All-Too-Infrequently Asked Questions
Q: What provision within the Constitution provides for a National Identification Card?
A: That would be the same provision that provides jurisdiction for a Homeland Security 'Czar,' or the same provision that provides national gun control laws wherever there is a candy machine that has candy in it that has crossed State lines, or the same section that allows the President to make War at his caprice and pressure the Congress, through the obsequious Media, to go along, or the same provision that would eventually allow certain wealthy American oil families to benefit from a pipeline that will be built across Afghanistan.
The short answer: No such power or authority exists! But most of us didn't know that, having never read the Constitution. If you haven't here's your chance: Click here.
I wonder if Americans would get the point if they were being asked to receive a National Identification Tattoo? Would that be called a 'NIT?'
Q: What is the Constitutional basis for 'War' or 'Emergency' powers?
A: These powers, though exercised from time to time, exist only in a Constitutional vacuum. If by 'special' powers, of any kind, we mean to define powers that can be exercised by a person or branch of government without checks and balances and without accountability or consequences, either present or future, we are defining a fiction that can never exist in a Constitutional Republic of written law. This applies even though all three Branches of government may combine from time to time with the full support of major media and academe to violate their Oaths to the Constitution and prosecute unlawful wars - regardless of how long it takes for the truth to leak out and prove the wars were perpetrated for the benefit of a powerful elite.
Q: Why not begin learning how to ask and answer your own well-informed questions?
A: The materials available here at lexrex would have been endorsed [many actually were in fact] by the Founding Fathers and the Framers of the Constitution].
Start washing your own brain today!
Elementary Catechism on the Constitution of the United States
by Arthur J. Stansbury, 1828
Revised Edition by William H. Huff, 1993
Want to know the Constitution? Then get this book! By 1839 this book was the standard textbook for learning the Constitution in American classrooms. Written as a "catechism" in question and answer format, this new larger edition is complete with notes and excerpts from Madison's Notes on the Constitutional Convention.
The Catechism was first used in the early 1800's for school children but should be required reading in every school today. It is an excellent way to re-acquaint yourself with the nature and benefit of strict constitutional government. Those who are discovering their true heritage for the first time have asked for such material to begin their own studies.
"Catechism" defined in Noah Webster's 1828 Dictionary:
"An ignorant people are easily betrayed, and a wicked people can never be ruled by the mild influence of their own laws." - Arthur J. Stansbury
Stansbury's original 1828 text of 100 pages with Introduction and Conclusion, including 332 Questions/Answers on the Constitution with step by step commentary on all of the important features of "a government of law and not of men."
Features of the New Edition:
Quotes from the Founders and the Framers of the Constitution, Texts of the Declaration of Independence, The Constitution, The Bill of Rights with the Amendments up to the 26th, the Virginia Resolutions of 1798-99, Selections from Madison's Notes on the Federal Convention, and a reading list recommended by Jefferson and Madison of books said to contain the foundational principles "legitimately developed."
Editor's Notes on critical issues, and more...
Excerpts from Stansbury's Introduction:
"...remember that this precious Constitution, thus wise, thus just, is your birth-right. It has been earned for you by your fathers, who counseled much, labored long, and shed their dearest blood, to win it for their children. To them, it was the fruit of toil and danger ---to you, it is a gift. Do not slight it on that account, but prize it as you ought. It is yours, no human power can deprive you of it but your own folly and wickedness. To undervalue, is one of the surest ways to lose it. Take pains to know what the Constitution is ---the more you study, the higher you will esteem it. The better you understand your own rights, the more likely you will be to preserve and guard them. And, in the last place, my beloved young countrymen, your country's hope, her treasure, and one day to be her pride and her defence; remember that a constitution which gives to the people so much freedom, and entrusts them with so much power, rests for its permanency, on their knowledge and virtue...
The virtuous citizen is the true noble. He who enlightens his understanding--controls his passions--feels for his country's honor--rejoices in her prosperity--steps forth to aid her in the hour of danger--devotes to her advancement the fruits of his mind, and consecrates to her cause, his time, his property, and his noblest powers, such a man is one of God's nobility... We have seen such men among us; we hope to see many more."
Sample Questions from the Catechism:
Q69. May ever the President of the United States be thus impeached and punished?
Q13. Which of these ways of governing a nation is the best?
Compare to the "modern Catechism"
As a comparison, consider these "Questions and Answers Pertaining to the Constitution" at a Federal Government website. We found it a bit difficult separating the substance from the trivia.
Standard Edition is bound by a durable softcover. A Study Edition is available and comes as hole punched loose leaf, with a View Binder folder, allowing the addition of your study notes.
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New Book! "The BILL of RIGHTS - EXPOSED" Order Now!
Variously compiled, edited, and written by William H. Huff - 1998
During the years 1787-1789 the States of the Union were considering and Ratifying the Constitution for the United States of America. Each State summoned a convention to ratify the Constitution that would form the government under which the appointed trustees of We the People would perform the limited duties assigned to them by that marvelous document.
The conventions were concerned that it should be made immutably clear that the States and the People were not surrendering any rights or privileges in addition to those explicitly endowed to the new federal government by the Constitution.
A common sense reading of the Bill of Rights would give most citizens a good idea of the great body of rights that were to remain under the inviolable control of the People and the States respectively. Yet, today, many Americans have been so well "educated" that they are easily led astray by charlatans and demagogues who would twist and bend the meanings of words and concepts until they would emasculate our Bill of Rights and leave us as serfs or slaves to a government out of control; a government that now wishes to assert its "rights" to rule OVER the People. The "tail would wag the dog."
The missing component that prevents many of us from understanding the original intent of our Bill of Rights is CONTEXT. If we read the Bill of Rights without being familiar with other contemporary documents, we may, through no fault of our own, be drawn away into an "understanding" of the document that is far removed from the original meaning. But, if we can read the rest of the entire Ratification documents, we are reading a summary of what the States expected of the new Constitution. We are reading precisely what the original intent of the Bill of Rights IS because these are the most succinct expressions or summaries of ideas that were ultimately distilled into that most exquisite product, our Bill of Rights.
After a brief introduction and treatment of the preambles, The Bill of Rights EXPOSED takes the Ratification documents apart and collates them to each of the 10 Articles that became the first Ten Amendments to the Constitution. After reading one of the Articles, the reader finds immediately below it the language from the States that expound upon its concepts and lock it in to its original intent.
An 1828 Websters Dictionary is another indispensable tool that you will want to acquire to assist in understanding these documents. Noah Webster was the Father of American education and a contemporary of the Framers of the Constitution. No other dictionary will do if you want to learn the historical context of this period and comprehend American political philosophy.
In addition to collating the Amendments to the ratification documents, I have taken the remainder of the ratification texts and collated them to important political concepts e.g. treaty law, executive orders, direct taxation etc.
Finally, the book includes a copy of the entire collection of ratification documents for those who want to read them in their entire context.
This text will prove ideal for any citizen who is old enough to start learning how to assert his/her rights under the law and according to our American political philosophy - where the citizen is Sovereign and the government is servant. Children should be introduced to a study of their great American heritage not long after they have started reading. How else will they know all about the great body of God-given rights that We the People reserve to ourselves under the Constitution and Bill of Rights forged on our behalf by our great patriot forefathers? A middle school reading level will suffice in most cases for independent study, provided that the Original 1828 Webster's Dictionary is nearby for reference.
With regard to our servants in government and in those professions who presume they already comprehend the Bill of Rights adequately enough, we challenge them to spar even briefly with the great minds of Jefferson, Madison and others. Its time we all knew more about our rights as well as how to assert and preserve them. This book is another way for all of us to get up to Constitutional speed. We invite you to come and learn with us.
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The Informed Choice
with Brian D. Ray, Ph.D.
In this program Dr. Brian Ray takes you through an engaging and fact-filled presentation as he reviews research and analyzes important societal assumptions.
Questions he addresses include:
Why do they do it?
Can untrained, non-certificated parents successfully teach their children to read, write, and do arithmetic?
How about science?
What about socialization?
But how will they do in the real world of college and work?
Who should be training and indoctrinating the hearts and minds of your children?
Are homeschoolers just hiding from life around themselves or are they actually changing their communities and nations?
Does home-based education restrict or advance freedom in liberty-loving nations?
Brian D. Ray, Ph.D., is president and founder of the National HomeEducation Research Institute (Salem, Oregon, U.S.A.). Dr. Ray has conducted and published numerous studies on homeschooling, speaks widely to the media, professional meetings, and homeschool conferences, and provides expert testimony before many courts and legislatures. Dr. Ray earned his Ph.D. in science education from Oregon State University (Corvallis, Oregon, U.S.A.) and has served as a teacher in public and private schools and as a professor. His publications include "HomeSchooling on the Threshold." Dr. Ray is considered a leading expert on home education in the United States and internationally.
Dr. Ray's family has been featured in "The Teaching Home [pictured above]."
"Home-Based Education - The Informed Choice" is offered by permission of the Copyright owner, Brian D. Ray, Ph. D., All Rights Reserved
VHS 106 minutes - Produced by William H. Huff firstname.lastname@example.org
Order your copy today from LEXREX. Click on the title below.
"Home-Based Education - The Informed Choice"