Stanley and Livingstone by Dr. Peter Hammond

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Explorer Extraordinary
Henry Morton Stanley was one of the greatest explorers of all time. Throughout his incredible life, which was packed with adventure and conflict, he served as a soldier, a sailor, a journalist, an explorer, an empire builder, a statesman, author, politician, and lecturer and finally, he was even knighted by Queen Victoria.

“Dr. Livingstone I Presume?”Stanley is most famous for having found missionary explorer, Dr. David Livingstone after he had been out of contact with the outside world for many years. His calm and most understated of comments, after having crossed half the continent: “Dr. Livingstone I presume?” must be one of the most famous statements in popular memory worldwide.

Triumph After Tribulation
Throughout his life, Henry Morton Stanley experienced brutality, cruelty, starvation, disease, poverty, affliction, treachery, betrayal and ultimately great honour, success and wealth. Of all the great explorers of Africa, David Livingstone and Henry Morton Stanley stand head and shoulders above all others. Stanley and Livingstone were very different men, but both of them made spectacular contributions to the development of Africa.

Against All Odds
Stanley stands out as the only journalist who founded an Empire. Although his primary occupation was meant to be recording history, he is most famous for having made history. Stanley stands out as extraordinarily tough and persistent, a model of perseverance. Yet, before his 24th birthday, Stanley had a long track record of frustration and failure, defeat and desertion. No one could have predicted how this extraordinary man would develop and rise above all others in his achievements, especially in bringing civilisation to the Dark Continent.

Unpromising Beginnings
The life of Henry Morton Stanley is full of surprises. The first surprise is that he wasn’t born with the name Henry Morton Stanley, but was baptised John Rowlands. That was believed to be the name of his father. Stanley was born in disgrace, the illegitimate child of Miss Elizabeth Parry. Shortly after his birth, 28 January 1841, his mother abandoned him in the hands of her father, Moses Parry, and ran off to London. Economic disaster had reduced this old gentleman to living with his sons in a small cottage and working in a butchery.

Abandoned in an Orphanage
When John was just 4 years old his grandfather died. His two uncles were unwilling to care for this illegitimate nephew, so he was taken by the hand and walked to a huge stone building surrounded by massive iron fence. At the door John was astonished to be seized and dragged inside. The door slammed and he soon learned that he was now an inmate of St. Asaph Union Workhouse – an orphanage to confine unwanted children. This work house was to be John Rowland’s home for over 9 years. No time was wasted for sympathy for the homeless and unwanted. The life in St. Asaph was hard and grim. It was described as “charity with a vengeance.”

Harsh Upbringing
The rigid routine began at 6am each morning and continued until 8pm in the evening, when they were locked in their spartan dormitories. In between there was work. The boys swept the grounds, scrubbed the floors, and worked the fields, shivering in thin, inadequate clothes. The meagre meals consisted of bread, gruel, rice and potatoes, in small rationed portions. Saturdays they were scrubbed and Sundays provided the only relief with two services and no work. The school master was an ex-miner, James Francis, who having lost his hand in a mining accident, had developed “a vicious temper and a callous heart.”

Traumatic Instruction
James Francis apparently took savage pleasure in punching, caning, kicking, whipping and beating the children entrusted to his care. John Rowlands received his first flogging for failing to pronounce a word correctly. The institution averaged 30 boys at a time, averaging from 5 to 15 years. The curriculum was described as “primitive”. John vividly remembered the day when a young 11 year old boy, Willie Roberts, strikingly handsome, with curly hair and a delicate face, was beaten to death. It was rumoured that he was the illegitimate child of a nobleman. John saw his corpse in the “dead house”. Willie was covered with dark bruises and deep gashes. All were convinced that James Francis had murdered Willie Roberts.

Distinguishing Achievements
John recalled that he never missed his mother. In fact he was 12 years old before he even learnt that every boy had a mother. Yet, even in this unforgiving and depressing environment, John managed to distinguish himself with his drawings, mostly of cathedrals which, when presented to the bishop, earned him commendation and a Bible. John was selected to lead the Work House Boys Choir and, because of his exceptionally good memory, he was pronounced the most advanced pupil in St. Asaph by the school inspector. One man who later remembered him described John Rowlands as “stubborn, self willed… uncompromising… unusually sensitive… particularly strong…”

Crisis of Decision
When John was 15 years old, an event occurred that changed the whole direction of his life. Recalling it later, he observed: “But for the stupid and brutal scene that brought about, I might have eventually been an apprentice at some trade or another, and would have mildewed in Wales.” The sadistic tyrant, James Francis, demanded to know who had scratched a certain table. When no one confessed, he seized a cane and announced that he would beat the entire school. As they were commanded to strip, John refused to obey. Francis erupted in a rage: “How is this? Not ready yet? Strip, sir, this minute; I mean to stop this abominable and bare faced lying.”
“I did not lie, sir, I know nothing of it.”
“Silence, sir. Down with your clothes!”
“Never again!” John was determined. At that Francis assailed and beat him mercilessly, lifting him up and throwing him against a bench with such force that he feared his spine had shattered. As Francis lay into him, John aimed a kick into the schoolmaster’s face, breaking his glasses and knocking him unconscious as he fell backwards onto the stone floor.

A Fugitive
As horror swept over the school, John fled over the fence to his paternal grandfather, a prosperous Welsh farmer. After hearing his story he ordered his grandson to leave and never come back. His uncles were also hard-hearted. His cousin, Moses Owen, a school master in Brynford, gave him some board and lodging, but his aunt Mary berated the cousin for taking John in. Moses Owen inspired John with his love for books and learning, but the other boys at school were merciless in teasing and bullying him as an outcast. After 9 months of schooling, he was taken to Liverpool and placed under the care of another aunt, Mary Morris. There he was given a job as a storeman in a Haberdashery.

Across the Ocean
After two months, he was fired and wandered the streets looking for opportunities of employment. One of these jobs led him to carry provisions to a Captain David Harding of the Windermere ship. The captain spoke kindly to him and offered him a job as a seaman. Once on board and sea sick, he learned that the captain’s promise of him serving as a cabin boy was only a scheme to obtain cheap deck hands. He experienced further abuse on board the ship and at the first opportunity in New Orleans, he jumped ship. As the sights and sounds of America fascinated John, he met a kind looking gentleman in front of a store.

A New Life in America
“Do you want a boy, sir?” The man was startled by the question. The businessman was Henry Stanley, cultured, intelligent, prosperous, happily married, but childless. Although John Rowlands was asking for work, the gentleman began to question him closely. He determined to adopt John Rowlands. Mr. Stanley took him off for breakfast, followed by a haircut, kitted him out with decent clothes and employed him as an apprentice to Mr James Speak, merchant. For the first time in his life, John was free. He had money in his pocket, room and board, a good job and he began to add books to the bishops’ Bible that had been his only possession up till then. He started to construct bookcases in his room out of old packing boxes. He spent all his free time reading books.

First Friends
The beatings and rejection that he had experienced throughout his upbringing had made him something of a social outcast, hypersensitive and uncertain how to behave in any social context. The first friendship he developed was with Alice Heaton, a runaway girl of 16 years old from Liverpool, who had managed to maintain her disguise as a sailor boy, long enough to reach America, as well as Stanley. When Mrs Stanley fell ill, John left his job at the store and devoted every minute to the care of his patroness, the only woman who had shown him any affection. As Mr. Stanley was out of town on business, John was the only person beside her as she died.

Detour up the Mississippi
Feeling dejected, John obtained temporary employment as an attendant for a sick sea captain and then went up the Mississippi to find Henry Stanley in St. Louis. However, he had already departed. John worked on a flat boat back to New Orleans, which was an adventure, avoiding sand bars, steam boats, storms, dangerous currents and whirlpools.

Reunited
In New Orleans John was reunited with Mr Stanley and in the first tender action he had ever experienced, was embraced by Mr Stanley. The next day Mr. Stanley declared: “As you are wholly unclaimed, without a parent, relation or sponsor, I promise to take you for my son and to fit you for a mercantile carrier. In future you are to bear my name, Henry Stanley.” This was the beginning of what Stanley later described as “The golden period of my life.”

Mentored
For the next two years, the Welsh boy was educated and mentored by this kind gentleman. He was provided with his first toothbrush, his first nightshirt and his first suits. He was taught table manners, frequent baths and intelligent conversation. The young Henry Stanley was expected to read constantly, often aloud and to discuss what he had read with his father. His father lectured him on morality, faith, work, culture and customs. He taught his son how to think clearly and to live uprightly. He taught him to be alert and observant. He would propose hypothetical problems and challenge Henry to suggest the correct solution.

Decisive Action
Henry Stanley proved to have a phenomenal memory and soaked up all the teaching offered him. One night in 1860, as they were travelling down the Mississippi River on a steam boat, Henry was on deck when he saw a man enter his father’s cabin and threaten him with a knife. Henry leapt at the man and grappled with him, putting the, would be, robber and murderer to flight, suffering only a gash in his coat.

Separation
Business required Mr Stanley to travel to Cuba. His last words to Henry were to hold fast to Christian principles and to be “fearless in all manly things.” Working in Arkansas, the young Henry was laid low with malaria and fever. At about this time the War between the States was erupting and he received a parcel addressed by a feminine hand containing a petticoat. Stunned by the implication of cowardice, he took immediate action by joining the Confederate Army to resist the coming Yankee invasion.

Life as an Infantryman
In July 1861, Stanley joined other confederate volunteers in Arkansas as they were issued flintlock muskets and embarked on a steamboat bound for Little Rock. During his time in Little Rock, he bought a colt revolver and a bowie knife. When the day came to march out, with the bands playing and the women cheering, Stanley was exuberant and eagerly looked forward to battle. Soon, with aching shoulders, blistered feet and sweat-soaked body, he began to discard half the contents of his pack and learned the elementary rule of the infantryman, to carry only what is absolutely essential. For the first nine months of his military service, Stanley’s regiment marched across Georgia, Kentucky, Tennessee, Alabama and Mississippi. In April 1862, after marching for days in the rain, they arrived at what was to become the bloodiest battlefield of the American War between the states: Shiloh. Confederate generals Johnston and Beauregard were about to throw 40,000 exhausted troops against 50,000 fresh Union soldiers under General Grant. Most of the Southerners were armed with old flintlock muskets, whereas the Northerners had modern breach-loading rifles with cartridges.

Into Battle
Soon Stanley’s regiment, the 6th Arkansas Regiment, was ordered to march straight towards the centre of the Union lines. The sound of musketry increased in volume and intensity and artillery shells were soon flying overhead bringing down branches and debris on their heads. Soon they could see nothing in front of them but the enemy. The order was given: “Fix bayonets! On the double quick!” The men in grey gave a great battle cry and surged forward. As the blue figures began to flee before them, Stanley experienced the exhilaration of victory. He thought the battle won. Actually it had only begun. Soon they encountered even more Yankees. Volleys of deadly fire tore through the grey ranks. The ground seemed to erupt beneath him. The roar of gunfire was so intense he could barely make out any of the orders being shouted. The air was filled with flying metal. The sound of ricochets was all around. It did not seem possible that anyone could survive in the face of such a deadly barrage of lead. The command to dive for cover was given and Stanley saw many of the men around him mangled and mutilated by the bullets and bombs. Then the officers ordered the men to stand and charge. The Confederates leapt to their feet and with a great battle cry surged forward. Although pounded by artillery and decimated by rifle fire, the men in grey charged on, sweeping through a second Union regiment.

Prisoner of War
Then Stanley was knocked to the ground. When he had recovered his breath, he discovered that his belt buckle was bent and cracked. It had stopped a Union bullet, but he was not injured. Many more charges were ordered and time and again the Arkansas volunteers sent the Yankees reeling back in retreat. Then torrential rain fell upon the battlefield. As they took stock of their situation, they realised that there were barely 50 men left in their Regiment. As another advance was ordered, Stanley found himself isolated and surrounded by Union troops who took him prisoner. He was startled by the wild-eyed hatred and fury of the Yankees who cursed and threatened to bayonet him. He ended up in a boxcar shipped to Camp Douglas, on the outskirts of Chicago. The camp was a disgusting disease factory, more like a great cattle pen where wounded and malnourished men were left to die in the filth. The prisoners were denied even the most basic of hygiene and medical needs. Fleas, flies and rats infested the filthy barracks. He saw vast numbers of prisoners debilitated, dying of dysentery, typhoid and fever without the slightest aid from their heartless captors.

Changing Sides
The Commissary, Mr Shipman, persuaded Stanley to save his life by enlisting in the Union army. This he did, but three days after his release from prison on 4 June 1862, he came down with fever so severely that he was discharged for health reasons.

Across the Ocean
He walked to the coast and worked on farms, and on a ship bound for Liverpool. Then he set out to find his mother, who told him that she wanted nothing to do with him! His mother’s cold hostility left him in even darker despair than her abandonment of him as a child. Stanley worked his way back across the ocean to try to find his adoptive father in Cuba. There he was devastated to learn that his father had already been dead nearly two years.

Desolate
Stanley’s situation could hardly have been worse. He was homeless, penniless, without friends or relations. Afflicted by parasites he had picked up in prison, he did not even have a country. Stanley determined that he would never again consciously seek, or expect, human affection. Stanley enlisted as a sailor and worked on merchant ships, travelling to the West Indies, to Italy and Spain. He survived a shipwreck off Barcelona.

In the US Navy
On 19 July 1864, Stanley enlisted in the United States Navy in New York. The Navy records describe him as 5 feet, 5 inches in height, with hazel eyes, dark hair and birth place, England. He served on board the USS North Carolina and the USS Minnesota. As he was given the task of being the ship’s writer, he kept the log and wrote reports on land and sea battles, some of which ended up being published in the newspapers. His vigorous eye-witness accounts of action and his attention to detail was remarkable. Due to the positive comments he received and the success of having these reports published, Stanley began to think of becoming a journalist. On 10 February, 1965, Stanley deserted the Navy and became a roving reporter in the Wild West.

A Trail of Defeat and Desertion
It is remarkable that a man who throughout the rest of his life developed the reputation as the most persistent and relentless of explorers, the man who never gave up, no matter what, against all odds and in the face of any danger, that before he was 24 years old, Stanley had run away from school, jumped ship, deserted the Confederate cause by changing sides, and deserted the United States Navy in a time of war. No one at this stage of his life could have anticipated what he would accomplish in later life.

Adventures in the West and the East
He travelled to Missouri, Salt Lake City, Denver and Omaha. He built a flat bottom boat, which capsized twice. He experienced some of the Indian wars. Then, in July 1866, Stanley set sail for Smyrna in Turkey. There he was betrayed by a treacherous guide into the hands of thieves who severely beat him and stole all his money and papers. After being arrested for not having his papers, Stanley wrote an account of the abuse he experienced in the Orient.

In the Wild West
Then, returning to the United States, he joined the expedition into Indian country by General Winfield Hancock. He was impressed at how Hancock negotiated with the Comanche and Kiowa Indians in Nebraska and Kansas. He had expected to see the Indians severely dealt with after the atrocities they had committed against settlers. Instead, he saw how General Hancock sought peaceful resolutions and negotiations to extend civilisation, rather than to punish the savages.

Wild Bill
At one point Stanley met Wild Bill Hickock and interviewed him. When he asked how many men he had killed, Wild Bill replied that he had killed “considerably over 100 white men” to his certain knowledge. He added that: “I never killed one man without good cause.” Hickock and Stanley became friends and when another made an insulting remark to Stanley, Wild Bill picked the man up and threw him over a billiard table.

Indian Wars
Stanley also reported on General William Sherman’s dealing with the Indians in Omaha and Kansas. He later reported that he learned a great deal about how to deal with primitive people from Hancock and Sherman. He noted that they dealt with them as both warriors and as children, who must be taught and corrected. Stanley noted that he learned to do the same when dealing with savage tribes in Africa.

The Journalist
While being the special correspondent of the Missouri Democrat, Stanley also contributed articles to the New York Herald, the New York Times, the Chicago Republican and the Cincinnati Commercial. He also noted that despite frequenting bars and taverns where drunkenness was common, he remained true to his pledge of abstinence, with only one exception which he bitterly repented of. He also lived a very disciplined life and saved most of what he earned. Hearing of the upcoming British war with Abyssynia, Stanley persuaded James Gordon Bennett, of the New York Herald to hire him as their special correspondent to Africa.

The Abyssinian Expedition
Stanley joined the British Expeditionary Force at the Red Sea port of Zula, Eritrea. King Theodoro had killed the former king and had provoked the kingdom to rebellion through his cruelty and tyranny. Then he antagonised the British Empire by assaulting their Consul Cameron and an English Missionary, Stern. When envoys carried letters of protest from Queen Victoria, Theodoro threw the envoys into prison. The English diplomats were tortured and treated in most horrendous ways. After unsuccessful attempts to ransom the prisoners, Britain declared war on King Theodoro. In 1869, Britain dispatched an Expedition Force of 12,000 troops of the Indian Army under Sir Robert Napier, to secure the release of the hostages, and to suitably punish Theodoro. It was a 400 mile march to Theodoro’s stronghold at Magdala. Stanley wrote of the colourful sight of English and Irish Regiments of weather beaten veterans in red coats, colourful regiments of Punjab’s, Sepoys, Indian cavalry, English sailors with rockets and horse-drawn artillery, elephants, camels, horses and mules.

The Battle of Magdala
On 9 April, the Abyssinian Expeditionary Force arrived at Magdala, the fortress capital of Abyssinia. Apparently undaunted by the impregnable appearance of this stronghold perched on the top of a granite mountain, the British military marched across a river and proceeded up the mountain. Theodoro launched 3,500 well-armed warriors down the slopes in a wild charge against the British. Calmly Napier ordered the naval brigade to take their positions: “Action front!” The naval brigade launched their rockets into the midst of the charging Abyssinians who were thrown into terror and confusion by these strange weapons. Then 300 men from the Fourth were ordered forward and the command was given: “Commence firing!” The British surged forward. The Abyssinians attempted a flanking movement, but they were wiped out by the bayonets of the Sepoys. At the end of the day 560 dead Abyssinians were counted on the field, but not a single British soldier had been lost, although 32 were wounded.

Storming Magdala
Theodoro, now terrified of the British firepower that he had witnessed destroying his best troops the previous day, attempted to appease the British by releasing all of his prisoners. Stanley noted with surprise the lack of emotion expressed by both the captives who had endured years of torment, and their liberators who also seemed amazingly calm about the whole matter. The next morning the British marched up the mountain and began an artillery barrage on the stronghold. This was followed with an assault and soon British flags were hoisted on the walls and the bands were playing: “God save the Queen!”

Success!
Incredibly no British soldiers died in this final assault either. Two days later, Magdala was blown up by the engineers and on 18 April 1868, the British Expeditionary Force started back to the coast. “And thus the modern Crusade became numbered with past events, to be remembered of all men, in all lands, among the most wonderfully successful campaigns ever conducted in history.” wrote young Stanley. When Stanley arrived in Suez, he had his story wired to London and then on to the New York Herald. It was the first news story of the campaign to be published and it established his reputation world wide. Stanley was made a journalist of the New York Herald with US$2,000 a year salary.

War in Spain
Stanley’s next assignment was to cover the rebellion in Spain. From there he was tasked to find the great African explorer and missionary, Dr. David Livingstone. No word had been heard of him since he last entered the Dark Continent, on what became known as his third missionary journey.

Books, Duty and Action
Stanley noted that the thing he hated the most was waiting. “The more tasks I receive, the happier is my life. I want work… so that there will be no time for regrets, and vain desires, and morbid thoughts. In the interval books come in handy.” Although Stanley loved absorbing knowledge, he admitted that he also had “a craze for action”. He observed that his sufferings drove him to prove himself on the path of success. Stanley noted that “By intense application to duty, by self-denial,” he drove himself “that I might do my duty thoroughly.” “Stern duty commands me…”

Determination
Stanley had come through the fires determined to succeed, no matter what the odds. He had a tenacious and insatiable desire to succeed. With his quick mind and retentive memory, languages came easily to him. He taught himself French, Swahili, some Arabic and dozens of African dialects.

The Most Extraordinary Assignment
On 27 October 1869, he received one of the most extraordinary assignments ever entrusted to a newspaper reporter. James Gordon Bennet, Jr., of the New York Herald, commissioned Stanley to go to central Africa and to learn anything and everything that he could about Dr. David Livingstone and to find him. But first, he tasked Stanley to go and cover the Inauguration of the Suez Canal, and then to proceed up the Nile and find out about Sir Baker’s expedition. To travel to Jerusalem, and to Constantinople, to visit the Crimea, the Caucasus, Baghdad and Persepolis, and after that to India. Then to go to Zanzibar and from there to find Dr. David Livingstone.

Find Livingstone
“Draw a thousand pounds now; and when you have gone through that, draw another thousand, and when that is spent, draw another, and when you finished that draw another thousand, and so on, but find Livingstone.”

Stanley declared that he would do everything that a human being could possibly do and beyond that he would trust in God to enable him to do even more. Stanley immediately, that night, set out on his whirlwind tour of the Middle East, covering the opening of the Suez Canal at Port Said, the Holy places in Jerusalem, he walked over the old battlefields of the Crimean War, reported on the Russians’ civilising mission in Baku. Then to the exotic bazaars of Teheran in Persia, to the ruins of Persepolis, to India and then off to Zanzibar in Africa.

To the Dark Continent
Throughout this incredible journey, Stanley read everything he could find about Livingstone and other explorers of Africa. He arrived in Zanzibar on 6 January 1871. Despite the tremendous discoveries of Dr. David Livingstone, the vast interior of the continent was still mostly unknown at that stage. Most of its mountains, lakes, rivers and forests were unexplored. Most of the tribes inhabiting the interior of Africa were still unknown. Many maps of that time had words like Unknown and Unexplored territory written across huge sections of the interior of Africa.

Slaves and Ivory
Stanley immediately saw that slaves and ivory were the primary export of Africa being brought out of the interior by unscrupulous Arab traders. The Arabs on Zanzibar regarded Africa as a source of seemingly unlimited numbers of slaves and elephant tusks.

Speke, Burton and Grant
In June 1856, Richard Burton and John Hanning Speke had set out from Zanzibar to find the source of the Nile. When Burton had fallen sick, Speke set out on his own and discovered, and named, Lake Victoria as the source of the Nile. Burton became Speke’s bitter enemy and disputed his findings. Therefore Speke set out with James Grant in 1860, to confirm that Lake Victoria was indeed the source of the Nile. Burton, Speke, Grant and Baker had all established their reputations as African explorers, but the explorer that had surpassed them all was the Scottish Missionary, Dr. David Livingstone.

David Livingstone
For over 20 years, he had walked across Africa, from coast to coast, crossing the Kalahari dessert, discovering Lake Ngami, Victoria Falls, one of the greatest cataracts in the world, Lake Malawi and many other previously unknown features of the continent. Dr. Livingstone was a tireless crusader against the slave trade. At 52 years old Livingstone had left England for the last time, 14 August 1865. Starting from Zanzibar, he proceeded to the mouth of the Rovuma River and from there went up to explore Lake Malawi. In December 1866, some deserters from his porters returned to Zanzibar with news that Livingstone was dead. The world mourned his passing, although some doubted the reports. When letters from Livingstone, dated February 1867 and July 1868 were brought out of the interior, it created a sensation. James Gordon Bennet believed that it would be a tremendous news story if this famous missionary explorer could be found and interviewed.


(David Livingston)
Preparing the Expedition
Henry Morton Stanley was only 29 years old when he began the expedition to find Livingstone. He had never before led, or organised, an expedition. Nor had he ever been a leader, or an employer, of men. Yet his wide reading and varied experiences and travel all seemed to have prepared him for this challenge. He spent over $20,000 on the expedition including purchasing millions of beads, and miles of wire and cloth needed for payment to cross tribal territories and to barter for food and other items in the interior. He located 6 Africans who had served explorers Burton, Speke and Grant, including Mabruki and Bombay, who was made captain of the askaris. Stanley purchased 20 donkeys, two boats, and tents, vast quantities of food, medicine, clothing, arms and ammunition.

Supplies for Africa
The supplies were packed in bails, bags and boxes, each weighing no more than 30kg. As everything had to be carried by porters, and as the supplies needed to last for at least two years, great pains and foresight was shown in every aspect of the preparation. Six tonnes of material needed to be carried into the interior. Ujiji, on the shores of Lake Tanganyika, over 742 miles inland from the coast, was the last location where Livingstone had been heard from, that was Stanley’s first target. Stanley recruited two other white men, 23 askaris, 157 pagazis (porters), 4 chiefs and 5 additional men with different duties, such as cook, Arabic interpreter, etc. A total of 192 men. At the beginning there were 2 horses and 27 donkeys. The baggage was: 116 loads. The weaponry was: 1 shot gun, 2 carbines, 4 rifles, 8 pistols, 24 flintlock muskets, 2 swords, 2 daggers, 2 axes, 24 hatchets, and 24 long knives.

Into Africa
At first the terrain was rough savannah. The climate was hot and humid with temperatures over 128°F. As the rainy seasons came the rivers swelled and animals and men bogged down in marsh and mud. Every river crossing required much ingenuity and hard work. Tsetse flies, mosquitos and every other kind of insect afflicted the men and animals of the column. In the 13 months of the expedition Stanley was laid low by fever on 23 occasions. Dysentery, smallpox, malaria and many unknown fevers afflicted all on the expedition. The first casualty was one of the white team members: William Farquhar, who died early on the expedition.

Leadership on the March
Every day presented new problems to be solved. Stanley soon learned that leadership required discipline, organisation, morale, motivation, conflict resolution and much communication. Many of the men contracted as porters deserted, stealing, or losing, the goods they were carrying. It was a never ending struggle to keep the column together and to keep them moving forwards. Every chief demanded tribute for the travellers to pass through their territory. Yet, despite the many frustrations and delays, Stanley’s column achieved a rapid advance twice as fast as the column of Burton and Speke.

Conflict and Mutiny
There was a battle at Mirambo and most of his men were so frightened that they refused to go any further. The other white man on the expedition, Shaw, became demoralised and completely worthless at this point. Many men deserted the column. Mutiny erupted. Stanley loaded both barrels of his shotgun, adjusted his revolvers for ready action and walked towards the rebellious men who had picked up their muskets in a threatening way. Stanley raised the shotgun, aiming directly at their heads and commanded them to instantly drop their weapons. Asmani did not obey and Stanley knocked him to the ground. In this way the mutiny was quelled. Stanley compelled all those who would remain with him to swear a solemn promise to remain faithfully under his command until they found Livingstone. Despite many other troubles and starvation which plagued the expedition, the men remained faithful to this thereafter.

A Promising Report
Then they met a native caravan coming from Ujiji. They spoke about a white man with grey hair who had just arrived at Ujiji. “Was he ever at Ujiji before?” Stanley asked.
“Yes, he went away a long time ago.”
Stanley was overwhelmed with excitement and impatience.

A Date with Destiny
Stanley pulled out his new flannel suit, had his Wellington boots polished and his helmet chalked, and then folded a fresh puggree around it. On Friday 10 November 1871, on the 236th day of his expedition, after having departed from Bagamoyo, on the coast, Stanley ordered the flag unfurled. With Asmani leading with the American flag, Stanley ordered guns fired to announce their arrival. Susi and Shumah, the faithful servants of Livingstone, met them on the path and ran back to inform Dr. Livingstone that a white man with a strange flag was coming to see them.

“Dr. Livingstone, I Presume?”
As the only two white men in all of Equatorial Africa, from the Zambezi to the Nile, met, Stanley walked deliberately towards the older man, took off his hat and said: “Dr. Livingstone, I presume?” “Yes,” replied Livingstone with a smile. He lifted his cap slightly, and then Stanley shook hands declaring: “I thank God, Doctor that I have been permitted to see you.” Livingstone replied: “I feel thankful that I’m here to welcome you.”

 

A Meeting between Henry Morton Stanley (1841-1904) and David Livingstone (1813-1873)

Catching up on News
Stanley offered Livingstone a packet of letters from his family and friends at home, expecting him to read them immediately. However, Dr. Livingstone put them to one side and said: “As I have waited years for letters, I have been taught patience. I can surely afford to wait a few hours longer. Now, tell me the general news: how is the world getting along?” Stanley gave him an update on the opening of the Suez Canal. General Grant was now President of the United States. The Pacific railroad across the continent of America had been completed. The Spanish Revolution had driven Queen Isabella from the throne. Prussia had defeated Denmark and France in war. The first transatlantic cable had been laid, permitting immediate communication between North America and Europe.

A Most Opportune Time
From his side, Dr. Livingstone reported that Henry Morton Stanley had arrived at a most opportune time. Arab slavers had robbed him of all his supplies. Livingstone was desperate, sick and destitute. The friendship which began so formerly grew and deepened over the next four months where they were in daily contact.

Evaluating Livingstone
Stanley later reported that he was surprised and captivated by the courtesy, dignity, patience and high morals of Dr. David Livingstone. Writing of Livingstone later in life, Stanley noted: “Lowly of spirit, meek in speech, merciful of heart, pure in mind and peaceful in act… during health or sickness… he was, consistently noble, upright, pious and manly, in all the days of my companionship with him.” Livingstone’s patience and perseverance impressed Stanley the most.

A Firm Resolve
Stanley felt convicted of the fact that up until then he had tended to solve his problems by running away from them. However, this time, he had succeeded in facing his difficulties boldly and overcoming them. Stanley determined to never again run away from anything.

Exploring Lake Tanganyika
Together Livingstone and Stanley undertook an expedition by boat around Lake Tanganyika. Finally when Stanley had to return, Livingstone entrusted him with a box filled with his letters, diaries, scientific and geographical research, and many other papers. On 14 March 1872, they parted.

Return
After resupplying Livingstone with all the trading goods he could need, Stanley’s column had much less to transport back to the coast. They marched in rain, trudged in mud up to their knees, crossed innumerable rivers and streams, and finally on 6 May, only 54 days after leaving Tabora, they reached Bagamoyo on the coast. Stanley had walked 2,250 miles in 411 days. 20 members of the expedition had died during this epic journey. At the coast Stanley met Lt. William Hen of the Royal Navy, leading the Livingstone Search and Relief Expedition, sent out by the Royal Geographic Society. This expedition was abandoned before it even began.

Praise and Criticism
Stanley was completely unprepared for the responses he would receive in Europe. The Paris Geographical Society condemned him as an imposter, but many French newspapers hailed his achievement in extravagant terms, comparing it to Napoleon’s march through the Alps! The people in England responded to Stanley’s exploits with intense interest and excitement. The Standard and the Spectator expressed suspicions and misgivings over the genuine-ness of his report. Some claimed that Stanley had not even been to Africa at all! Sensational stories and speculations abounded. The sudden fame, unexpected suspicions and vicious attacks upon his character, and unfair criticism of David Livingstone, disillusioned Stanley and made him want to recoil from society even more. Stanley wrote that his belief: “that toil, generosity, devotion to duty and righteous living would receive recognition at the hands of my fellow creatures…” was “shattered”.

Honours and Awards
However when Livingstone’s family confirmed beyond question the authenticity of the letters and papers which Stanley had brought back, all charges of forgery were withdrawn and the Times, the Daily News, the Daily Telegraph and Punch declared Stanley a true hero. Lord Granville, the Minister of Foreign Affairs, presented Stanley with a gold box with five dozen diamonds as a gift from her Majesty Queen Victoria “In recognition of the prudence and zeal displayed by him in opening communication with Dr. Livingstone.” He was later received by Queen Victoria. He was also honoured by the Royal Geographic Society, presented with the Victoria Medal, and offered public apology for their earlier conduct towards him.

Bestseller
In Scotland, Stanley was awarded another medal and made an honorary citizen. The completion and publication of Stanley’s book: How I Found Livingstone in Central Africa, was achieved only three months after his arrival in Europe. It became an instant bestseller. Stanley began to receive a flood of letters from strangers, relatives and acquaintances from his early years, who were suddenly affectionate towards this orphan whom they had once spurned.

Fame and Jealousy
Sailing into New York, Stanley was received with great fanfare and warm welcome by the entire staff of the Herald. The only person missing from the welcome was the proprietor, James Gordon Bennett, Jr., the one who had actually sent Stanley to Africa. His reporter’s fame provoked a deep displeasure which developed into jealousy and later hatred as Stanley returned from other expeditions and achieved even greater exploits. Bennett’s hatred lasted as long as Stanley lived.

Tour of America
Receptions, banquets, cheers and applause resounded throughout Stanley’s triumphal procession through the United States. Dr. Livingstone’s elder brother, John, came to New York, to thank Stanley personally for what he had done for his brother. Author Mark Twain praised Stanley extravagantly, even comparing him to Christopher Columbus.

War in Spain
When Bennett sent Stanley to cover the war in Spain he found it a welcome relief from the round of banquets, lectures, receptions, honours, controversy and criticisms, which had come at him relentlessly since his return from Africa.

The Ashantee Campaign
Then England embarked on another military expedition to Africa, this time to punish the Ashantees who had massacred 600 British citizens. Major General Sir Garnet Wolsely was in command of this expedition to what is today, Ghana. The year was 1873 and Stanley wrote: “The people are as barbarous, untutored and superstitious, as wild in appearance, as naked in body, as filthy in their habits as any tribe of savages I have ever seen.” Stanley described the grisly march, encountering human sacrifices and severed heads on poles in every village they passed through.

Coomassie
At Coomassie, Stanley located the killing fields of King Coffee of the Ashantee, a sacred grove where prisoners and slaves had been sacrificed. The terrible stench of decomposing corpses was overwhelming. Thirty, or more, decapitated bodies in the last stages of decomposition were immediately visible. Skulls were piled high and Stanley calculated that the grove contained the skulls of over 120,000 people.

Commendation from General Wolsely
The British army fought three battles against the Ashantee, but while nothing in Stanley’s account of the expedition indicates that he took any personal share in the fighting, Lord Wolsely’s Memoirs described Henry Stanley: “A thoroughly good man, no noise, no danger ruffled his nerve, and he looked as cool and self-possessed as if he had been at target practice. Time after time, as I turned in his direction, I saw him go down to a kneeling positing to steady his rifle as he applied the most daring of the enemy with a never failing aim… the close shut lips and determined expression of his manly face… told plainly… no danger could appal… the cool unflinching manliness (gave) fresh courage. I’d been previously somewhat prejudiced against him, but all such feelings were slain and buried at Amoaful, ever since I have been proud to reckon him among the bravest of my brave comrades.” Stanley published his account of the British Military Campaigns in Abyssinia and Ashantee under the title: Coomassie and Magdala.

The Death of David Livingstone
It was while returning from the Ashantee war that Stanley heard of the death of Dr. David Livingstone. He wrote: “Dear Livingstone! Another sacrifice for Africa! His Mission, however, must not be allowed to cease; others must go forward and fill the gap. …may I be selected to succeed him in opening up Africa to the light of Christianity… may Livingstone’s God be with me… may God direct me as He wills. I can only vow to be obedient, and not to slacken.”

Dedication to Livingstone’s Mission
Stanley saw Africa as a challenge, Livingstone as his example and inspiration. Stanley dedicated his life to serving Africa by developing Christianity and civilisation throughout its vast and unexplored interior. On 18 April 1874, Henry Morton Stanley was one of the pallbearers for the funeral of Dr. David Livingstone at Westminster Abbey. Stanley was given the foremost position on the right. Shortly after that the Daily Telegraph of London and the New York Herald united to fund an expedition to Central Africa under the leadership of Henry Stanley: “To complete the work left unfinished by the lamentable death of Dr. Livingstone; to solve, if possible, the remaining problems of the geography of Central Africa; and to investigate and report upon the haunts of the slave traders…”

The extraordinary life and achievements of Henry Morgan Stanley will be continued…

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The Constitutional Minute # 11 The Interstate Commerce Clause perversion

Can the Interstate Commerce Clause be used by the federal government to regulate a product or service because it crosses State line?

Let us see if we can walk through this question in short order. Article I, Sec.8, clause 3, U.S. Constitution, says,

“The Congress shall have Power…To regulate Commerce with foreign Nations, and among the several States, and with the Indian Tribes;”

 What does “regulate Commerce among the several States” mean?

First: What is “commerce”? Because words change meaning throughout time [“gay” once meant “jovial and lighthearted”], we must consult an old dictionary. Webster’s American Dictionary (1828) defines commerce as:

“…an interchange or mutual change of goods, wares, productions, or property of any kind, between nations or individuals… by barter, or by purchase and sale; trade; traffick… inland commerce…is the trade in the exchange of commodities between citizens of the same nation or state.”

So!  “Commerce” is the buying and selling of goods.

Now, we must find out what “regulate Commerce among the several States” means.

Two readily available authorities tell us:  The Federalist Papers (#22, #42, #44, & #56), and The Records of the Federal Convention of 1787 kept by James Madison. Refer here for more: https://publiushuldah.wordpress.com/2009/10/07/82/

These authorities prove that the purposes of the “interstate commerce” clause are (1) to prohibit the States from imposing tolls and tariffs on articles of import and export – goods & commodities – merchandize – as they are transported through the States for purposes of buying and selling; and (2) to permit the federal government to impose duties on imports and exports, both inland and abroad.

So! The evidence is ample, clear and unambiguous! The clause is not a blank check for Congress to fill out any way it wants!

Bob Hilliard

wethepeoplehandbook@gmail.com

www.buildingblocksforliberty.org

 

Camp Constitution Director Hal Shurtleff on the Pro American Report Hosted by Ed Martin

Ed Martin, host of The Pro-America Report which originates on The Answer FM 96/1 and AM 1170 San Diago, CA, interviews Hal Shurtleff on Camp Constitution’s legal victory at the U.S Supreme Court and its annual family camp:  https://soundcloud.com/pseagles/hal-shurtleff-november-9-2022-proamericareport

What is The Pro-America Report radio with Ed Martin about?
It’s about people who love America. It’s about being able to say what’s right about America, and how we can make it better. I’ll tell you What You Need to Know about politics, about the swamp, today’s news that’s being filtered out of main news sources, that we as Americans need to know.

 

Constitutional Minute #10 General Welfare Clause Perversion

Since FDR (Franklin Delano Roosevelt), most law schools don’t teach the Constitution. Instead, they teach decisions of the FDR-dominated Supreme Court which purport to explain why Congress has the power to regulate anything it pleases.

Those law schools thus produced generations of constitutionally illiterate lawyers and judges who have been wrongly taught that three clauses, the “general welfare” clause, the “interstate commerce” clause and the “necessary & proper” clause, permit Congress to do whatever it wants!

So! Doesn’t the “general welfare” clause give Congress power to pass any law on any subject as long as it is for the ‘general Welfare of the United States’ “? NO, it does not!

 James Madison, Father of The Constitution, and Alexander Hamilton, author of most of The Federalist Papers, expressly said The Constitution does not give a general grant of legislative authority to Congress!

Madison and Hamilton in Federalist #41, #83, #45, #39, and #14 all refer to this truth. Here is a good paper with details if you might be interested (and I surely hope you are): https://publiushuldah.wordpress.com/2009/10/27/does-the-general-welfare-clause-of-the-u-s-constitution-authorize-congress-to-force-us-to-buy-health-insurance/

First, you must learn what “welfare” meant when the Constitution was ratified: “Welfare” as used in the Preamble and in Article. 1, Sec. 8, cl. 1, U.S. Constitution, meant

“Exemption from any unusual evil or calamity; the enjoyment of peace and prosperity, or the ordinary blessings of society and civil government” (Webster’s 1828 Dictionary ).

But The American Heritage Dictionary of the English Language (1969), added a new meaning: “Public relief – on welfare.  Dependent on public relief”.  Do you see how our Constitution is perverted when new meanings are substituted for original meanings?

OUR FOUNDERS UNDERSTOOD that the “general Welfare”, i.e., the enjoyment of peace and prosperity, and the enjoyment of the ordinary blessings of society and civil government, was possible only with a civil government which was strictly limited and restricted in what it was given power to do!

 Bob Hillard

wethepeoplehandbook@gmail.com

www.buildingblocksforliberty.org

The Weekly Sam: Devising Your Own Philosophy of Education By Samuel L. Blumenfeld

One of the great freedoms that homeschoolers have is the freedom to devise their own
philosophy of education as well as the freedom to implement it. It’s the most important
freedom we have. It’s what we call educational freedom, which is indispensable to the
maintenance of a free society. The liberals and atheists may succeed in getting the Ten
Commandments removed from a government building, but they have no power to impose
their philosophy of education on you and your children. They can impose it on the
children in the public schools, but they cannot impose it on you. And therein lies the true
freedom of the American people.

Thus, every homeschooler should exercise that freedom so that it becomes an important
part of the homeschool experience. What is a philosophy of education? It is a statement
of principles and beliefs that forces us to defme the word education so that it becomes
something of substance and true meaning and not merely a word tossed around by
politicians, judges, and professional educators.

I remember sitting in a courtroom some years ago listening to an attorney, supposedly
defending homeschoolers, who told the judge that he believed that the “state had a
compelling interest in education.” He never bothered to define what he meant by
education. Nor did the judge ask him what the word meant, since we know that what
goes on in today’s public classrooms could hardly be called education. What takes place
there is brainwashing. So, what is education? That’s the question every homeschooling
parent should ask and attempt to answer.

My own definition is quite simple. To me, education is the process of passing on to the
younger generation the knowledge, wisdom, morals, and spiritual values of the older
generation. That’s how a civilization is maintained from one generation to the next.
People often wonder how was it possible for the Jewish people to survive as a people
despite dispersion and persecution, so that they could go from their expulsion from the
land of Israel by the Romans around 131 A.D. to the restoration of the State of Israel in
1948. How did they maintain their identity, their religion, their hopes and dreams for
over fifteen hundred years, scattered allover the world. The answer is simple: the Bible,
the Five Books ofMoses, the Torah. That sacred Bible was handed down from
generation to generation and its message kept alive to this very day.

And that adherence to the Bible, from which the New Testament is derived, must be at
the heart of the American homeschooler’s philosophy of education. It is all spelled out in
Deuteronomy 6. The American nation was fuunded on that Bible, and that is the reason
why we still enjoy educational freedom in America. And that is why Bible study must be
at the heart of the homeschooler’s curriculum.

The liberals and leftists have been conducting their revolution in America by slowly
weaning Americans away from the Bible. Removing the Ten Commandments from a
state courthouse, where it served to educate the public about the origin of our laws, is one
ofthe more insolent and blasphemous of their actions. But what it teaches us is that we
must renew our efforts to bring up Christian children in the love and admonition ofthe
Lord. And so we must diligently teach our children the Word of God.

If you want your child to be able to read the Holy Scripture with ease and enjoyment, you
must teach your child to read by intensive, systematic phonics. That’s the way it was
done in colonial times, and that is why Americans were so highly literate in those days.
They were taught to read in the correct phonetic manner, which made it possible for small
boys and girls to read the Bible fluently and with understanding.
So, from the start, your philosophy of education will be very different from that
espoused by the public school in your neighborhood, which so many of your neighbo~
children attend. It is very different in concept, since the public schools forbid the
teaching ofthe Bible in their curriculum. It is also different in methodology, since the
public schools teach children to read by the whole-word method, which dumbs them
down and intellectually retards them.

How can one teach American history without reference to the Bible? When John
Winthrop and 700 colonists landed in Massachusetts Bay in l630, he told the
congregation:

“We are a Company, professing ourselves fellow members of Christ, and thus we
ought to account ourselves knit together by this bond of love ….
We shall find that the God ofIsrael is among us, when ten of us shall be able to
resist a thousand of our enemies, when He shall make us a praise and glory, that
men of succeeding plantations shall say, ‘The Lord make it like that of New
England.’  For we must consider that we shall be as a City upon a Hil~ the eyes of
all people are upon us…”

Homeschoolers can teach our true history by making their children aware of the deep
religious faith of the founding fathers. But none of this can be taught in the public
school, which means that the history taught there is distorted and false. They cannot even
quote George Washington who issued a National Day of Thanksgiving Proclamation in
1789, in which he stated:

“Whereas it is the duty of all nations to acknowledge the providence of Almighty
God, to obey His will~ to be grateful for His benefits, and humbly to implore His
protection and favor. …
Now, therefore, I do recommend and assign Thursday, the twenty-sixth day of
November next, to be devoted by the people of these United States … that we then
may all unite unto Him our sincere and humble thanks for His kind care and,
protection of the people of this country previous to their becoming a nation; … for
the peaceable and rational manner in which we have been enabled to establish
constitutions ofgovernment for our safety and happiness, and particularly the
national one now lately instituted; for the civil and religious liberty with which we
are blessed.”

As Christian parents you have the right to imbue your children with these wonderful
statements of our founding fathers, so that your children will know the true religious
origin of our institutions. Our history is rich with such expressions of religious fervor on
the part of statesmen and politicians who understood the source ofAmerican felicity.
Your philosophy of education should help you choose the materials with which to do the
teaching. Some parents want a highly structured program with much discipline in the
educational process. Other parents prefer a more relaxed approach to give their children
greater freedom to choose what they will study, having confidence that their children will
develop interests in subjects which parents may not have thought of.

One homeschooling mother on Cape Cod, Massachusetts, when required by the local
superintendent to submit her education plan for her son, wrote:

“The priorities of our curriculum are daydreaming, natural and social sciences,
self-discipline, respect for self and others, and making mistakes. I encourage an
acceptance of failure so that he will be comfortable taking risks ….My curriculum
was best expressed by Blake: “To see a world in a grain of sand, And heaven in a
wildflower, To hold infinity in the palm of your hand, And eternity in an hour.”

Not all children can handle so much freedom. I remember reading a letter in a magazine
from a homeschooler who wished that her parents had exerted greater discipline over her
education so that she would not have wasted so much time reinventing the wheel.
In other words, many children want guidance from those who know more than they do.
They look at parents as the experts who can lead them to where they should go. Parents
who are professionals can easily lead their children to take up their profession if that is
what the child finds of interest.

Some parents decide very early what they want their children to become: engineers,
physicians, nurses, lawyers, teachers, military men, politicians, policemen, and other such
well-defined professions. Few parents would urge their children to become poets, actors,
TV anchormen, artists, fashion designers, models, journalists, editors, photographers,
Hollywood stuntmen, etc. Young people take up these professions mainly out of their
own interest, unless they have a parent in that line of work. For example, in Hollywood,
the children of actors, directors, and producers usually go into the same line of work as
their parents because of easy access to the profession and the connections of their parents.
Thus, if you want your child to go into a well-defined profession, you can provide the
kind of education that leads to it. On the other hand, by giving your child greater

freedom in choosing the curriculum, he or she may develop a desire to do what comes
naturally: writing stories, designing clothes, painting pictures, playmg an instrument,
singing, acting, or selling things. But they still have to learn the academic basics.

Many homeschooling moms are happy to maintain warm, comfortable, loving homes for
their families while their husbands provide the means to pay the bills. After all,
housekeeping is a profession as well as a science all its own. Cookillg, cleaning,
decorating, gardening, furnishing, sewing, shopping are tasks that virtually every child
learns by just watching their parents do it. A home is a special place for all of us. It is
where we socialize with parents and siblings and learn how to be civil with one another.
We can all remember the days when we had to share the bathroom, wash the dishes,
make our beds, prepare the meals, set up the decorations at Christmas time. Who would
deny that something is being learned every day at home?

Stay-at-home moms also serve as models for their children who sooner or later will marry
and have families of their own and will have to do all ofthe things that their parents did.
When a stay-at-home mom supervises the education of her children, she raises her status
in their eyes. And when she and her husband develop their own philosophy of education
on top of all that, they become true educators.

The public schools have not only destroyed true education, but they have also destroyed
the teaching profession. In the old days a teacher stood in front of her class and taught
the basics in a way that made sense and produced excellent results. Today, that teacher is
a facilitator who simply walks around the room conferring with students but doing very
little real teaching. The children leave that system woefully uneducated and miseducated.
And so, parents who want their children to be smartened up instead of dumbed down
have been forced to do it themselves. And that is all to the good because it has forced
parents to free themselves from an institution that has become evil and destructive of
religion and morality.

Once the academic basics are taught, you can then decide what is important for your
children to know. They should know about our political system, and take an interest in
the electoral process. It’s the politicians who must protect our freedoms, and
homeschoolers should take an active role in supporting legislators who are on the side of
educational freedom. Taking part in political races may inspire your child to become not
only a legislator but also the President! Why not? Let your child aim high.
History, geography, science, mathematics, economics, a foreign language, and of course
English must all be in your curriculum. Each subject represents a challenge in terms of
how to approach it. Homeschool book fairs offer an exciting array of books on all of
these subjects. The public schools offer dull textbooks that put the students to sleep.

You have the freedom to choose books that will make the subject interesting. A good
way to study history is by reading biographies and autobiographies. History is made by
men and women, and we can learn much by how they lived and influenced the future.

(Sign up for the Blumenfeld Archive to have access to Sam’s work:  https://campconstitution.net/sam-blumenfeld-archive/

Saluting Our Nation’s Veterans by Dr. Dan Eichenbaum

The history of a nation is its National Treasure that must be remembered, studied, respected, and, most importantly, taught to the children of each generation.  It is a unique saga that binds us to the heroes of the past, teaches us the moral basis for our laws and our governmental institutions, and instructs us how to approach the challenges of the future.  It allows us to celebrate our successes with pride and learn from our failures so we can avoid repeating previous mistakes.

As an example, the Old Testament, the Five Books of Moses, is the story of the Children of Israel’s journey from Genesis to the Promised Land.  It originated as an oral history, eventually written down by scribes on holy scrolls.  Each Sabbath, a portion was read aloud to the people so that their entire history was taught to all each year.  The recitation of that history bound the Children of Israel together so that they could survive centuries of oppression and the Holocaust to return to the Promised Land in our time.

In our digital age, recording history is not the issue.  Anyone with a cellphone camera can be a reporter at the scene of the crime.  One would think that live videos could be accepted as fact, but the digital wizards have also given us the tools to edit and amend videos to bend the truth to fit anyone’s personal agenda.

We are at the mercy of a giant media empire that feeds us fabricated history filled with propaganda, half-truths, and lies to enforce the compliance and obedience of an apathetic public, ignorant of the facts and incapable of logical thought processes.

More than ever before, it is essential that we use any available platform to teach the true history of America, to speak about the greatness of our nation, and to honor those who have served and fought to protect our constitutional freedoms.

Bobby Brookshire

Lieutenant Colonel Bobby Brookshire, a decorated veteran of multiple combat tours in the Persian Gulf and Afghanistan, was one of our guest speakers during the Ninth Annual Benghazi-Twin Towers Memorial Ride this year.  His speech about the history of Veterans Day and Memorial Day National Holidays, printed below, reminds us of the enormous debt we owe to our nation’s veterans and serves as a lesson all must learn if we are to save the soul of our nation.

Since 1776 more than 40 million American men and women have served in the Armed Forces of the United States, most of them during periods of conflict or war.  This number represents less than 1% of America’s total population alive during that same time period.  Since the birth of our Nation, no single generation has been spared the responsibility of defending the rights of the human spirit to breathe free from the aggression of enemies both abroad and domestic.  From Lexington and Concord to Fort McHenry, from the mountains of Europe and the sands of the Pacific Islands to the deserts of the Middle East, on land, on sea, and in the air, America’s finest have proudly worn the uniforms of United States Soldiers, Sailors, Airmen, Marines, Coast Guardsmen, and now most recently, the Space Force.

Freedom is NOT Free.  More than 1.4 million of our country’s sons and daughters have given their lives to preserve the dream that was born on July 4th, 1776.   To each of them we owe a debt of gratitude for sacrificing all that they had, so that we may enjoy all that we have.

Defending freedom is not just a matter of facing a hostile enemy in time of war or conflict.  Every veteran, whether in combat duty or peace time service, is in some measure, a Hero.  Heroism is as much a matter of attitude as one of action.  Every man or woman who has proudly worn the uniform of one of our military services, by that very action, demonstrated that they were WILLING to pay the ULTIMATE Price to protect the Freedom of all citizens of this great country.  As a people, we owe our respect and admiration to all these DEFENDERS OF FREEDOM – OUR VETERANS.

The History of Veterans Day

World War I – known at the time as “The Great War” – officially ended when the Treaty of Versailles was signed on June 28th, 1919, in the Palace of Versailles outside the town of Versailles, France.  Fighting had ceased seven months earlier when an armistice, a temporary cessation of hostilities, between the Allied Nations and Germany went into effect on the eleventh hour, of the eleventh day, of the eleventh month.  For that reason, November 11th, 1918, is generally regarded as the end of “the war to end all wars.”

In November, 1919, President Wilson proclaimed November 11th as the first commemoration of Armistice Day with the following words:

“To us in America, the reflections of Armistice Day will be filled with solemn pride in the heroism of those who died in the country’s service and with gratitude for the victory, both because of the thing from which it has freed us and because of the opportunity it has given America to show her sympathy with peace and justice in the councils of the nations . . . ”

Armistice Train
Site of WWI Armistice Agreement

On May 13th, 1938, Congress made the 11th of November in each year a legal holiday – a day to be dedicated to the cause of world peace and to be thereafter celebrated and known as “Armistice Day.”

Armistice Day was primarily a day set aside to honor Veterans of World War I, but in 1954, after World War II had required the greatest mobilization of Soldiers, Sailors, Marines, and Airmen in the Nation’s history and after American Forces had fought Communist aggression in Korea, the 83rd Congress, at the urging of the veterans service organizations, amended the Act of 1938 by striking out the word “Armistice” and inserting in its place the word “Veterans.”  With the approval of this legislation (Public Law 380) on June 1st, 1954, November 11th became a day to honor American Veterans of all wars.

Listen to Dr. Dan https://radio.securenetsystems.net/v5/WJRB

 

 

(This article was written in 2021 but we thought it deserved to be reposted)  H.S.

Fight Racism. Defund Planned Parenthood

Hal Shurtleff, host of Camp Constitution Radio and Catching Fire News, expose the racist roots of Planned Parenthood. and discusses the plans to publish the correspondence between Margaret Sanger, the founder of Planned Parenthood and Dr. Clarence Gamble, heir to the Proctor and Gamble fortune and President of the Eugenics Society.

https://catchingfire.news/2022/11/07/fight-racism-defund-planned-parenthood/

A link to an audio version of the show:

https://www.podomatic.com/podcasts/shurtleffhal/episodes/2022-11-08T05_13_59-08_00

Order a “Fight Racism Defund Planned Parenthood”  yard sign:  https://campconstitution.net/product/fight-racism-defund-planned-parenthood-yard-sign/

 

 

Christian Flag Case in Boston Settles for $2.125 Million

The following is a press release from Liberty Counsel  http://lc.org

Nov 8, 2022

After five years of litigation and a unanimous 9-0 U.S. Supreme Court ruling, the City of Boston has agreed to pay Liberty Counsel $2,125,000.00 for attorney’s fees and costs for the unconstitutional religious viewpoint discrimination of the Christian flag.

In Shurtleff v. City of Boston, Liberty Counsel represents Boston resident Hal Shurtleff and his Christian civic organization, Camp Constitution. Shurtleff and Camp Constitution first asked the city in 2017 for a permit to raise the Christian flag on the “public forum” Boston City Hall flagpole to commemorate Constitution Day and Citizenship Day (September 17) and the civic and cultural contributions of the Christian community to the city of Boston, the Commonwealth of Massachusetts, religious tolerance, the Rule of Law and the U.S. Constitution.  For 12 years, from 2005 to 2017, Boston approved 284 flag raisings by private organizations with no denials on the flagpoles that it designated a “public forum.” However, the city official denied Camp Constitution’s application in 2017 to fly the Christian flag on Constitution Day.

The policy stated that the flagpole was open to all applicants, but the City of Boston denied Hal Shurtleff’s application for the sole reason that the application form referred to the flag as a “Christian” flag. Had the application used any other non-religious word, Boston would have granted the request.

After four lower court losses, the U.S. Supreme Court ruled 9-0 on May 2, 2022, that Boston’s denial of the flag was unconstitutional viewpoint discrimination under the First Amendment Free Speech Clause.

The Justices in Shurtleff unanimously rejected Boston’s argument that religious viewpoints must be censored under the 1971 Supreme Court case, Lemon v. Kurtzman. On June 27, in the Coach Kennedy case, Justice Gorsuch pointed to Shurtleff as the basis for overturning Lemon. The so-called “Lemon Test” did considerable damage to the First Amendment Free Speech, Free Exercise, and Establishment Clauses.

The Christian flag finally flew on the Boston City Hall Plaza public forum flagpole on August 3 as an enthusiastic crowd cheered to celebrate the first day free of unconstitutional viewpoint discrimination.

Liberty Counsel Founder and Chairman Mat Staver said, “We are pleased that after five years of litigation and a unanimous victory at the U.S. Supreme Court, we joined with Hal Shurtleff to finally let freedom fly in Boston, the Cradle of Liberty. The Christian flag case has established significant precedent, including the overturning of the 1971 ‘Lemon Test,’ which Justice Scalia once described as a ‘ghoul in a late night horror movie.’ The case of Shurtleff v. City of Boston finally buried this ghoul that haunted the First Amendment for 51 years.”

For more information on the case, visit www.LC.org/flag.


Liberty Counsel advances religious liberty, the sanctity of human life, and the family through litigation and education. We depend on your support, which enables us to represent people at no cost. Click here to GIVE NOW.

Camp Constitution in Connecticut

Last Friday, a Connecticut homeschool cooperative led by Lori Langdon sponsored “Camp Constitution in Connecticut.”  The event was held at the Newtown Meeting House in Newtown and hosted by New Hights Baptist Church.  Pastor Zack Kinsman opened the event with prayer.  Hal Shurtleff, the director of Camp Constitution conducted his “Know Your Constitution” presentation, and the camp’s chaplain Rev. Steve Craft gave a presentation exposing Critical Race Theory which he calls “Crazy Racist Trash.”  Mrs. Edith Craft and Mrs. Sapphire Giminez ran the program for the younger children.

Many thanks to all that made this event possible.  For those interested in hosting events like this, please contact Hal Shurtleff at campconstitution1@gmail.com 

 

 

 

 

Sam Blumenfeld dedicates his life to combat illiteracy.  He often sent letters like the one below to the nation’s opinion makers, political and business leaders.  Few bothered to reply.  In this letter, Sam was offering Chevron the rights to his Alpha-Phonics free of charge.

 

SAMUEL L. BLUMENFELD

161 Great Road Littleton, MA 01460

January 14, 2013
John S. Watson
Chairman & Chief Executive Officer
Chevron Corporation
6001 Bollinger Canyon Road
San Ramon, CA 94583

Dear Mr. Watson:

Knowing of Chevron’s interest in the development of human energy, I believe you would be
interested in making America the most literate nation on earth-with the enhanced brain
power that comes with high literacy. I am an 86-year-old inventor of the simplest, easiest-to-use, most effective and least expensive reading program ever produced by anyone anywhere.

It can be used not only to make Americans the most literate people on the planet but also teach
the rest of the world to read English. It has been used for years in a private school in Boston for
dropouts, immigrants, and reading-disabled minorities. Latinos love it. It works miracles!
The program, Alpha-Phonics, has been used by thousands of homeschoolers since the mid-1980s, and has been proven to be an extraordinary teaching tool. The fact that thousands of
parents with no special training have been able to use the system so effectively has led me to
believe that the program can solve the world’s illiteracy problem if made available. But I need
the help of a business leader like yourself to make this program available to everyone who
wants to learn to read.

Meanwhile, our schools continue to turn out functional illiterates by the million. And there is
no indication in sight that this corrosive dumbing-down process will cease. As Dr. Rudolf Flesch
wrote in 1955 in his famous book, Why Johnny Can’t Read:
“The teaching of reading-all over the United States, in all the schools, and in all the
textbooks-is totally wrong and flies in the face of all logic and common sense.”

You would think that by now-58 years later-the reading problem would have been solved.
But it hasn’t. Indeed, in 2007, The National Endowment for the Arts released an alarming
report, Reading at Risk, about the declining state of literacy in America. According to the
report, the number of 17-year-olds who never read for pleasure increased from 9 percent in
1984 to 19 percent in 2004. About half of Americans between the ages of 18 and 24 never read
books for pleasure.

Endowment Chairman Dana Gioia stated: “This is a massive social problem. We are losing the
majority of the new generation. They will not achieve anything close to their potential because
of poor reading.” The survey found that only a third of high-school seniors read at a proficient
level. “And proficiency is not a high standard,” said Gioia. “We’re not asking them to be able to
read Proust in the original. We’re talking about reading the daily newspaper.”
Speaking of newspapers, in 1988, Arthur Sulzberger, publisher of The New York Times, told his
fellow newspaper publishers that 60 million Americans, one third of our adult population,
could not read. In 2003, the National Center for Education Statistics reported that only 13
percent of American adults are highly literate, 56 percent have intermediate literacy skills, and
that 43 percent of American adults are illiterate.

In 2006, the U.S. was 18th out of 45 countries in reading, according to the Progress in
International Reading Literacy Test. We were behind Bulgaria, Hungary, Singapore, and Hong
Kong. Who was Number One? Russia! How can we be expected to successfully compete
internationally with a majority of Americans unable to handle the written word?
The simple truth is that we could be Number One if we changed the way children are taught to
read in our primary schools. But the education establishment stands in the way. I’ve been
writing about this problem for over thirty years. But no one in the establishment will listen.
And that is why I am writing you. Only the resolve and resources of a large corporation like
yours can begin to make a dent in solving this problem. If Chevron would print several million
copies of Alpha-Phonics under its own name and distribute them to families and schools who
could make good use of them, that would begin to put America back on the road to high
literacy.

The reason why the “sight” method used in our schools doesn’t work is because it uses the right
brain to perform the functions of the left brain. According to the latest research by
neuroscientists, this causes brain impairment, otherwise known as “dyslexia.”
Back in 1998 I received a letter from Stephen and Janet Coakley of Malad, Idaho, who had
bought Alpha-Phonics in order to conduct a remedial program for reading-disabled teenagers.
Mrs. Coakley wrote:

“We started the class in February with five youths referred to us by the local juvenile
probation officer. We held the class every Monday evening at our church. We expected
a certain amount of students to drop out ofthe class but the numbers increased every
week until we were teaching your program to fifteen students! We actually had to turn
away five more students, who arrived towards the end of the program. The effect that
your program has had on this class has been truly profound. Every student of school
age has shown an improvement in their school grades.”

In Florida, one high-school teacher used the program to teach potential dropouts to read. In
2008, he sent me a long letter describing the successes he has had with Alpha-Phonics. He
wrote:
“I once was explaining to a student why children have reading problems. When I finished,
a girl … who I thought was not listening, said, ‘This is what happened to my brother.
He is in the fourth grade, hates to read and gets stomach aches and headaches.”  I told
her that his troubles were over and gave her a copy of Alpha-Phonics. Four months later,
I asked how was her brother doing. She said he completed the book and reads just fine.
I had the same success with students in special education, who were labeled as
learning disabled or educatably mentally retarded. I have 100% per cent success with
every student…. I have many other heartbreaking stories about children who have quit
school because they did not know how to read, and no one will teach them. I have had
children take a copy of Alpha-Phonics and keep it to teach friends they know, how to
read. The results you see in the child are truly miraculous. It must be seen to be
believed.

In other words, an inexpensive, easy-to-use reading program exists that could make America
Number One in literacy and help the world learn English. Note that even children can teach
their friends to read with Alpha-Phonics. It’s that simple.
I also believe that a literate nation will be a far less violent nation.
I hope you will see the value to Chevron and America to have this great innovative invention
made available to millions of American parents and teachers to make America the most literate
nation on the planet. We owe it to the children to give them the best that exists. If you agree
with me that something must be done to reverse our slide into greater illiteracy, I would be
happy to meet with you or any person in your company interested in exploring this project
further.

Sincerely yours,
Samuel L. Blumenfeld

While Mr. Watson took no interest in Alpha-Phonics, we at Camp Constitution make them available from our on-line book store:  https://campconstitution.net/product/alpha-phonics-by-sam-blumenfeld/