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What does it mean to be an American? · Cultural Wars | America Out Loud News

• 0:23
  Today is the day we get to the question that we've been asking for a few days now.
• 0:28
  It's a simple question, really, but it's it's a heartfelt question.
• 0:33
  And it's a question that we should be posing to young citizens, to young people who we are attempting to educate.
• 0:43
  We should be asking them, what is an American?
• 0:49
  What does it mean to be an American?
• 0:53
  It's a great question.
• 0:55
  And it's one that's been asked through the ages, at least the last couple hundred years.
• 1:01
  People have wondered, what does it mean to be an American?
• 1:04
  And today we're going to explore it.
• 1:06
  I've I've brought this up lately.
• 1:10
  And I keep meaning to get to it.
• 1:11
  I keep meaning to get to an answer, potentially.
• 1:15
  But you know, as things go around here, we get we get sidetracked, we get derailed, and and we go down other trails, and that's fine.
• 1:24
  We always make it back.
• 1:26
  We're like the circular weaver.
• 1:28
  I mean, Trump refers to himself as weaving throughout conversations, and but he always weaves back.
• 1:34
  I guess that's kind of how it is.
• 1:36
  We we weave back, we eventually we make our way back.
• 1:41
  And so today is that day.
• 1:43
  We ask this question.
• 1:44
  What is an American?
• 1:46
  And we ask it uh basically but basically because of a uh a Frenchman, really, a French American.
• 1:57
  His name was J.
• 1:59
  Hector Saint John de Crevoquois.
• 2:03
  De Crevoqua, maybe.
• 2:07
  I don't know.
• 2:07
  I don't speak French.
• 2:09
  I'm gonna go with De Crevoqua.
• 2:12
  Let's go of that.
• 2:15
  Saint John de Crevoqu.
• 2:18
  He was a French American.
• 2:21
  He died in 1813, November 12th, 1813.
• 2:27
  So this is the month, the anniversary of his death.
• 2:32
  And so, what's unique about this Frenchman?
• 2:36
  This French American, what is unique about him?
• 2:39
  Well, he left behind a very vivid portrait of what life looked like in America on the 18th century American frontier.
• 2:52
  He painted quite a picture, and he painted a picture for the world.
• 2:58
  He had emigrated to the new world in 1755, came over here right at the onset of the French and Indian War, 1755.
• 3:11
  I mean, Washington was engaged in the Battle of Manangahala, 175.
• 3:21
  And this is when he arrived.
• 3:34
  So you you wonder, well, whose side are you on, Pally?
• 3:38
  You emigrate to the continent in 1755, the onset of a war between your country and what the colonists referred to as the motherland, England, and he eventually settled on a farm in New York.
• 3:56
  And his impressions he published in what he called letters from an American farmer.
• 4:04
  He published them in England, 1782.
• 4:08
  And these letters from an American farmer still offer insights today about the American character and about this question.
• 4:18
  What does it mean to be an American?
• 4:21
  So here he was a Frenchman.
• 4:23
  Again, I want to reiterate.
• 4:44
  He describes himself as an American, and he's asking this question.
• 4:48
  I'm not going to read the whole thing.
• 4:50
  Obviously, there are there's a lot written here, but there are there's an excerpt or two, an excerpt or two that I want to get into.
• 5:02
  He says, What then is the American, this new man?
• 5:07
  He he refers to himself.
• 5:09
  He's talking about himself, really.
• 5:12
  What does it mean to be an American?
• 5:14
  What is an American, this new man, this new individual, this new opportunity, this new way of life.
• 5:26
  Um he goes on to describe who this person is.
• 5:33
  He said he is he is an American who leaving behind him all his ancient prejudices and manners.
• 5:41
  He becomes an American by being received in the broad lap of our great alma mater.
• 5:49
  Interestingly, an American is someone who comes to this land and leaves behind his ancient prejudices, his his manners.
• 6:02
  And he becomes an American by being received in the broad lap of the great alma mater.
• 6:10
  Interesting.
• 6:19
  To leave behind your your old ideas.
• 6:22
  All right, so this and I as we go through this, I want you to, in your mind, I want you to juxtapose maybe current individuals here who have come to this country who weren't born here but emigrated here.
• 6:42
  I could probably offer some some suggestions, and I'm wondering have they left behind their ancient prejudices and their manners?
• 6:51
  And and if doing so, have they been received in the broad lap of this great alma mater?
• 7:02
  He says that when we leave behind our ancient prejudices and our and our manners, we pick up a new mode of life, and and in that new mode of life, we embrace the new government.
• 7:17
  He says that we pick up a new mode of life.
• 7:21
  He has embraced the new government he obeys and the new rank he holds.
• 7:29
  He becomes an American by being received in this broad lap of our great alma mater.
• 7:34
  So I'm I'm thinking of, I don't know, maybe Mamdani, maybe uh Omar, maybe Talib, maybe uh I mean, I'm thinking of people that are becoming powerful people in our in our country and our government.
• 7:54
  And I'm wondering, when they came to America, did they leave behind their ancient prejudices and their ancient manners and uh and did they embrace a new mode of life?
• 8:06
  Are they obeying the new government and the new rank that they hold?
• 8:14
  Are they being American by by being received in the broad lap of our great alma mater?
• 8:23
  Because according to Crevocois, Frenchman who doesn't call himself a Frenchman, calls himself an American, this is what it means to be an American.
• 8:35
  When you come here, you shed off your old ways, and you become an American.
• 8:42
  He continues.
• 9:06
  Here, individuals of all nations are melted into a new race.
• 9:10
  We've become a new people.
• 9:12
  He even he even started it out this way.
• 9:14
  He referred to this new man.
• 9:17
  We're not Frenchmen anymore.
• 9:20
  We're not even English anymore.
• 9:21
  We're Americans.
• 9:23
  We are a new breed of something.
• 9:27
  Melted into a new race, whose labors and posterity will one day cause great changes in the world.
• 9:34
  That that day, of course, came.
• 9:36
  It's still coming.
• 9:37
  We're still causing great changes in the world through through the leadership of the current White House.
• 9:44
  There's attempts that for peace to be made in the Middle East.
• 9:49
  I mean, Trump said the other day that he has stopped seven and now perhaps an eighth war.
• 9:54
  Excuse me.
• 9:56
  Because there's fighting taking place all over the globe.
• 10:00
  And what are people fighting for?
• 10:02
  I don't know.
• 10:04
  They don't know.
• 10:05
  They just hate each other.
• 10:06
  And because of hatred, they're out there fighting.
• 10:10
  Great changes in the world.
• 10:13
  He continues.
• 10:14
  Americans are the Western pilgrims who are carrying along with them the great mass of arts, sciences, vigor, and industry, which began long since in the East.
• 10:27
  So yes, they're coming here.
• 10:29
  And while they're they're shedding their old prejudices, they're bringing with them still the great mass of the arts, the sciences, the vigor, the industry, the virtues, as it were.
• 10:40
  Things that are things we should be interested in excelling at.
• 10:45
  These are virtuous.
• 10:48
  And it was his opinion that these are the things that are carried over.
• 10:53
  These are the things that last.
• 10:56
  These are the things that the individuals who are becoming Americans are keeping.
• 11:02
  They're shedding their prejudices.
• 11:04
  They're shedding their old their old manners and their old way of thinking and doing things, but yet they're still keeping what is excellent.
• 11:12
  They're still pursuing what is excellent.
• 11:16
  They're still going after things that are virtuous.
• 11:21
  They will finish the great circle, he says.
• 11:27
  This is this is it.
• 11:28
  This is key right here.
• 11:30
  The American, he said, ought therefore to love this country much better than that wherein either he or his forefathers were born.
• 11:43
  Do you think Mandani loves America more than wherever it is he came from?
• 11:51
  Do you think Ilhan loves America more than wherever it is she came from?
• 11:56
  Do you think Taleb loves America?
• 11:59
  No, they love the power that they have.
• 12:03
  And in one breath, they despise America.
• 12:10
  Yet they have the freedom and the right to breathe those angry words because of America.
• 12:20
  They have what they have because of America.
• 12:23
  Yet they scream how full of injustice she is.
• 12:29
  How unequitable she is, and how she needs to be changed, shaped in their own image and in their own likeness.
• 12:39
  Yet they have what they have because of her.
• 12:43
  And if she were ever to be changed and shaped in their own likeness and their own image and what they want, America will no longer be able to provide people things that they that they have.
• 12:57
  Now, those in authority in power will always have what they have.
• 13:02
  Because that's how communism works.
• 13:04
  Communism is a ruse.
• 13:09
  It's a lie.
• 13:10
  It's a lie that tells the masses we're gonna share and share alike.
• 13:14
  Everybody's gonna have all that they can possibly handle.
• 13:18
  Because we're we're tenderhearted people, we're kind, we're generous, and we're gonna share of our of our wealth.
• 13:26
  And what happens is those in power, those at the top, the elites, they take it all, and the masses end up sharing virtually nothing.
• 13:38
  They share very little.
• 13:41
  Let me say it this way.
• 13:42
  They share what they have, and it's very little.
• 13:46
  And it destroys, doesn't work.
• 13:50
  It brings hardships, brings death, it brings doom, it brings destruction, it brings pain, brings misery, brings poverty, it brings infirmity, ill health, sickness, death, disease, you name it.
• 14:10
  You name it.
• 14:12
  Communism brings it.
• 14:14
  Socialism brings it.
• 14:16
  It's a ruse.
• 14:18
  It's a lie.
• 14:19
  Anywhere it's been tried, it's failed.
• 14:21
  It's never worked, it's never succeeded.
• 14:25
  But it's it's based upon manipulating the generosity of the individual.
• 14:35
  It's based upon manipulating their kindness.
• 14:39
  It's based upon manipulating their goodness.
• 14:42
  We want to be kind to people.
• 14:46
  We want people to succeed, and we want to reach out and give to people.
• 14:49
  We do.
• 14:50
  This is this is how we operate.
• 14:52
  We're forgiving, we're caring, we're gentle.
• 14:56
  I mean, it's the mark of a Christian nation.
• 15:00
  Is that her people are kind and gentle and caring, and they want to support one another.
• 15:04
  Communism comes along and grapples at the hearts of young minds who internally understand this and believe it and want to help.
• 15:16
  And they see socialism and communism as this beautiful thing to reach out and to help people.
• 15:24
  I mean, capitalism is evil.
• 15:25
  You got people out there trying to make money for themselves and not caring about each other.
• 15:29
  It's evil.
• 15:32
  But what they don't realize is the concept of the rising tide lifting all boats, that when you make money for yourself, and when I make money from myself, and our neighbor makes money for herself, and the person down the streets making money for himself, then we're all making money together.
• 15:54
  And that rising tide is gonna raise all the boats.
• 15:59
  Everybody's looking out for themselves.
• 16:02
  It's it's not an evil thing.
• 16:04
  It's not even a selfish thing.
• 16:06
  When we look out for one another, then when we look out for ourselves, then we have means to help one another.
• 16:15
  I mean, it's the concept of being in the airplane, the oxygen mask dropping.
• 16:21
  And the flight attendant telling you, put the mask on yourself first.
• 16:27
  Don't don't reach and try to help the person next to you.
• 16:32
  You're gonna pass out, they're gonna pass out, and you're of no help to anybody.
• 16:35
  Put the mask on.
• 16:37
  Start breathing, then look around.
• 16:40
  Help yourself first, and then decide uh can I help this person, that person, the other person.
• 16:47
  It is uh it's a beautiful way to really conduct one's life.
• 16:52
  And that, my friends, is the heart of capitalism.
• 16:54
  It's not the heart of communism or socialism.
• 16:58
  The heart of communism and socialism is death.
• 17:01
  You gotta help someone else first before you ever prepare, and then you're dead, and then it's over.
• 17:08
  You are not breathing uh you know, it's death, doom, and destruction.
• 17:14
  It's communism through and through.
• 17:18
  That's not what it means to be an American, though.
• 17:20
  At least not according to the French American, Jay Hector, St.
• 17:24
  John de Crevoquois.
• 17:26
  He says that America, the American ought therefore to love this country much better than that wherein either he or his forefathers were born.
• 17:38
  Here the rewards of his industry follow with equal steps the progress of his labor.
• 17:45
  Boom, that sentence, yeah.
• 17:46
  We're gonna we're gonna pause right there.
• 17:48
  That sentence is if we were just to teach our young people that if they were just to learn and understand that alone, this place would be different.
• 18:01
  It would look different, it would feel different.
• 18:05
  New York City would look and feel different.
• 18:07
  New York City would probably not have a Muslim communist as their mayor.
• 18:15
  That's my prediction.
• 18:18
  All right, before we we really explore this sentence in more detail on the other side of this break.
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  Never before.
• 21:00
  And political fabric been more threatening.
• 21:03
  Well, the America most of us have grown up with lost under a relentless and pernicious siege from those carrying the banners of socialism on Marxism.
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• 21:21
  America out loud.
• 21:24
  Is that place to awaken your heart, soul, and mind to the outlook?
• 21:37
  We are asking the question.
• 21:42
  We should have been asking this question probably for a long time.
• 21:46
  At least in public education, it's important that our students know what makes up an American.
• 21:51
  Because we have the answer here.
• 21:52
  The answer was given to us 1782 by a Frenchman.
• 22:01
  Or Crevoqua, qua.
• 22:03
  We're going to say quoi.
• 22:04
  I don't know.
• 22:05
  I mean, he's French.
• 22:06
  I don't know if I'm saying his name right or not.
• 22:10
  Crevoqua.
• 22:11
  That's what we're going with.
• 22:13
  And he he wrote and published letters from an American farmer, sent them off to England, published them in England.
• 22:23
  They were well read in England, 1782.
• 22:27
  And he answers this question what then is the American?
• 22:32
  This new man.
• 22:33
  That's what he referred to.
• 22:34
  This this new breed, this new species, as it were.
• 22:39
  And when we when we came out of the last break on our way out, I read a portion to you from his letter.
• 22:48
  And he said, here the rewards of his industry follow with equal steps the progress of his labor.
• 22:56
  Here, now we're describing who this new man is.
• 23:00
  And there's something special about this new individual.
• 23:04
  Because there's there's something special about the place where he lives.
• 23:10
  Here, he says, the rewards of his industry follow with equal steps, the progress of his labor.
• 23:19
  In other words, you get what you work for.
• 23:23
  And it's always been this way.
• 23:24
  And we we have this opportunity before us that we can work as hard as we possibly can work.
• 23:32
  And the rewards will follow an equal step to the progress of our labor, to the amount of work we put in, the amount of rewards we will get out.
• 23:45
  And sometimes those rewards are multiplied, sometimes 30, 60, and 100fold.
• 23:52
  Biblically, if we're gonna, if we're gonna use the the words of Christ, which I certainly think we can here, that if we are going after this work in a particular fashion in a particular way, then the reward could be abundant, 30, 60, 100fold.
• 24:15
  And this was the idea here.
• 24:18
  This was the um this was the opportunity laid before us.
• 24:25
  You didn't you didn't have this opportunity in other places, you didn't have it in France.
• 24:30
  That's why J.
• 24:31
  Hector St.
• 24:32
  John de Crevoquois came to America, 1755, because he understood perhaps an opportunity that was that was laid before him.
• 24:43
  He continues, he says, without any part being claimed either by a despotic prince, a rich abbot, or a mighty lord.
• 24:53
  You reap these rewards based upon the amount of labor you're willing to put in, and there isn't any part of it that's claimed by a despotic prince, a rich abbot, or a mighty lord.
• 25:05
  Now that's changed a little bit because we do have a despotic government, the form of the treasury department, the IRS, who who stakes their claim on a portion of our income, thanks to 1913, thanks to a pact between Democrats and Republicans in the Senate, and it was actually led spearheaded by by Republicans in the Senate and a Democrat president, Woodrow Wilson, 1913, is a year of doom.
• 25:38
  Not only did that year bring us uh the IRS, but it also brought us the fact that the states lost their their representation in Washington, D.C.
• 25:54
  when the states themselves agreed to the 17th Amendment that removed uh state senators from being elected by legislators.
• 26:08
  The federal, the two federal senate seats used to be elected by the state legislator.
• 26:15
  1913.
• 26:16
  That that all changed.
• 26:17
  And we we got the income tax, and we got the federal reserve.
• 26:20
  There was a lot of despotism handed down to us in 1913, but I digress.
• 26:27
  The point here is that when he's writing this, he's comparing it to the type of government that we had, 1782 to the monarchy, or to some other despotic form of government, which in America it wasn't.
• 26:42
  It wasn't.
• 26:43
  You you kept what you earned.
• 26:46
  You you worked hard for it, you received the reward for your labor, and you kept it.
• 26:53
  And then he says the American is a new man.
• 26:57
  This is a this is a whole new individual, a whole new breed, a new man who acts upon new principles.
• 27:05
  He must therefore entertain new ideas and form new opinions from involuntary idleness, serval dependence, penuary and useless labor.
• 27:18
  He's passed to toils of a different nature, rewarded by ample subsistence.
• 27:25
  This is an American.
• 27:28
  This is what an American is.
• 27:30
  It's it's it's a new individual who acts upon new principles and entertains new ideas.
• 27:37
  A new way of thinking.
• 27:38
  This was a way of thinking that was it was unheard of.
• 27:44
  It was unheard of prior to 1776.
• 27:48
  You know, when prior to 1776, this idea of this idea that Jefferson introduced in the declaration of independence, that all men are created equal.
• 28:01
  That idea that was unheard of before.
• 28:07
  That idea of equality and the ideas of liberty and freedom, that rights were inalienable.
• 28:14
  They didn't come from government, they came from God, and it was government's duty to protect those rights.
• 28:19
  So these ideas that the country was founded upon.
• 28:22
  This was a brand new way of thinking.
• 28:26
  These were new principles.
• 28:28
  These were new ideas, these were new opinions.
• 28:32
  Countries weren't founded on ideals like this.
• 28:37
  The Declaration of Independence in 1776 created something brand spanking new, never before seen on the planet.
• 28:47
  Countries were founded and started through conquest.
• 28:53
  They were founded and started through royalty through through a bloodline through a person who inherited the throne.
• 29:02
  So here we are in sixth grade history.
• 29:06
  We just finished the first quarter.
• 29:08
  We have worked our way through uh the the time period of Columbus through Martin Luther, and we we've we've almost made it to the end of the 16th century.
• 29:18
  We are to King James.
• 29:20
  And I told the kids the other day, King James, this is the author of the King James version of the Bible, or his name is on it.
• 29:29
  This is the this man, this king, this king of England, believed that he sat on the throne uh actually and sitting in the stead of God, he felt like he was responsible for the life and death of everybody.
• 29:47
  That life and death was in his hands.
• 29:49
  His citizens belonged to him.
• 29:52
  They were his charge, he was their superior.
• 29:56
  And if they lived or died, yeah.
• 30:00
  It was his call, because he's the king.
• 30:03
  Divine right, they called it.
• 30:06
  Divine right, divine rights of the king.
• 30:11
  This was the attitude.
• 30:13
  This, and this is how countries this is how they operated.
• 30:20
  No country to be founded on an idea of freedom.
• 30:24
  I mean, Jefferson said that we weren't born with uh saddles on our backs.
• 30:33
  We weren't born to be spurred on by a king, to be whipped by a king.
• 30:38
  Paraphrasing.
• 30:41
  The founding fathers had this different idea.
• 30:45
  And they believed that to be an American aligned with this particular idea, this this new way of thinking, this new idea that all men are created equal.
• 30:55
  Now, during this time frame, you didn't believe that.
• 30:58
  People didn't believe that.
• 30:59
  They didn't believe all men were created equal.
• 31:02
  Slavery ran a monk.
• 31:05
  It ran a muck.
• 31:06
  It was it was global.
• 31:08
  It was a global problem.
• 31:10
  Africans selling Africans to Europeans, Muslims, uh hijacking Christian ships and taking Christians captive, Christians buying African slaves from from Africans on the continent and making them slaves.
• 31:33
  It was it was rampant.
• 31:36
  Native Americans attacking other Native American tribes and enslaving them.
• 31:49
  You enslaved, you captured a people group and you enslaved them.
• 31:58
  I mean, the Muslims didn't believe they were equal to the Christians.
• 32:02
  They would attack them and they would enslave them.
• 32:04
  There were more Christians enslaved by Muslims during the um the war is between Spain and the Ottoman Ottoman Turks.
• 32:17
  It was, you know, Spain was out to free the Christian slaves.
• 32:22
  It just slavery has run rampant throughout the globe throughout time.
• 32:29
  And at this time, this particular time, it was heightened, it might have hit its its apex.
• 32:36
  And in his first draft of the declaration, Jefferson called out the king, and he said, You uh, you know, you you're you're you're a Christian.
• 32:47
  You say that that you're uh you're a Christian king again, paraphrasing, but yet you have enslaved men.
• 32:58
  You've brought them to this continent.
• 33:01
  Um here it is.
• 33:02
  You know what?
• 33:03
  I had it just so happens that I have it.
• 33:07
  I just walked over to my shelf, and and I have pulled off the draft of the declaration of independence.
• 33:16
  This actually it's in my copy of the U.S.
• 33:20
  Constitution reader published uh by Hillsdale College.
• 33:24
  Oh, such a such a beautiful tone.
• 33:27
  So here's the uh the subscript.
• 33:30
  Jefferson's first draft of the Declaration of Independence contained a critique of King George III's involvement in the slave trade, although not approved by the entire second continental congress.
• 33:42
  It indicates that the leading founders understood the slavery issue in moral terms.
• 33:49
  Okay, here's the the excerpt that I want to read to you.
• 33:52
  Talking about the king, Jefferson's words.
• 33:57
  He has waged cruel war against human nature itself, violating its most sacred rights of life and liberty in the persons of a distant people who never offended him, captivating and carrying them into slavery in another hemisphere, or to incur miserable death and their transportation thither.
• 34:17
  This piratical warfare, the opprobrium of infidel powers is the warfare of the Christian king of Great Britain.
• 34:26
  So here he's saying this is this is the type of warfare that the Muslim nations would inflict upon upon everybody else, the infidel powers, the powers, the the nations that don't believe in in Islam, and they would do it through pirate warfare.
• 34:45
  A ship of pirate Muslims would attack a Christian ship or a non-islamic ship and captivate them, take them, capture them, enslave them.
• 34:59
  This is what Jefferson's saying here.
• 35:01
  This is this is the piratical warfare, the opprobrium of infidel powers is the warfare of the Christian king of Great Britain.
• 35:09
  He's doing the exact same thing, and he's a and and Jefferson puts Christian all in caps, as if to say you call yourself a Christian king, and yet you engage in a very anti-Christian activity, enslaving people from another confident who a continent who didn't offend you, didn't didn't do you no wrong, didn't do you no wrong, no way, no how didn't do you no wrong.
• 35:35
  There's a double negative.
• 35:37
  Do not tell my English speak uh teacher I just spoke like that.
• 35:42
  She would all right.
• 35:43
  I'm gonna I'm gonna I'm gonna continue.
• 35:45
  Determined to keep open a market where men should be bought and sold.
• 35:50
  Men is all in caps, capital M, capital E, capital N.
• 35:57
  All in caps.
• 35:59
  Is men all in caps in the declaration of independence, where he says all men are created equal and are endowed by their creator with certain inalienable rights, and among these are life, liberty, and the pursuit of happiness.
• 36:20
  Is it is it in is it in all caps there?
• 36:24
  Uh I'm gonna look it up.
• 36:27
  Uh we hold these truths to be self-evident that all men, okay.
• 36:30
  It's not, at least not in this version.
• 36:34
  I don't see it here.
• 36:35
  This is not the actual declaration.
• 36:37
  It's not okay, but in the draft, it was all in caps.
• 36:42
  Uh that uh he was determined to keep an open market where men should be bought and sold.
• 36:50
  He has prostituted his negative for suppressing every legislative attempt to prohibit or to restrain this execrable commerce.
• 37:01
  In other words, Jefferson was saying, look, we tried to remove it, and he wouldn't let us.
• 37:08
  Virginia was a royal colony, he would not let us, he would not make it allow us to make it illegal, because he was making too much money off of it.
• 37:17
  And Jefferson's saying, look, we wanted to, and that this assemblage of whores might want no fact of distinguished die.
• 37:27
  He is now exciting those very people to rise in arms among us and to purchase that liberty of which he has deprived them by murdering the people upon whom he also obtruded them, forced slavery upon us, is what he's saying there, thus paying off former crimes committed against the liberties of one people with crimes which he urges them to commit against the lives of another.
• 37:55
  Jefferson is, yeah.
• 37:58
  Number one, he's fantastic, but this is a brand new idea.
• 38:02
  This is a completely different way of thinking, and Jefferson's not alone.
• 38:08
  This is how the founders think.
• 38:11
  Now it had to be unanimous.
• 38:14
  The declaration had to be unanimous.
• 38:17
  And two of the 13 colonies rejected this paragraph because slavery was making them money, Georgia and South Carolina.
• 38:28
  But the other 11, they were on board.
• 38:30
  They were like, Yeah, let's let's we like this language, let's include it.
• 38:36
  But because of two.
• 38:38
  See, the majority of the founding fathers believed that this was this was a moral issue, and that indeed all men were created equal, and and slavery was immoral.
• 38:51
  This is a different way of thinking, but it's a way that would, as our Frenchman here, Jay Hector, St.
• 39:03
  John de Crevoqua would prophetically attest that um there would be uh America would would start creating new things that they would start to um they would they would change the world.
• 39:24
  Um they would um well that that's what he said here.
• 39:30
  Here individuals of all nations are melted into a new race of men whose labors and posterity will one day cause great changes in the world, and that's exactly what happened great changes in the world.
• 39:46
  I don't know if if if but for the declaration of independence, I don't know if we see an end to slavery, if but for the constitution, I don't know that we see an end to slavery.
• 40:00
  Yes, the Constitution addressed slavery and said that you know in 20 years, we're done.
• 40:05
  We're not doing this anymore.
• 40:07
  We're not.
• 40:08
  We just we're gonna make that final right here, right now.
• 40:12
  Well, they should have ended it now.
• 40:13
  Blah, blah, blah.
• 40:14
  Okay, fine.
• 40:16
  But they couldn't.
• 40:18
  They couldn't pull it off.
• 40:20
  There were too many people in the way.
• 40:21
  So the document said, okay, we're going to get this thing approved.
• 40:24
  We're going to kick it down the can to the next generation.
• 40:26
  Let's get the document approved.
• 40:28
  And then when the time comes, slavery is over.
• 40:32
  It's a different way of thinking.
• 40:34
  And that's that's what an American is.
• 40:38
  An American is somebody who believes in the work of their of their labor.
• 40:46
  And that labor brings them a particular reward.
• 40:51
  And there's a new way of thinking.
• 40:55
  There's an idea here that did not exist before.
• 40:58
  And it's it's formed in the creation of men equally, we're created equal.
• 41:07
  And we have rights.
• 41:08
  We have liberties.
• 41:10
  And those rights and liberties didn't come from another man, but they came from a supreme being, the supreme judge of the world, the declaration says.
• 41:22
  Matter of fact, the declaration refers to him four times.
• 41:26
  The law of nature and nature's God, Providence, the Creator, the Supreme Judge of the world.
• 41:33
  Because they got it.
• 41:34
  They understood.
• 41:36
  They knew where our liberties from whence our liberties came.
• 41:42
  They understood it beautifully.
• 41:45
  That was an American.
• 41:46
  An American understood this sort of thing.
• 41:50
  Is that still what an American is?
• 41:53
  I mean, it should be.
• 41:54
  That should still be what defines an American.
• 41:58
  So if we don't, if we don't get it, if we don't understand it, does that mean we're not American?
• 42:05
  It's a great question.
• 42:06
  Thanks for asking.
• 42:07
  We'll answer it on the other side of this break.
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• 45:35
  All right.
• 45:36
  So if we do not know the things that make up an American, does that mean we are no longer American?
• 45:45
  Let me ask the question a different way.
• 45:59
  Are they would they would they classify as as Americans?
• 46:05
  Can you be an American and elected a communist to be your mayor?
• 46:12
  This is a serious question.
• 46:15
  That doesn't add up to the things that Crevoqua told us is an American.
• 46:21
  That just doesn't add up.
• 46:23
  I mean, I went through the list.
• 46:24
  I don't need to go through it again.
• 46:25
  I've spent two segments pouring through Crevoqua's letter from an American farmer, describing answering the question, what is an American?
• 46:34
  And now I'm asking a new question.
• 46:37
  Are the citizens of New York City?
• 46:40
  Are they Americans?
• 46:42
  In the truest sense of the word.
• 46:45
  They've elected a communist.
• 46:48
  Okay, we could ask the same thing about the citizens who elected Ilhan up there in Minnesota and the citizens who elected Talib here in Michigan.
• 46:58
  I mean, we could ask that same question of the citizen to elect Bernie Sanders from Vermont.
• 47:03
  Yeah, the other day I couldn't remember where he was from.
• 47:06
  Vermont just came to me.
• 47:08
  I I knew it was somewhere over there on the Eastern Seaboard, but I couldn't remember.
• 47:12
  I wanted to say Virginia.
• 47:14
  I knew it started with a V.
• 47:16
  Vermont.
• 47:17
  Are they Americans?
• 47:19
  I don't know, quite frankly.
• 47:22
  So some of you may have received this email from Hillsdale that I received.
• 47:27
  It was an invitation, an invitation email to take their national quiz on Marxism, socialism, and communism.
• 47:35
  If you haven't taken it yet, I encourage you to take it.
• 47:39
  If you got the email, take the quiz.
• 47:41
  And we'll see if you pass.
• 47:43
  If you didn't, uh get the email, then get on their email list because they they issue these things from time to time and they're kind of fun to do.
• 47:52
  But in their when they're introducing the quiz, they uh the the email makes this the statement.
• 48:02
  I want to read it to you.
• 48:05
  In 1917, a small group of revolutionaries led by Vladimir Lenin seized power in Russia.
• 48:13
  They promised a better, fairer word.
• 48:16
  I'm sorry, world.
• 48:18
  1917, they promised a better and a fairer world.
• 48:22
  Does that sound familiar?
• 48:24
  It does.
• 48:25
  We've we've heard people say those very things.
• 48:28
  We we've we've heard those utterances from the mouth of Bernie Sanders and uh Acasio Cortez and others.
• 48:38
  But soon after taking control, the email continues.
• 48:42
  They began rounding up and executing everyone who stood in their way.
• 48:46
  Lenin even ordered his followers to hang landowners and seize their crops so that for miles around people would see and they would tremble.
• 48:58
  That those were his words.
• 49:00
  I want them to see and I want them to tremble.
• 49:02
  I want them to live in fear, because if they'll live in fear, then they'll do what I tell them to do.
• 49:10
  Marxism began with promises of a perfect world and ended in fear, famine, and death.
• 49:17
  I mean, that's what happens with Marxism.
• 49:19
  It always starts in pleasantries and it always ends with people screaming.
• 49:25
  It's never good.
• 49:28
  You may be familiar with that dark history, the email continues, but too many Americans aren't.
• 49:34
  How do I know?
• 49:35
  The question is asked.
• 49:37
  Because a century later, these dangerous ideas have been repackaged and rebranded.
• 49:43
  They're taught in schools and promoted by celebrity politicians using words such as equity, diversity, social justice.
• 49:53
  The words sound harmless, but the ideas behind them are the same.
• 49:59
  Well
• 50:00
  They end up with the same terrifying results.
• 50:02
  And then they invite you to take the quiz.
• 50:04
  Take the quiz on Marxism, socialism, communism.
• 50:08
  Well, the answer is yes, they will end up with the same terrifying results.
• 50:13
  Because at any point in time, no matter the place, wherever communism has been tried, it's failed.
• 50:24
  It's ended in death, doom, and destruction.
• 50:26
  D to the third power.
• 50:27
  D cubed.
• 50:29
  And that's how it ends.
• 50:30
  And it ends that way because it doesn't work.
• 50:34
  It simply doesn't work.
• 50:35
  It now it works for the people promoting it.
• 50:39
  It works for the people in charge because they reap the rewards from it.
• 50:47
  But it's not Americanism.
• 50:51
  Americanism is according to Bravo Ca is here.
• 50:58
  Individuals of all nations are melted into a new race of men whose labors and posterity will one day cause great changes in the world.
• 51:08
  The American ought therefore to love this country much better than the country he came from.
• 51:14
  Here the rewards of his industry follow with equal steps the progress of his labor without any part being claimed by a despotic prince or a rich abbot or a mighty lord.
• 51:28
  Here, the American is a new man who acts upon new principles.
• 51:31
  He must therefore entertain new ideas and form new opinions.
• 51:36
  Not Marxist opinions.
• 51:39
  Opinions of Marxism and socialism do not count.
• 51:42
  They do not qualify you as being an American.
• 51:45
  This is my point.
• 52:02
  So this we've talked about this yesterday.
• 52:16
  This is what they're requiring.
• 52:23
  Okay, here we go.
• 52:24
  One assignment listed among the new academic standards here in Florida.
• 52:29
  Asks students to analyze how communism and totalitarianism are antithetical to the American ideals of liberty, justice, and equality.
• 52:40
  This is what our students need to be analyzing and understanding.
• 52:43
  This will make them Americans through and through, true and true.
• 52:48
  Once they begin to understand that communism is indeed antithetical to the American ideals of liberty, justice, and equality, they will realize you cannot be a communist and an American.
• 53:02
  You can't.
• 53:17
  Because there's a difference between the communist manifesto and the U.S.
• 53:21
  Bill of Rights.
• 53:22
  There's a big difference.
• 53:23
  I challenge you.
• 53:25
  Go ahead and read the communist manifesto and then read the Bill of Rights right next to it.
• 53:30
  Boom boom, one after the other.
• 53:33
  This is what needs to be happening in American education, not just in Florida.
• 53:38
  This should be a requirement across the board.
• 53:41
  Every state, especially New York City, especially areas in Michigan and Minnesota where we've elected Islamic communists.
• 53:50
  That seems to be all the rage, by the way.
• 53:53
  Islamic communists.
• 53:54
  I mean, Bernie Sanders wasn't an Islamic, but he's a commie.
• 53:58
  But now all of a sudden we've got an influx of communist Islamists.
• 54:06
  And it's it's antithetical to what American principles are.
• 54:11
  It's what I'm telling you.
• 54:12
  It's antithetical.
• 54:15
  And I'm trying to be nice about it.
• 54:18
  But my point is there is a particular way of being an American.
• 54:25
  And it's somebody who upholds American values, a work ethic, an understanding of particular ideas of equality.
• 54:35
  All men are created equal.
• 54:37
  And we're endowed by our creator with certain inalienable, inalienable rights.
• 54:44
  Yeah, and among these are life, liberty, and the pursuit of happiness, but that doesn't exhaust the list.
• 54:51
  There's a bill of rights that and even that doesn't exhaust the list.
• 54:57
  God gives you um you have rights from God, and they don't come from the government.
• 55:06
  And that is the communists don't believe that.
• 55:11
  I mean, Cain, what's his name?
• 55:13
  Tim Kane, he doesn't believe that.
• 55:15
  He's upset.
• 55:16
  He's disturbed by the idea that some people think rights come from God.
• 55:20
  That's not American.
• 55:23
  What is he an American?
• 55:24
  I don't know that he can be.
• 55:25
  I don't think he can be classified as an American.
• 55:29
  Um agree or disagree.
• 55:32
  I mean, you can let me know.
• 55:33
  You can let me know where you stand.
• 55:35
  Just go to the homepage here.
• 55:36
  Go to go to my show page, go to America Outloud.news, go to my show page, scroll down, you can leave a comment right there on the page, and you can let me know if you agree or disagree.
• 55:48
  Or you can shoot me an email.
• 55:50
  Uh, send me an email.
• 55:51
  There's an email link there on the show page.
• 55:53
  Let me know.
• 55:53
  Do you agree or disagree?
• 55:54
  I mean, I'd like to hear from you.
• 55:57
  Um, obviously, I'll be disappointed if you disagree.
• 56:01
  I mean, if you disagree with me, you're disagreeing with uh Crevoqua here from 1782.
• 56:09
  So hopefully you agree, but you know, I don't know.
• 56:12
  Let me know.
• 56:12
  We'll see.
• 56:13
  We'll see where everybody stands.
• 56:15
  It's an interesting thought, interesting question.
• 56:18
  Question, I think I'm gonna ask my sixth graders tomorrow.
• 56:22
  I'd ask them today, but I've already had class with them today, tomorrow.
• 56:25
  I'm gonna ask them tomorrow.
• 56:26
  Kids, what do you think an American is?
• 56:29
  And then I'm gonna tell them.
• 56:30
  But we're gonna see how many, how many know?
• 56:33
  They're my students, so they're they're probably all gonna know.
• 56:36
  No, they might not.
• 56:37
  They might not.
• 56:38
  I mean, they're sixth graders.
• 56:40
  We're gonna, you know, we we bring them in slowly, slowly but surely.
• 56:44
  But by golly, we bring them in.
• 56:46
  They get an education, and it's the best education that known to mankind.
• 56:52
  Classical Christian education.
• 56:54
  I put it up against anything, absolutely anything.
• 56:57
  All right, my friends.
• 56:59
  Uh, speaking of being up against things, we're up against the clock.
• 57:02
  Thank you for joining me.
• 57:04
  Uh, I'm so happy that you're a part of this audience.
• 57:07
  I'm honored that that you are here with us.
• 57:09
  Uh, but don't be here alone.
• 57:12
  Encourage your friends and family to get on the dean's list.
• 57:16
  Let's unite to renovate the age.