Tag: American history

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Attack on American History, Part 2

As the New York Analysis of Policy and Government reported yesterday, the Biden Administration has cancelled the 1776 Project, which sought to encourage returning honest and nonpartisan education of American history to schools. The 1776 Project attempted to counter the growing Marxist and foreign adversarial influence on academia.  Since the White House has removed links to the Project from its website, we present the basic concepts of it here

In the course of human events there have always been those who deny or reject human freedom, but Americans will never falter in defending the fundamental truths of human liberty proclaimed on July 4, 1776. We will—we must—always hold these truths.

The declared purpose of the President’s Advisory 1776 Commission was to “enable a rising generation to understand the history and principles of the founding of the United States in 1776 and to strive to form a more perfect Union.” This requires a restoration of American education, which can only be grounded on a history of those principles that is “accurate, honest, unifying, inspiring, and ennobling.” And a rediscovery of our shared identity rooted in our founding principles is the path to a renewed American unity and a confident American future.

Today… Americans are deeply divided about the meaning of their country, its history, and how it should be governed. This division is severe enough to call to mind the disagreements between the colonists and King George, and those between the Confederate and Union forces in the Civil War. They amount to a dispute over not only the history of our country but also its present purpose and future direction.

The facts of our founding are not partisan. They are a matter of history. Controversies about the meaning of the founding can begin to be resolved by looking at the facts of our nation’s founding. Properly understood, these facts address the concerns and aspirations of Americans of all social classes, income levels, races and religions, regions and walks of life. As well, these facts provide necessary—and wise—cautions against unrealistic hopes and checks against pressing partisan claims or utopian agendas too hard or too far.

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The principles of the American founding can be learned by studying the abundant documents contained in the record. Read fully and carefully, they show how the American people have ever pursued freedom and justice, which are the political conditions for living well. To learn this history is to become a better person, a better citizen, and a better partner in the American experiment of self-government

Comprising actions by imperfect human beings, the American story has its share of missteps, errors, contradictions, and wrongs. These wrongs have always met resistance from the clear principles of the nation, and therefore our history is far more one of self-sacrifice, courage, and nobility. America’s principles are named at the outset to be both universal—applying to everyone—and eternal: existing for all time. The remarkable American story unfolds under and because of these great principles

Of course, neither America nor any other nation has perfectly lived up to the universal truths of equality, liberty, justice, and government by consent. But no nation before America ever dared state those truths as the formal basis for its politics, and none has strived harder, or done more, to achieve them.

Lincoln aptly described the American government’s fundamental principles as “a standard maxim for free society,” which should be “familiar to all, and revered by all; constantly looked to, constantly labored for, and even though never perfectly attained, constantly approximated.” But the very attempt to attain them—every attempt to attain them—would, Lincoln continued, constantly spread and deepen the influence of these principles and augment “the happiness and value of life to all people of all colors everywhere.” The story of America is the story of this ennobling struggle.

Illustration: Painting by Emanuel Leutze

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Communism and starvation in early America

A guest article by  author Alex Bugaeff

On June 12, 1987, at the Brandenburg Gate, President Reagan demanded that Mikhail Gorbachev “tear down this wall!”  And, Reagan proceeded to disable the Soviet Union when he forced Soviet Communism to fall of its own weight.  Few realize, however, that Reagan was beaten to the punch by our first colonial settlements some 380 years earlier.

After landing on a Virginia beach in 1607, the first Jamestown settlers made plans for organizing themselves for self-preservation.  Among their plans was a communist system of production and distribution.

Each settler was to put his tools and whatever he produced (there were no women at first) into a central warehouse.  Then, each was free to take from the warehouse whatever he needed to live.  In went fruit, game, lumber, pelts, axes, saws, hammers, cloth, and out went…everything.  Even their Powhatan Indian neighbors walked in and took things, once they discovered that they wouldn’t be stopped.

The settlers had chosen Thomas Studley to run the warehouse.  He proved able to talk his way out of blame, but not prevent the outflow.  And, he could do nothing about the settlers who stopped working once they learned that they didn’t have to.  Then, the starving began.

It wasn’t until Studley died in 1608 (probably of malnutrition), that the settlement came to its senses.  Capt. John Smith (yes, that Capt. John Smith) was appointed to replace him and what he found when he entered the warehouse shocked him.  The supplies were gone, the tools had been traded by the indolent to the Powhatans for food and the warehouse was in total disarray.  What was left had become infested with rats.

Capt. Smith wasted no time in setting things right.  In the short run, he made rules for taking things from the warehouse and enforced them with armed guards, but he knew that that system alone would not last.  After his election as Jamestown’s Governor, he did away with the communist system altogether.

Smith issued a proclamation:  “…he that will not worke shall not eate (except by sicknesse he be disabled), for the labours of thirtie or fortie honest and industrious men shall not be consumed to maintaine an hundred and fiftie idle loyterers…There are now no more counsellors to protect you…”

It worked.  Those who had not worked either started voluntarily or responded to necessity.  In less than six months, twenty houses were built, a freshwater well was constructed and forty acres of fields were put under cultivation. The settlement no longer starved, as each settler fended for himself.  In addition, they created a simple free market in which each bought and sold or bartered what he couldn’t or hadn’t provided for himself.

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The following spring, the survivors were shown by Squanto, their Indian interpreter, how to plant and grow corn and how to fish and hunt game.  In the words of their Governor, William Bradford, “All the summer there was no want;” as they “took good store, of which every family had their portion…Which made many afterwards write so largely of their plenty here to their friends in England…”

But, as the year before, it was not to last.  By winter, the settlers had taken freely from the supplies until the storehouse was empty…and they starved for a second time.

In the spring of 1622, Governor Bradford returned to the village from a trip only to see a group of able-bodied young men playing a game in the square when they should have been working in the fields.  He had seen enough.  He chased them off and called for a meeting with the other leaders.

Their solution was to abandon communism and to make each family responsible for themselves.  Again, in the Governor’s words, “…and so assigned to every family a parcel of land, …that they should set corn every man for his own particular…This had very good success, for it made all hands very industrious, so as much more corn was planted.”

He concluded, “The experience … may well evince the vanity… that taking away of property and bringing in community into a commonwealth would make them happy and flourishing, as if they were wiser than God.  For this community was found to breed much confusion and discontent and retard much employment that would have been to their benefit and comfort.”

It has been said that socialism or communism only works until the money runs out.  Our earliest settlers proved that even that isn’t true.  The productive people will resent the unproductive takers long before the money runs out.  That resentment will build until their incentive to produce is weakened and production goes down, while the unearned taking runs amok.  It happened in our earliest settlements, it happened to the Soviet Union and it happens every time such a scheme is resurrected.

Must every such scheme run until it falls of its own weight, or might we learn to reject it in the first place?  Governor Bradford thought it was part of the human condition: “Let none object this is men’s corruption, and…seeing all men have this corruption in them, God in His wisdom saw another course fitter for them.”  Let us take heed and follow the course fitter for us, before we, too, as a nation fall of our own weight.

Alex Bugaeff is the author of the award-winning books on early American history: Pilgrims To Patriots, A Grandfather Tells The Story and American Amazons: Colonial Women Who Changed History. Both are available through Amazon Books in print and ebook formats at http://www.amazon.com/dp/1478266848 and http://www.amazon.com/dp/1502821222 .

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How to lose a nation

The United States is not a nation based on a common ethnicity. With citizens from across the globe, its people are united not by race by a devotion to values and laws deriving from a history of a struggle for freedom and the fulfillment of the principles of the Constitution.  But what if knowledge of that history was lost or distorted? What if the citizens lacked accurate knowledge of their Constitution?

That may well be occurring. According to the Nations Report Card.Gov Proficiency in US history among America’s eighth graders is a dismal 18%. Civics knowledge is a horrendous 23%.  Geography is not far behind at 27%.

It’s not just ignorance of the facts as a whole.  There is disturbing evidence that outright lies defaming America are being taught in our schools.

In a Wall Street Journal article,  Lynn Cheney describes a New Advanced Placement History Exam that describes President Reagan’s “tear Down that wall” speech, in which he urged the Soviet Union to remove the Berlin Wall, as evidence of “increased assertiveness and bellicosity” on the part of the US.

Eagle Forum reports that:  “The most widely used history textbook in U.S. public schools is A People’s History of the United States by the late Howard Zinn. It has sold a million and a half copies since it was published in 1980. It is required reading in many high schools and colleges…

“This history textbook by Howard Zinn is a very leftwing version of U.S. history, full of … propaganda. It is based on the thesis that America is not a republic but an empire controlled by a few white men. Its heroes are anti-establishment protestors…

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Deeply biased views against the American experience are widespread in U.S. schools. The Blaze reports that “In many Texas public schools, the Boston Tea Party is now being taught as an example of an act of terrorism.

“Here’s an excerpt from a Texas school system’s World History / Social Studies lesson plan. It purports to be helping teachers become more efficient, but many people are upset with the content of the lesson and the lack of parental review. In this specific instance, teachers are instructed to read the story to their classes as if it were a news report that had just happened within the past hour:

“News report: New Act of Terrorism: A local militia, believed to be a terrorist organization, attacked the property of private citizens today at our nation’s busiest port. Although no one was injured in the attack, a large quantity of merchandise, considered to be valuable to its owners and loathsome to the perpetrators, was destroyed. The terrorists, dressed in disguise and apparently intoxicated, were able to escape into the night with the help of local citizens who harbor these fugitives and conceal their identities from the authorities. It is believed that the terrorist attack was a response to the policies enacted by the occupying country’s government. Even stronger policies are anticipated by the local citizens.”

There is some push back against this disturbing trend. In one Midwestern state, former U.S. Supreme Court Justice  Sandra Day O’Connor and former Senator John Glenn are working together to launch iCivics Ohio  to provide an accurate understanding of the American experience.

But institutional efforts will be insufficient.  This is a task that should, indeed, must be undertaken by every parent concerned for the future of the nation. Reviewing the textbooks, lessons and other material provided to their children to uncover anti-American bias, politically motivated lies about U.S. history, and blatant propaganda is an essential endeavor.

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Brainwashing students

High School students in Jefferson County Colorado are up in arms over an Advanced Placement History Curriculum that wants to promote patriotism, the benefits of free enterprise and the cessation of promoting civil disorder and instead stressing civic responsibility. For many in the media this has been deemed “controversial” and Media Matters for America, a progressive, left wing Soros funded entity which blames Fox News for this controversy, has moved in to ratchet up the discontent over efforts to stimulate love of country.

These students are pawns yet again in the multi-generational crusade to portray the U. S. as a bad country and the source of evil both domestically and in foreign affairs.

Advocates for the new curriculum say historic figures such as Franklin, Jefferson, Martin Luther King and Madison are currently minimized while the wars against the Indians, the Black Panther Party, slavery (without any mention of the Gettysburg Address) and the dropping of the A bomb on Hiroshima and Nagasaki are prominent. In fact the question is asked with regard to the latter “Does this makes you question the values of America!”

Are these people kidding? Do they have any historical perspective or knowledge whatsoever as to what the country had gone through during WW II or the bloody sacrifices to free black Americans in bondage of the American Civil War? It is difficult to impossible to believe they want balance or objectivity.
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Our children are in an American style “cultural revolution”. They are marching in lockstep around a force fed narrative that equates themes like love of country  with crimes against humanity.

The Left in America has been brilliant in cloaking their hatred of country in moral indignation and revolutionary cool.

You must ask yourself why  anyone who is sane or mature, would fight for or defend a government of bureaucratic overlords who would micro-manage everything one does, says or thinks.  This new real revolution is for common sense, economic and religious freedom,  basic decency and tolerance, historic time tested and true values and the sanctity of individual liberty over all else.  The left has both fooled us and themselves that they are the rebels but they are wrong.  They are merely the  rebels without a clue.