LS & T (130 – 141)

130. Any full discussion of a supernatural superintending rationality being involved in the establishment of the USA would have to reach farther into the history of the world than is intended here. I would not hope to grapple with such a task.

131. With that said, if we are to even consider the possibility of the European’s colonizing their newly found “New World”, the indigenous occupants would have had to lack the advanced weaponry necessary to repel the invaders. As luck would have it, that was the case.

132. Suffice this item to point out one event that, as luck would have it, could have forever eliminated the existence of such places known as New England and Virginia.

133. In brevity, we see that the 1550s found mortal enemies,Spain and England, engaged in Catholic and Anglican quarrels as well as Spain suffering English raids on their New World treasure ships. An invasion was planned to begin the subjugation of the island.

134. Spain launched their famous armada of 120 ships with more than 30,000 men to cross the small English Channel. Sparing lengthy details, as luck would have it, adverse winds repeatedly aided the English navy in the channel, and the wind itself eventually decimated the armada. The effort was never again attempted.

135. Placing due emphasis on the defeat of the Spanish Armada, there are several things that must be acknowledged as strong probabilities if the invasion had succeeded. England would not have been an independent country 42 years after the invasion. There would not have been a King James of England. There would not have been a King James Version of the Bible. The animus between Catholic Spain and Protestant churches was so strong that the latter would have been driven “underground”. No capitalist would have been allowed to finance Protestant migrations to the Americas. As noted in #132, there would have never been a section of the New World known as New England or Virginia.

136. The English speaking people were “Johnny Come Lately’s” in the New World colonization game. As luck would have it, the 100 years of the 1500’s found other Europeans exploring, colonizing and profiting while England was distracted by royal intrigues, conflicts with the Scotts and Irish, wars on the continent, threats of invasion and religious upheavals as Anglicans broke with the Church at Rome.

137. As luck would have it, when the English speaking people, not the crown, did get around to seeking a new environment, choices of landing a ship in the Western Hemisphere were quite limited.

138. As luck would have it, a colonial map of the Americas in the year 1600 would show that Spain, Portugal, France and the Dutch combined to occupy or claim almost all of the eastern coastlines.

139. The forbidden area for English landings, without including armed forces to contend with the other Europeans, extended from the southern tip of South America northward to the coast near French Quebec ………..except for one small strip. As luck would have it, that small strip of coastline available to the English began near the northern border of what is currently the state of Maine and traced southward to the northern border of what was known as Spanish Florida.

140. The various theories of why Spain did not claim all of the North American coast for themselves in the 1490s, or later, have become mental exercises for intellectuals. No matter what the reasons, as luck would have it, that area appears to have been improbably labeled, “reserved seating”, for a people with a strain of Protestant evangelism and possessing the message of the cross in their hands. Had the English engaged in colonization 100 years earlier, the colonists would have arrived with very different views of civil government and religion.

141. Regarding the sharing of these particular kinds of testaments, as the song of a recent era says, “We’ve only just begun…”

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LS & T (117 – 129)

117. Before attempting to establish a settlement, the occupants of the Mayflower covenanted to form a civil government.

118. It is notable that a group of private citizens would make a point of stating in the Mayflower Compact , among other things, “We, whose names are underwritten,… Having undertaken for the Glory of God, and Advancement of the Christian Faith…”.

119. The Mayflower Compact was a harbinger of the spiritual intent and philosophy of government that was to shape the future USA.

120. Efforts to share the message of the cross with indigenous tribes during the 1600s were always on the fringes of colonial era relationships, but perhaps the most concerted endeavor was that of John Eliot as early as 1644, and his ministry with them continued for four decades. He learned the language of one of the tribes, invented an alphabet for them and had a bible printed in their language. Another unusual person of note was a native American woman, Kateri Tekakwitha, who led other Native Americans on a missionary effort into Canada in 1676.

121. During the 1700s, a greater number of names became prominent in American missionary history. Each one would suggest extensive inquiry into their their story of sharing the message of The Cross.

123. A list of some of those who began the proliferation of Protestant evangelism and service in the New World would include: Francis Makemie, John Wright, John Wesley, Rev. Pugh, John Sergeant, David Ziesbergerstarts, David Brainerd, Johann Jacob Schmick, Gideon Halley, Stephen Badin, David Avery and the Mayhews, Rev. John, Experience and Jonathon.

124. Of special interest and, in my opinion, significance, are other names of messengers of the cross: Native American Samson Occum, freeborn black John Marrant, and former slaves George Lislegoes, Moses Baker and George Gibbions.

125. As time marched on, temporarily moving past 1776 through1789 and into the 1800s, we see the steady blossoming of Christian evangelism and service.

126. Organizations such as the American Board of Commissioners of Foreign Missions and The American Bible Society as well as almost all denominations of Christian churches in America began prolific efforts to honor the Great Commission expressed in item #105.

127. As of the year 2010, the USA was still the source of more than twenty percent of the world’s total number of missionaries.

128. Items #94 through #127 have been shared to provide a basis of information in support of the proposition expressed in item #91 that a supernatural superintending entity effected the founding of the U.S.A. The focus has been a response to the query of, “Why would God be concerned about the location of a certain type of people”.

129. Forthcoming items will share rarely recognized historical information that will suggest some of the many “lucky” improbabilities that were necessary for the U.S.A. to have come into existence.

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Uninvited Immigration

The immigration thing….. What to do?!…. What to do?!….

Sadly, we, and probably our teachers and their teachers, were never exposed to the information that would make the approach to the problem rather cut and dried.

Here we go….

You must remember that the enumerated powers, responsibilities and restrictions which are contained in the US Constitution take precedence over all other laws, executive orders, opinion polls, emotions and good intentions.

From Article IV, Section 4 of the US Constitution:

“The United States shall guarantee to every State in this Union a Republican Form of Government, and shall protect each of them against Invasion…”

To which the average person with an average US education might exclaim:

“Nobody is attacking us with planes, tanks and bombs and stuff!…. This is not an invasion!”

An astute response would be:

“Teachers of the English language may not have gotten around to imparting the meaning of the word, invasion, but a true US history teacher would have emphasized the meanings of constitutional terms.”

If researching the complete meaning of “invasion” from various sources was to be an assignment, the students would assuredly find incursion of armies to be part of the definition. However, they would also discover descriptions such as:

  1. when a large number of people come to a place in an annoying and unwanted way
  2. an incursion by a large number of people
  3. an unwelcome intrusion

The most explicit definition regarding the question at hand can be found in Webster’s Third New International Dictionary of the English Language Unabridged.:

“the penetration and gradual occupation of an area by a population group of different socioeconomic status or racial or cultural origin”

It is not incredulous to make the claim that a society of truly educated Americans would never have blindly allowed the situation to reach the current level of crisis. Also, the required action by those who have sworn faithful allegiance to the US Constitution is still there in plain English.

There are many people of a usurping nature in the judiciary, the media, academia, public education and politics who do not like this country or its constitution. Believing themselves to be of superior intellect, they attempt to belittle others who have opposing convictions. However, no “constitutional law” professor is required to decipher that constitutional responsibility which is required in Article IV, Section 4.

Concluding this whole matter, the constitution expressly requires the office of the president, not Congress and not the courts, to execute the laws. A high crime would be committed if members of any other branch attempt to obstruct the exercising of presidential responsibilities pursuant to the constitution.

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LS & T – (97 – 116)

97. Columbus’ “discovery” of the New World in 1492 laid claim of “ownership” of much of the New World for Spain with little neighbor Portugal following suit.

98. Concerted efforts of occupation by the Dutch and French proceeded at a much less vigorous pace, and, as luck would have it, other world events served to dominate the interest exercised by the English Crown. Again, as luck would have it, it was the development of stock company capitalism that got that ball rolling.

99. Any position expressing the view that God had a finger in the European occupation of the Americas in general and the establishment of the USA in particular begs the answer to a few questions.

100. A couple of questions are, (a) “If God had a hand in it, why did the Europeans do so many bad things?”, and (b) “Why would God care about where people went?”.

101. Responding to the first question, human history since Eden clearly shows us that mankind has always carried within itself a propensity for bad behavior.

102. The Europeans brought some of those behaviors with them and found the occupants of the new land to be practicing their own versions of brotherly love.

103. Acknowledging items #101 and #102, God has always operated with the available talent to achieve His objectives. That is to say that there have never been any perfect people around to move God’s plan along, so He just uses some of the tainted ones, eg. King David and Cyrus the Great.

104. The answer to the second question in item #100 is simple. Matthew 28:19-20.

105. Matt 28: 19-20 exhorts the followers to – “Go ye therefore, and teach all nations, baptizing them in the name of the Father, and of the Son, and of the Holy Ghost: Teaching them all things whatsoever I have commanded you….”

106. It should be instructive to consider the historical significance and the Providential use of the normal course of human events related to item #105.

107. Jesus gave His followers the Great Commission about the year 39 AD, and those devoted to Him did the best they could with the existing modes of travel and communication.

108. Fast forward about 1460 years to the time when the Christian gospel was beginning to be declared in the Western Hemisphere.

109. During the ensuing 100 years, the message of the cross was delivered over a large part of the Americas by Catholic priests in the wake of the Spanish and Portuguese “conquistadors”.

110. That the message of the cross was being shared through the Catholic clergy was a good thing, but since they were about the only ones who possessed and could read and expound on the Latin language scriptural records, the New World was receiving the Word through a somewhat narrow funnel.

111. (Edited). The Church at Rome, which held sway over most of western Europe’s monarchies, aggressively resisted scriptural translations that were being written for the use of the common folk. So much so that Tyndale was caught and executed for circulating his work.

112. (Edited) During the mid 1500s, the Protestant Geneva Bible was printed. Although ceasing publication in 1644, it had become the bridge to American Protestant evangelism.

113. (Edited) Historian Winston Churchill opined that the English speaking common people of 1600 had no complete and prevailing authoritative text for use in their efforts to honor the Great Commission expressed in item #105.

114. (Edited) In 1604, King James of England authorized the organization of six committees of scholars and divines from Oxford, Cambridge and Westminster to produce an English translation of the earliest known scriptural records from the Hebrew, Greek , Aramaic and Latin languages. The results of the project were published by the Kings Press in 1611.

115. As luck would have it, that same King James oppressed a group of spiritually motivated Protestants because they would not conform to the “religious doctrines” of the Anglican Church.

116. Again, as luck would have it, a group of oppressed Pilgrims, with their Geneva Bibles in hand, were blown off course while seeking relief from that oppression and dropped anchor in Cape Cod Bay near Plymouth Rock in 1620.

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A Look At School Vouchers

Listen up all you school choice voucher lovers!

The school voucher thing is a financial, social, constitutional, bureaucratic and litigious nightmare waiting to happen.

Disregarding silly pieces of information like education of all children at national expense being one of the principles necessary for establishing centralized communist type control of a country, …..and under our constitution there is no authority for the federal government to be involved in such a thing, ….come let us reason together.

As we wade through the following considerations, it will be necessary for us to be willing to read and think.

The supposed ideal is that vouchers will allow students in a “failing” school (we’ll designate such school as F) to transfer to an “achieving” school (let’s call that one A). Subsequently, any funds designated for an individual student in F will follow that student to A.

Following are a few of the problems that must be resolved, either before or after the passage of such legislation. Of a certainty, anyone of a mature and open mind would not feign alarm if most of the responses to each of these questions happened to arouse a vigorous exercise of the litigious nature of today’s society. And if that be the case, who will provide the funds for such litigation? Remember, at each question, we must always bow before the alter of the 14th Amendment of “equal protection under the law”.

Join me as we proceed:

  1. Who determines which schools are F and which are A?
  2. Upon what criteria will that determination be based?
  3. Who determines which students are eligible for transition?
  4. If the physical plant of A will not bear the total number of qualifying students from F, which of those students will be required to remain in F?
  5. Will students who have been able to achieve at grade level be required to remain in F, even though F has been designated as a failing institution by some very intelligent folks?
  6. Since property owners bear a large portion of school finances, will taxpayers in F then become liable for a large part of the funds for students transferring to A?
  7. With some distances being what they are in Texas and other states, what if there is no A within reasonable accessibility?
  8. Since most districts in the US provide school bus transportation for students in their district, which district will be responsible for that service? Surly, one would not be so naive as to suggest that parental transportation would solve that problem.
  9. If students have established records of disruptive behavior, will A be compelled to receive them?
  10. Will the state (or eventually federal) accountability standing of A be jeopardized if students from F are still unable to master mandated tests?
  11. Will the state and or federal taxpayer responsibility due to the inevitable bureaucratic costs of administration and supervision be justified if the results of the final assessment are negative or marginal?
  12. For that matter, is there a slight possibility of the birth of a whole new “immortal” bureaucracy ?

There are others, but I tire.

If we were to embrace the foolish and dangerous possibility of including private schools in this examination, that would involve a whole other bag of questions.


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LS & T – (88 – 96)

  1. When any examination of history is initiated, the investigator will probably assess information with respect to previous understanding and personal persuasions.
  2. “Critical thinking” is encouraged in America’s schools, but history students have been offered limited and sometimes twisted information from which to form a valid basis for that exercise.
  3. The result of item #89 is that people arrive at the level of adulthood believing themselves to be “educated” but are sometimes actually more susceptible to cunning manipulation.
  4. There are those who are of the opinion that the founding of the U.S.A. was made possible through the influence of a supernatural superintending entity, and others hold a strong view in opposition to that belief.
  5. The existence of those polar opposite persuasions is quite benign in the realm of hypothetical discussion. The danger of this division of thought becomes manifest when one proponent seeks the force of arms to impose their position upon the other.
  6. This area of sharing is approached from the proposition that a broad exploration of historical records will strongly support the former view expressed in item #91.
  7. Delving into the millennia preceding the “discovery of the New World” by Columbus, there can be found interesting information (and speculation) regarding lost civilizations such as the Olmecs and extending into the remnants of the Mayan and Aztec cultures as well as what we know as the American Indian nations. These are considered as cultures indigenous to the Americas.
  8. The footprints of the Chinese and the Vikings can also be found but would lack relevance except to point out that, for whatever the reasons, no permanent settlements were established.
  9. With the stage of history being set, and Columbus’ voyage underway, the events and individuals that effected the establishment of the U.S.A. should be ripe for consideration..
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LS & T (76 – 87)

  1. Realizing the existence of forces seeking world wide domination today, we look around us and see the tool of socialist/communist philosophy being used to accomplish that purpose in the United States.
  2. Because American culture and the U.S. Constitution are impediments to global domination by a central authority, they have been under attack for many decades.
  3. Probably the primary reason the usurpers have achieved measures of success lies at the feet of American education systems.
  4. Whether unknowingly or insidiously, there have been glaring omissions and obfuscations of historical records for decades.
  5. Sadly, when shown the truth, many “educators” cover their eyes, ears and mouths.
  6. There can be only three alternatives to explain this reaction by the educators:
  7. (a) They fear negative personal consequences if they inform students of the truth.
  8. (b) They reject the truth because of their own previous indoctrination.
  9. (c) They intend to be among the attackers as active participants or support those efforts by their vapid unconcern.
  10. One objective (as noted in #59) of those who are attacking the fundamental features of America is to end the practice of religion.
  11. The measures of the assailants have prospered in producing an uninformed populace regarding the prominent position that religion, and seemingly miraculous coincidences, occupied during the establishment of the U.S.A.
  12. My children and friends, I do not wish to leave you unaware of those notable characteristics contained in the history of our founding.
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