home town. Or interview an author or politician. Why not
show off your favorite hobby?

YouTube is also an incomparably fascinating source of information. Take advantage of it, and
get on the high-techie road to video creativity.

(The above article was written about 15 years ago.  YouTube is an excellent source of information.  Camp Constitution has a channel with close to 17k subscribers, over 1,500 videos and close to two million views.  We have many videos of Sam Blumenfeld.  Please subscribe and share our content:  https://www.youtube.com/@CampConstitution

American Groomer: An Interview with Elena Barbera

 

Camp Constitution’s Hal Shurtleff had the opportunity to interview Elena Barbera, producer of the powerful documentary American Groomer.   In this short call to action documentary, Elena goes into the history of groomers, and who funds them from Alfred Kinsey to the Sex Information and Education Council of the United States (SIECUS) to today’s groomers who have access to promote their perversion in many of our nation’s schools.   From her website:

American Groomer is a documentary revealing the disturbing truth about sexualization of children in American schools.

The average citizen is totally unaware of the societal, physical, emotional, and behavioral dangers of this appalling, astonishing fetish.

Kids are being introduced to kink, taught incomplete science behind STDs, and are being encouraged to make dangerous choices.

And in the majority of states, it’s perfectly legal to show your kids the filthiest porn available in school. Yes, really.

Please join our mailing list below for behind-the-scenes updates on filming, release dates, and more.

Produced by Elena Barbera (of SonnyFaz and Elena The Based Mother on YouTube and Rumble).

https://americangroomerfilm.com

(A link to an audio version of the interview:  https://www.podomatic.com/podcasts/shurtleffhal/episodes/2025-01-31T15_26_38-08_00      

We encourage readers to host showings of this documentary.

Mine, baby, mine! Western and Alaskan mineral exploration is key to American defense, security and resurgence



President Trump is determined to make America not just energy self-sufficient, but energy dominant. The USA already produces more oil and gas than any other nation, and he intends to unleash its full potential – for energy and for petrochemical feedstocks for 6,000+ pharmaceutical, plastic, paint, fabric, cosmetic and other products. As he puts it, “Drill, baby, drill!”

Abundant, reliable, affordable energy is the lifeblood of modern industrial societies. But they also need hundreds of metals and minerals, because nothing can be manufactured or grown, and no wells can be drilled, without them. That’s why the President has also launched similar initiatives for those treasure troves in Alaska and the Lower 48.

That call to action is “Mine, baby, mine!” and before that “Explore, baby, explore!”

The Stone Age didn’t end because our ancestors ran out of stones, nor the Bronze Age because they exhausted copper supplies. They ended because societies needed weapons and goods that were better, stronger, more durable – and innovators discovered iron substitutes, iron deposits and techniques for converting ores into finished products.

Indeed, every technological transformation throughout history required finding and mining previously unknown and unneeded metal and mineral deposits that suddenly became essential for progress.

Trump-47’s Executive Orders for drilling and mining – and ending offshore wind, Green New Deal and electric vehicle mandates, subsidies and programs – will dramatically reduce the need for millions of tons of copper, steel, cobalt, lithium, rare earths and other materials. However, they won’t end that need.

But now America can simply build more coal, gas and nuclear power plants – instead of 10,000 wind turbines and 10,000,000 solar panels, backed up by fossil-fuel generators … or huge battery warehouses like the one that recently became yet another conflagration in California.

However, today’s rapidly evolving server, artificial intelligence, aerospace, military and other technologies still mean we must find and produce materials that almost no one ever mined or even heard of until recently: rare earth elements, cobalt, lithium and scores of other critical strategic minerals.

China controls 60% of global rare earths production and processes 90% of it – including ores mined in the USA and other countries. It also controls cobalt and lithium production and processing, and almost all the processed graphite used in lithium-ion batteries for cell phones, EVs and grid-scale backup batteries.

That means the United States is dependent on this adversarial nation for numerous technologies; even Navy SEAL equipment requires 20+ minerals that are at least 50% imported, many from China.

This untenable situation was underscored last December, when China severely restricted exports of antimony, gallium and germanium, especially to the United States, because they are essential for both civilian and military technologies. The Middle Kingdom could block many more such exports, using exports as a weapon of diplomacy, extortion or war.

The situation makes no geologic sense either. The plate tectonic and geologic history of Alaska and the western states in particular have blessed America with countless, often enormous deposits of metals and minerals across the periodic table of elements. Some are well-known, while others have yet to be discovered, mapped or developed to serve changing, growing and increasingly strategic needs.

Even the 1964 Wilderness Act recognized this. Section 2 permits prospecting to gather information about mineral resources and requires “planned, recurring” mineral surveys, if those activities are conducted in a manner consistent with preserving “the wilderness environment.” There is no “end” date for this work.

Section 3 permitted mining claims and mineral leasing, exploration, drilling, roads, production, mechanized equipment, and other necessary operations and facilities, until midnight December 31, 1983. The only stipulation was that disturbed areas be reclaimed and restored “as near as practicable,” once mineral extraction had ceased.

However, federal bureaucrats ignored this clear language and stalled, stymied or prohibited all requests for permits to conduct such work, including recurring government mineral surveys and assessments.

Assistant Secretary of Agriculture Rupert Cutler’s comment to me in 1978 encapsulates their attitude, then and now. “I don’t think Congress should have enacted that provision,” he said. “But Congress did enact it, and you are obligated by your oath of office to follow the law the way it was written, not the way you think it should have been written,” I responded. Dr. Cutler simply walked away.

Successive generations of federal land managers – in consort with preservationists, courts, presidents and legislators – have banned or severely restricted even minimally intrusive exploration in huge wilderness, wilderness study, wildlife refuge, Antiquities Act, and even undesignated forests, deserts and grasslands –  regardless of critical national needs or clear legislative language.

National parks should be off-limits. In most cases, these other lands should not.

By 1994, when I helped prepare perhaps the last detailed analysis, mineral exploration and development had been banned in federal land areas equal to Arizona, Colorado, Montana, New Mexico, Utah and Wyoming combined. That’s 420 million acres – 19% of the USA; 66% of all federal/public lands.

It’s gotten “progressively” worse, even though processes unleashed by plate tectonics, volcanism and other forces created some of the most highly mineralized deposits in North America, and the world.

State and local legislators, regulators, judges and activists have treated non-federal lands the same way. Even world-class deposits have been deep-sixed, often on questionable grounds.

This cannot continue. These areas must be surveyed and explored by government agencies and private companies. Vital and high-quality deposits must be made available for mining, under sound environmental principles, to meet the requirements of current and future generations.

Failure to do so violates the most fundamental principles of national defense, national security, responsible government and societal need.

Alaska’s Pebble Mine prospect has an estimated 55 million tons of copper ore, 3.3 billion tons of molybdenum, plus other metals needed for wind turbines, solar panels, EVs and other technologies; yet Biden’s EPA rejected permit applications even before mining plans were submitted. Other world-class Alaskan deposits of copper, cobalt, zinc, titanium, gold, silver, zinc and other metals also sit in limbo.

PEBBLE PROSPECT — Photos from around the Pebble Prospect Alaska

taken in March 2008.


Biden officials also reversed mining permits for the world’s largest copper-nickel deposit, in Minnesota, and President Biden himself banned all mining in 225,000 acres of the state’s Iron Range.

The fate of the Kings Mountain lithium deposit (possibly 5,000,000 tons of Li) in North Carolina is likewise uncertain, as is that of many other excellent prospects, even though modern US laws and technologies would ensure far better environmental practices than elsewhere worldwide.

Some concerns are certainly valid, others exaggerated, still others reflective of a determination to block mining anywhere in the USA, or even de-develop and de-industrialize America and the West.

However, environmental and other considerations must always be balanced against needs for critical metals, minerals and energy to sustain modern societies and living standards. Making America Great Again – and responding to today’s national security threats and needs – requires changing federal and state perspectives, policies and laws to recognize this. It’s a simple matter of reality and common sense.

Paul Driessen is senior policy analyst for the Committee For A Constructive Tomorrow (www.CFACT.org) and author of books and articles on energy, environment, climate and human rights issues. 

Contact me: pkdriessen@gmail.com

The Problems with the 14th Amendment: A Presentation by Pastor David Whitney

 

President Trump’s recent executive order con concerning birthright citizenship — Executive Order —  has been challenged by the Left.  Pastor David Whitney gives a presentation on the original intent of the 14th as well as its questionable ratification.  This presentation was conducted at our 16th annual family camp that took place in July of 2024 at the Singing Hills Christian Camp in Plainfield, NH

 

Pastor Whitney will be an instructor at this year’s camp which runs from July 13-18:  https://campconstitution.net/camp-registration/

The Weekly Sam: AN OPEN LETTER TO THE PARENTS OF NORTH CAROLINA by Samuel L. Blumenfeld

The North Carolina State Department of Education has mandated, through state law, a program for the first three grades of North Carolina’s public schools calculated to turn your children into reading and learning failures. The instruction methods being used in these grades to teach reading and “communication skills” are based on the theories of behavioral psychology and are known as psycholinguistics. The nation’s leading proponent of psycholinguistics, Prof. Kenneth Goodman of Arizona State University, has called reading “a psycholinguistic guessing game.” This instruction method, originally known as “look-say,” “the sight method,” or the “whole-word method,” is known to cause severe reading and learning disability.

In 1929 Dr. Samuel T. Orton, in an article entitled “The ‘Sight Reading’ Method of Teaching Reading as a Source of Reading Disability,” warned the educators of America that introducing this teaching method in the schools of America would “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.” The educators disregarded Dr. Orton’s warning and proceeded to introduce the “sight reading” method in our schools, with the result that our schools are now turning out millions of functionally illiterate and learning disabled young adults every year. Not only is all of this costing the taxpayer billions of dollars in instructional and remedial costs, but it is causing untold emotional damage to millions of Americans whose ability to pursue careers requiring high or merely competent literacy has been severely limited.

I have read through the reading and communication skills program mandated by the state of North Carolina and can predict that at least one-third of the children now entering kindergarten and first grade in the state’s public schools will be permanently damaged and handicapped by these methods. I am urging the parents of North Carolina to demand the teaching of intensive phonics as the sole method of teaching reading in these early grades. That is the only way to prevent your children from becoming reading and learning disabled. If the state will not respond to your demand, then I urge you to remove your children from the public schools and place them in private or church schools where intensive phonics is taught. If you cannot afford private education, but are at home, then I urge you to home-school your children, using readily available phonics materials for home tutoring. I also urge churches to create scholarship funds to help parents who cannot afford to send their children to a private school.

However, if you keep your children in the public school then I strongly advise you to keep records of your children’s progress, accounts of your conversations with teachers and principals, and records of the materials being used in the classroom to teach your children. If your children become reading and learning disabled you may want to sue the school system, the state department of education, and the legislators who voted for this program. Heretofore, the only people who have sued public schools for educational malpractice have been high school graduates who have come out of twelve years of schooling functionally illiterate.

None of these cases has been won by the plaintiffs because the courts have refused  to hold the schools responsible for their own malpractice. However, by serving notice on your legislators, educators, and state bureaucrats that you intend to hold them responsible for the results produced by the instruction methods they have voted for or have used in their classrooms, the courts will be unable to deny their accountability.

If you are a parent who has put a child in a public school, kindergarten or first grade, we urge you to write to us and supply us with the following information: name, age, grade of your child; name of the school, teacher, and principal; titles of the instructional materials used in the classroom. In three years, we shall know which children have been damaged by the school’s teaching methods, and we shall institute a class-action malpractice suit against the North Carolina State Department of Education, the legislators who voted for the program, the teachers and principals who used these methods, and the publishers who produced them. Only with your cooperation will we be able to stop the abuse of your children in the public schools of North Carolina by means of faulty instructional materials developed by behavioral psychologists. Send the information requested to The Blumenfeld Education Letter, P.O. Box 39850, Phoenix, Arizona 85069.

(The above letter was written back in the early 1980s.  We don’t know how many parents responded to Sam’s letter.  But today the homeschool movement is flourishing.  This letter is in the Sam Blumenfeld Archives.  It is free to join:  http://blumenfeld.campconstitution.net/main.htm

The Blumenfeld Archives

Devout Catholic teacher ordered to purge workspace of crucifix or get fired

School officials claim symbol means not all students would ‘feel respected’

First Liberty Institute has dispatched a letter to a Connecticut school district suggesting that it reconsider its demands that a devout Catholic teacher purge her workspace of a crucifix – or get fired.

“Requiring a teacher to purge their workspace of anything religious is blatant discrimination that violates the First Amendment,” explained Keisha Russell, a senior counsel at the legal organization.

“The Supreme Court said in the recent Kennedy decision that teachers have the right to engage in personal religious expression under the Free Exercise Clause, including when students are present.”

The institute said it sent a letter to officials at the New Britain School District on behalf of Marisol Orroyo-Castro, who has been a teacher for three decades.

The letter calls on the district to reinstate her, after she was placed on administrative leave for refusing to “remove a small crucifix from her workspace.”

The legal team explained:

Marisol has taught in the Connecticut public schools for 32 years. For the last 10 years, she has placed a crucifix by her desk along with other personal items such as student artwork and a church calendar. As a devout Catholic, the crucifix reminds her to pray and helps her remain calm throughout the day as she faithfully teaches her students.

On Friday, December 6, 2024, she was brought into a meeting with the vice principal and abruptly told that unless she removed the crucifix by her desk by Monday morning she would be disciplined for insubordination. She was later told she could put the crucifix in a drawer or under her desk, so students wouldn’t see it.

After she did so, Marisol started to sob, feeling as though she “hid it under a bushel,” rather than let her light shine. After many tears and prayer, she returned the crucifix to its original location. She was then suspended without pay for two days during the holiday season as the school waited for her to comply and hang the crucifix under her desk in a place the school administration called her “private space.” Now, she is on administrative leave during the grievance process. The school district said it is considering whether to terminate Marisol.

The lawyers noted that other teachers are allowed to display photographs of family and friends, images of Wonder Woman and Baby Yoda, a miniature of the Mona Lisa, promotions for the New England Patriots football team, inspirational quotes and much more, including a mug referencing a Bible verse.

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But the district won’t tolerate a crucifix.

In the letter, the attorneys explain, “Under the First and Fourteenth Amendments to the U.S. Constitution, and under the Connecticut Constitution, the District may not abridge its employees’ free speech rights, nor their rights to freely exercise their religion.”

Then the letter cited the Kennedy precedent from the U.S. Supreme Court.

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“Fewer than three years ago, in Kennedy v. Bremerton School District, the Supreme Court held that a public school football coach could not be fired for engaging in personal prayer, even when he did so visibly at the 50-yard line of the stadium after home games.”

First Liberty Institute also represented Kennedy in that case.

Fox reported First Liberty Institute is working with WilmerHale law firm on the case.

Castro had been teaching at DeLoreto Elementary & Middle School.

First Liberty Institute said while on leave, Castro has been “pressured to resign or retire early and sign an agreement not to sue the district.”

The threats also have included her termination.

The school district told Fox the allegations were “misleading.” Officials claimed the symbol was “on the front wall” of the classroom and was “infringing on the religious freedom of our students.”

Tony Gasper, the superintendent, claimed, “We will not allow any teacher to use their position of authority to impose their personal religious beliefs or infringe on the civil rights of students. Our commitment is to ensure a learning environment where all students feel respected.”

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Bob Unruh

Bob Unruh joined WND in 2006 after nearly three decades with the Associated Press, as well as several Upper Midwest newspapers, where he covered everything from legislative battles and sports to tornadoes and homicidal survivalists. He is also a photographer whose scenic work has been used commercially. Read more of Bob Unruh’s articles here.

(Reposted with permission from WND.)