November 26, 2025 • 43 mins
Maps don’t just show land; they reveal power. We open the record and read the words that shaped North America: the 1783 Treaty of Paris, the 1803 Louisiana Purchase, and the 1819 Adams–Onís Treaty. Line by line, we track how Britain, France, and Spain ceded sovereignty to the United States—transfers that moved title over Indigenous homelands without returning authority to the people already there. This isn’t a history detour; it’s the backbone of modern jurisdiction and how governments justify claims today.
From international cessions, we step into the Constitution. Who signs treaties and who manages land? Article II empowers the President to make treaties with Senate consent, while Article IV, Section 3 vests Congress with authority over territories and the admission of new states. That distinction matters when we evaluate myths about a “corporate United States” or the 1871 Act. We ask the question courts ask: what is the constitutionality of the statute? If it can’t pass the test, it can’t create a parallel sovereign. The key word is vested—fixed and inherited powers that don’t migrate to entities created by ordinary legislation.
We also get practical. Boundary disputes turn on colonial charters, not state constitutions that never contained those lines. Our approach is to anchor every claim in a source document and build from first principles: read the treaties, trace custody of archives, map authority to the proper branch. Along the way, we share how we teach—courses and one‑on‑ones in grammar, semantics, and etymology—because precise language is a legal tool. Train how you speak and how you read, and your arguments sharpen, your research improves, and the noise fades.
If this helped clarify the map beneath the map, share the episode with a friend, subscribe for more foundational deep dives, and leave a review telling us which treaty or clause you want us to unpack next.
NYPTALKSHOW EP.1 HOSTED BY RON BROWNLMT & MIKEY FEVER
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
SPEAKER_01 (00:12):
Yes, we are back part in part and part in the uh
uh uh uh uh the technicaldifficulties, part in the
technical difficulties, butwe'll this is a continuation of
what we were talking aboutearlier on uh you know in the
podcast.
So peace, y'all could y'all cancontinue.
SPEAKER_05 (00:33):
Yeah.
So this is uh the 1783definitive peace treaty between
Great Britain and the UnitedStates, Article 2, and that all
this and that all disputes whichmight arise in future on the
subject of the boundaries of thesaid United States may be
prevented.
It is hereby agreed and declaredthat the following are and shall
(00:54):
be their boundaries, viz.
From the northwest angle of NovaScotia, viz.
That angle which is formed by aline drawn due north from the
source of St.
Croix River to the highlandsalong the said highlands which
direct which divide thoserivers, they empty themselves
into the Saint into the riverSt.
Lawrence, from those which fallinto the Atlantic Ocean, to the
(01:17):
northwesternmost head ofConnecticut River, thence down
along the middle of that riverto the 45th degree of north
latitude, from thence by a linedue west on said latitude until
it strikes the river Iroquois orCataracoy, thence along the
along the middle of Said Riverinto Lake Ontario, through the
(01:40):
middle of Said Lake until itstrikes the communication by
water between that lake and LakeErie, thence along the middle of
said communication into LakeErie, through the middle of said
lake until it arrives at thewater communication between that
lake and Lake Huron.
Thence along the middle of saidwater communication into the
(02:01):
lake Huron, thence through themiddle of Said Lake to the west
to the water communicationbetween that lake and Lake
Superior, thence through LakeSuperior northward of the Alles
Royal and Philippox to the LongLake, thence through the middle
of said long lake and the watercommunication between it and the
(02:23):
lake of the woods to the lake ofthe woods, to the said lake of
the woods, thence through thesaid lake to the most
northwestern point thereof, andfrom thence on a due west course
to the river Mississippi, thenceby a line to be drawn along the
middle of the said riverMississippi until it shall until
it shall intersect thenorthernmost part of the 31st
(02:44):
degree of north latitude.
So basically, this is theboundary, this is the uh the
title.
So it's laying out theboundaries, the land boundaries
that are being the landboundaries that come along with
the territorial sovereigntythat's being transferred from
Great Britain to the UnitedStates.
(03:11):
So did England and Great Britainreturn did England slash Great
Britain return the conquered andcolonized land to the indigenous
people of the said land?
Or did England slash GreatBritain continue to keep the
conquered land under colonialoccupation by ceding it to the
newly founded United States viz.
the first 13 states in thearticle in Articles 1 and 2 of
(03:33):
the 1783 definitive peace treatybetween Great Britain and the
United States?
The answer is the second partdid uh the second part, England
slash Great Britain did continueto keep the conquered land under
colonial occupation by ceding itto the newly founded United
States viz, the first 13 statesin Articles 1 and 2 of the 1783
(03:54):
definitive peace treaty betweenGreat Britain and the United
States.
Once again, we're showing whereour claims are coming from.
Our claims are coming from theevidence, which are these said
treaties.
1803, Louisiana Purchase Treatybetween France and the United
(04:15):
States, Article 1.
Whereas by the article, the bythe article the third of the
treaty concluded at SaintEdifonso, the ninth vendimare
vendomere, on 1st October 1800,between the first consul of the
French Republic and his CatholicMajesty, it was agreed as
(04:36):
follows.
His Catholic Majesty promisesand engages on his part to cede
to the French Republic sixmonths after the full and entire
execution of the conditions andstipulations herein relative to
the relative to his royalhighness, the Duke of Parma, the
colony of province of Louisiana,with the same extent that it now
(04:58):
has in the hand of Spain andthat it had when France
possessed it, and such as itshould be after the treaties
subsequently entered intoentered into between Spain and
other states.
And whereas, in pursuance of thetreaty, and particularly of the
third article, the FrenchRepublic has an incontestable
title to the domain and to thepossession of the said
(05:21):
territory.
The first consul of the FrenchRepublic desiring to give to the
United States a strong proof ofhis friendship, do hereby cede
to the United States in the nameof the French Republic forever
and in full sovereignty, thesaid territory with all its
(05:42):
rights and pertinences, as fullyand in the same manner as they
have been acquired by the FrenchRepublic in virtue of the
above-mentioned treaty,concluded with his Catholic
Majesty.
So, the question (05:56):
did France return the conquered and
colonized land to the indigenouspeople of the said land?
Or did France continue to keepthe conquered land under
colonial occupation by ceding itto the newly founded United
States in Article 1 of the 1803Louisiana Purchase Treaty
between France and the UnitedStates?
And the answer is the secondpart.
(06:16):
France continued to keepconquered land under colonial
occupation by ceding it to thenewly founded United States in
Article I of the 1803 LouisianaPurchase Treaty between France
and the United States.
SPEAKER_03 (06:27):
And that's the title for today.
That's the title for the UnitedStates.
That's the claim.
That's the claim that the UnitedStates is making.
This is United States.
All right, so and so in 1803, so1800, it read Spain.
(06:48):
A map, a world map.
In 1804, a new world map iscreated and they have United
States.
France is transferringterritorial sovereignty to the
United States.
So we're talking today becausethat's the that's the they they
(07:10):
make that they still have thatclaim.
How did colonization end it?
SPEAKER_05 (07:19):
And as you can see, uh before the 1783 definitive
peace treaty, the United Stateswas not in the picture at all,
like you just mentioned.
So when we're reading thetreaties, the assessment
treaties where land was uhterritorial sovereignty was
being transferred amongst, youknow, from Spain to France, to
England, you know, back toFrance, to Spain, and things
like that.
(07:40):
United States didn't exist toeven play a part.
So United States got in, gotinto the game, you know, uh
1783.
Yep.
SPEAKER_03 (07:54):
And you and New York, New York State, so so it's
New York, New York State claimto the land is comes from
Article 1 of the 1783 Defend thePeace Treaty.
His Britannic Majesty, hisPatanic Majesty is relinquishing
to each of them individually.
United States fears, all 13 inname.
(08:26):
The boundaries that's in theDuke of York, you have the Duke,
you have two two charters.
You have the Duke of York'scharter of 1664 that was granted
by King, his brother, KingCharles II.
So when King Charles II died,Duke of York ascended to the
(08:52):
throne as King James II.
So another charter had to becreated.
The charter is 1689.
New York State, the people ofNew York State is now vested in
the land boundaries that's inthe charters, county charters
are vested in the people of NewYork State.
(09:15):
That's the the chain of custodyis now in the people of United,
of people of New York State.
The people of South CarolinaState, the South Carolina County
Charter, the people of VirginiaState, the two, the 1609, 1609,
there's two of them.
The companies, two companycharters, 1609, I think 1619.
(09:37):
So both of them, now the peopleof New York State.
The land boundaries, the landboundaries are not in the
constitution of New York Stateand South Carolina State
Constitution, Georgia StateConstitution, the land
boundaries are in the colonycharters.
If there's a land disputebetween North Carolina State and
South Carolina State, they ain'ttaking no South Carolina
(10:00):
Constitution to the court.
They're not taking NorthCarolina Constitution to court,
to the court to be examined.
They're taking the countycharters because it's the land
boundary dispute.
Why are they taking the countycharters to the court to examine
to be examined?
SPEAKER_02 (10:17):
Because the land boundaries are in the county
charters.
SPEAKER_03 (10:31):
We have to read the articles.
SPEAKER_02 (10:33):
We have to.
SPEAKER_05 (13:02):
Archives and documents which relate directly
to the property and sovereigntyof said provinces are included
in this article.
The said archives and documentsshall be left in possession of
the commissaries or officers ofthe United States duly
authorized to receive them.
Did Spain return the conqueredand colonized land to the
indigenous people of the land?
(13:23):
Or did Spain continue to keepthe conquered land under
colonial occupation by ceding itto the newly founded United
States in Article II of the 1819Adams Honors Treaty between
Spain and the United States?
The answer is the second part.
Spain continued to keep theconquered land under colonial
occupation by ceding it to thenewly founded United States in
(13:44):
Article II of the 1819 AdamsHonors Treaty between Spain and
the United States.
SPEAKER_03 (13:54):
And United States territorial sovereignty is not
vest, is not with the the uh 18,the 1930, 1913 United States and
1871 United States and the onein that one with the one in
Florida established in Floridaand that's Article III, Article
(14:18):
Article 4, Section 3.
United States, meaning, meaningthat the uh Northwest ordinance,
the Northwest ordinance of 1787.
How did Article 4, Section 3come about, where it's now it's
(14:38):
land is managed in the hands ofCongress?
How did that come about?
The states, there were sixlargest, six largest states, New
York, Connecticut,Massachusetts, they made claims
in 1717 to the NorthwestTerritory after defeating Great
Britain.
They ceded great, it started in1781 in the Virginia House of
(15:04):
Commons, in the Virginia StateHouse in 1781, 1781.
That's where they started thelegislation to cede it to
central governing body.
That legislation began in 1781,and so it took up took about
three years to complete, gothrough to complete that
legislation and be ratified, andthen it was ceded, Virginia
(15:27):
State ceded to the central tothe United States central
governing body.
And then other states followed.
Then that's when that that isthe basis for step the Northwest
Ordinance of 1787, where it'sdown now it's managed in the
hands of Congress.
They took, they drafted from1780, from the Northwest
(15:48):
Ordinance of 1787 to Article 4,Section 3.
That's where that came from.
That's how Congress, that's howit became managed in the hands
of Congress.
So when great, so when Franceceded, transferred territorial
sovereignty to the United Statesthrough the Louisiana Purchase
Treaty, all right, now we knowthat the president has that
(16:09):
power.
President has treaty makingpower, all right?
Through Article 2, set Article2, the United States President
has treaty making powers.
Now the United States Senateratified, but as far as the land
being managed and overviewed andthe mission of new states, that
(16:32):
is Congress, Article 4, Section3.
Not Congress cannot transferthat power to another United
States that Congress creates.
I mean, it's just it's not allthat.
(16:52):
It's just they don't understandfoundation.
SPEAKER_01 (16:56):
There's no now when you say foundation, what's a
good foundation for us to uhgrasp or or or or study?
I would say that the the theconstitution would be the first
one, right?
SPEAKER_03 (17:10):
Well, regarding the United concept of these
different United States, itwould be what I said uh about
vested vested, the word vested.
unknown (17:19):
Okay.
SPEAKER_03 (17:19):
Yeah, the word vested.
I would I would that becausethey need to understand the word
vested.
Once they clear on the wordvested, they got it, because
they know that it's fixed.
It's inherited.
So once you clear that it'sinherited, that it's fixed, that
Congress cannot transfer that.
United States President can'ttransfer that.
(17:43):
It ain't up for them becauseit's vested in them.
It's vested in that in theUnited States judicial, not
judicial power, United Statesjudicial power.
It's vested in the one SupremeCourt, not in the presidency.
United States judicial power isnot vested in the president of
(18:05):
the United States.
United States judicial power isnot vested in Congress.
United States judicial power isvested in one Supreme Court.
United States executive power isnot vested in the Supreme Court.
United States executive power isnot vested in Congress.
United States legislative poweris not vested in the presidency.
(18:30):
United States legislative poweris not vested in the Supreme
Court.
That lie in lies what?
How did the separation of powersdoctrine come about based on
(18:50):
what I just gave you?
There you go, that word vestedagain.
See what I'm doing?
I'm giving you how.
SPEAKER_02 (19:00):
This is I'm asked questions.
I'm demonstrating how.
This is the how.
That word vested is the key.
(19:20):
Invested.
You will not put investedbecause invested is delegated.
By the power invested in me.
I in V E S T.
SPEAKER_03 (19:37):
By the power invested in me.
But this doesn't, the word isnot invested, it's vested.
It means fixed and inherited,not delegated.
SPEAKER_02 (19:57):
That's major.
SPEAKER_03 (20:00):
Meaning a whole presentation just to be doing on
the word vested.
Just the word vested.
SPEAKER_02 (20:08):
If they understand the word vested, they got it.
They don't know what the wordvested.
(20:33):
There's not internalization ofit.
They're just pronouncing it.
How you know they'repronouncing, Abdullah?
SPEAKER_03 (20:43):
Because you got people in these like, but what
about this United Statescorporate United States?
If they weren't pronouncing it,then there wouldn't be no
somebody putting the chat thisother this corporate United
States.
That wouldn't be a discussion atall.
That would not be no discussionin the among the European,
nobody.
Nobody would have no discussionabout no other United States.
If they understood the wordvested, no Europeans, nobody, no
(21:06):
one would have any discussion orgive great validity to it.
They give a validity to it.
The fact that they give avalidity to it shows me that
they're just pronouncing theword vested.
They don't understand the wordvested.
Because you would never give novalidity to some other United
States.
Who gives a jack?
(21:26):
They don't have constitutionalauthority.
I'm only gonna focus on theUnited States that has
constitutional authority.
SPEAKER_02 (21:34):
Why would I focus on another United States that
Congress creates that has noconstitutional authority?
SPEAKER_03 (21:47):
Congress don't have no doggone power to transfer
their power, their that vest,their vested power, to a to an
entity that they create throughlegislation.
(22:12):
That's all I can that's I canonly I this is how I gotta teach
it, Von.
I can't, I don't know whereother teacher.
They immediately jump to 1871.
They give so much study, so muchtime, so much validity to 1871
(22:33):
in 1913 in Florida, and the onein Delaware, they give so much
time and validity to that.
And no time and no time to theword vested.
That's a constant.
SPEAKER_01 (23:01):
Did you just discover that on your own?
Like how important that word is.
All right.
SPEAKER_03 (23:06):
Shim Malachi Bay.
I was like everybody else.
I was like everybody else.
I was like with like the rathole, like everybody else.
You know, we going through themisconceptions.
I thought I told you, 27 years Iwas trapped in misconceptions.
unknown (23:30):
Okay.
SPEAKER_03 (23:31):
And I just honed in on the word vested.
And then even looked up and thenfocused on showing this the
difference between vested andinvested.
And it became, and I remember, Ialready had I already had the
skills of analyzing words.
I already had that.
I already had the skills ofgrammar, semantics, all right.
(23:54):
Uh on the I those principlesalready had.
So that so it has a lot to dowith that too, huh?
Too.
So that, you know, because once,because it don't take much for
me.
You just all you gotta do is dothis.
Put me in the right direction.
I get it like that.
(24:15):
Because why?
I already have the skills, andit's right out taught the uh
definitely the minds justmatters.
I have those skills.
I have that knowledge base.
I have the I have the skill andknowledge of analyzing words.
So I already had that.
I just was pointed in the rightdirection.
SPEAKER_05 (24:39):
And I don't think they really go too far on that
uh 1871, you know, the act of1871.
I don't think they really godeep into that studies.
They hear it, you know, it's onthe surface.
SPEAKER_03 (24:49):
Yeah, they yeah, they don't.
They don't go, yeah, you'reright, uh is right.
They just, it's because they'reactually they're actually
paradoxical.
SPEAKER_05 (24:54):
Yeah, it has a couple of names.
Uh the act of 1871, the act ofcongress, uh, the enforcement
act of 1871.
The long title name for it is anuh also the act, uh, the Ku Klux
Klan Act is another name for it.
SPEAKER_03 (25:09):
Yeah, Kukux Klan, yeah.
SPEAKER_05 (25:11):
And the long title name for it is an act to enforce
the provisions of the 14thamendment to the Constitution of
the United States and for otherpurposes.
That's the full title today.
SPEAKER_03 (25:24):
All right, so but that but that but that that
they're using that as this as anot a as a united another United
States has something, yeah.
As as as if it hasconstitutional that they talk
about this other United Statesas if it has some constitutional
authority, right?
And if you read it, but theydon't they don't challenge it
(25:45):
based on its lack ofconstitutional authority, right?
SPEAKER_04 (25:51):
Yeah, right.
SPEAKER_05 (25:53):
So they talk about it, they read it, there's no way
they can come to thatconclusion.
Oh well, yeah, I'm saying ifthey read it though, right?
SPEAKER_03 (26:03):
Yeah, they they talk as if it has great validity and
that's constitutional authority,you know, because yeah, yeah,
this United States, you know,what the difference between
United States and the corporateUnited States, I don't care
nothing about that, yeah.
Like, because I don't I'm onlygonna vocal Israel line, I'm
only gonna give validity andfocus on the one that has
(26:29):
constitutional authority, yeah.
SPEAKER_05 (26:31):
Like, why would I constitutions don't create
corporations, they creategovernments, you know,
establishes governments.
Yeah, to keep it simple, followthe elements, that's it, right?
SPEAKER_03 (26:46):
Yeah, I mean I don't want to go put I'm gonna put my
time and focus on the one thathas constitutional authority.
That's I'm gonna that's the oneI want to deal with.
Yeah, proper concepts becausethat's the one that can be held.
SPEAKER_05 (27:04):
That that's one that has the obligations, that's the
one that's the party to thetreaties and things, yeah.
SPEAKER_03 (27:16):
Right.
We we're not trying, we're not,we're not even over we're not
trying to even opersoversimplify it.
We just go into foundation ofit.
And we do we and we we'representing it in this, even in
this pet this tone to show thatit's not all that.
(27:38):
Is that it's been conflated withthe misconceptions and then the
foundation, meaning that we needto put the focus on the
foundation, we need tostrengthen them with foundation,
foundation, and this is whereI'm putting the emphasis on the
word vested because that'sfoundational.
SPEAKER_02 (28:01):
When you don't have when you don't have a strong
face, then you could be misled.
SPEAKER_03 (28:09):
They could just say boot the boot, they could just
say daffy duck.
I'm not even exaggerating.
They say daffy duck in theUnited States, and they you know
they won with that.
I mean, you know, and that'swhat's been happening, and so
you can tell they don't havefoundation, it's clear.
SPEAKER_02 (28:40):
I'm just keeping it real.
What are you supposed to whatI'm supposed to say?
They keep it, you know, theythey don't have it.
SPEAKER_03 (28:54):
Because they can't discern, they're not you, they
can't discern falsehood from thereal.
They don't understand theprinciples.
So we put the focus on the whatthe one, the United States that
has constitutional authority.
SPEAKER_02 (29:16):
Because that's the only one that can do anything
that can make because that's theoblig the obligations falls on
that United States.
The obligations don't fall onthe other United States.
SPEAKER_03 (29:43):
No constitutional authority to to the to to to
interpret.
They have no constitutionalauthority because the
constitution does not does notvet give give them that.
It's I'm just going, I'm justreading the Constitution.
What else am I supposed to read?
(30:04):
I mean, that's and then you askthe qu and you asked, and then
even even taking a court case tothe Supreme Court is gonna be
based on what?
Meaning you all right, allright, all right, let me
continue.
This give me a you were cooking,but yeah, go ahead.
Yeah, let's move.
(30:24):
Yeah, let me cook it.
Yeah, let me cook.
All right.
So Congress legislates now.
Because Congress legislatesstuff all the time, you know,
these different statutes, thatdon't mean they meet
constitutional mustard.
Because it's a legislation, thatdon't mean it meets
constitutional mustard.
(30:45):
That can be challenged.
Legislation can be challenged toa constitutional question, it
can be taken to the SupremeCourt.
What is the constitutionality ofthis statute?
It doesn't meet theconstitutional mustard.
So, what is theconstitutionality of Article uh
(31:07):
18 act of congress 1871?
SPEAKER_02 (31:12):
You see them you see where I'm coming from?
I'm giving you the how you seethe you see the the power
thinking proper?
SPEAKER_03 (31:29):
This is the how they're giving validity to this
act of Congress.
It's like this United States,yeah, yeah, the corporate United
States, yeah, yeah, thecorporate United States.
They never think about oh, doesthis act of Congress meet the
(31:49):
constitutional mustard?
Or what is the constitutionalityof this act of Congress?
Let's take it to the SupremeCourt, they're not even thinking
that.
Yeah, this United States, yeah,1871, 1913, yeah, Florida,
(32:09):
Delaware.
SPEAKER_02 (32:12):
They ain't thinking like we're thinking.
SPEAKER_03 (32:21):
Now, is what I'm saying, help me out, Von.
Is what I'm saying complicated.
SPEAKER_01 (32:28):
No, not at all, really.
Not at all.
But just like you said, thefoundation.
There you go.
That that's my point.
People are not even thinkingthis deep.
Of course not.
You know, like people aregetting like and just like how
you you you took us from theearlier dates on up into now,
(32:48):
like they miss all of that.
Yep.
So all of that is like uh is acontinuation or or or or or a
trail or glue.
Yep, yep, yep.
Here, so you know, y'all gottago back to the older videos.
Yeah, we go in, man.
SPEAKER_03 (33:10):
Yeah, we go, we go foundational.
SPEAKER_01 (33:13):
That's all we that's our focus, and then it's and
it's easier to connect the dotsand understand where this is
going.
Absolutely, even following thevideos.
SPEAKER_03 (33:22):
Yeah, we go foundational.
I don't know what else.
We that's how we teach.
This is this is the this is allthis is this is what we this is
our you teaching, foundational.
SPEAKER_02 (33:31):
We don't even talk off a foundation.
I mean, our discussion is basedon foundation.
We measure it by the foundation,by the principles.
This is thinking properly.
SPEAKER_03 (33:52):
They got to they run, they got to reach this
level of thinking.
This is a must.
This is not optional.
SPEAKER_01 (33:59):
Well, brother, do you brothers have like a class
that people can like go into toget the foundation and follow
the the the you know, your yourthe way you teach?
SPEAKER_03 (34:12):
We we the different we we got what it is, the the
various lessons that we'vetaught, even with King L Bey,
you know, even with Shim MalekaiBay, my my stuff, my Israel's
lessons on etymology andsemantics, my lessons on
etymologies, my lessons ongrammar.
So we have a myriad.
(34:33):
You know, I have two two grammarcourses.
Grab a course on, or three orfour of them, grammar course on
clauses, a grammar course onphrases.
So it's not just one, it's noteven one particular subject
matter.
You know, it's grammar, it'ssemantics, it's uh vocabulary
building, it's etymology, it'sone legal principles, it's
(34:56):
political science, isconstitutional principles.
We got we have all of that.
So the pick out one, it would beit'll be a variety of all of
that.
SPEAKER_01 (35:07):
Right.
So do you have like a spacewhere you know, just like uh
from what I'm assuming youtaught well, you taught yeah,
yes, real, right?
SPEAKER_03 (35:16):
Yes, yes, uh for and yeah, and then King as well King
also taught Ezrael too, but asfar as etymology and semantics,
grammar, yeah, I taught Ezrael,yes.
SPEAKER_01 (35:26):
Yes, so so with that, how did you begin that
process?
Like if anyone is interested,how can they learn from you or
your videos too?
SPEAKER_03 (35:36):
You know, also Israel, I got yeah, I got I have
classes that I sell.
We have classes for sale.
Um we also have um I've I'vedone a lot of one-on-ones with
Israel too.
Yeah, I've done a lot ofone-on-ones.
So that's they can contact usfor one-on-ones, you know.
Yeah, yeah.
Yeah, though I do I doone-on-one last study sessions
(35:58):
as well, but I've done a withIsrael, I've done a lot of
one-on-ones with him.
So, because I was preparingIsrael to do what we're doing
now, where Israel can assist me,you know, and I needed someone
to be able to assist me to thislevel that he has been doing.
So it's been two years.
He's been working with us, andI've been for been two years of
(36:20):
ongoing teachings.
And as a result of that, it'sbearing fruit.
So this that's this is a butthis might have a different
situation because it was more alot of extensive one-on-ones
with him.
Where I've, you know, we talkabout, you know, etymology and
semantics and the history andyou know, uh vocabulary, but
(36:41):
dictionary study skills, properconcept.
SPEAKER_01 (36:43):
I mean, dictionary study skills.
SPEAKER_03 (36:46):
Yeah, it's like yeah, so that's why, yeah,
because of the you know, so I'lljust do those.
I just want to be up front witheverybody.
Israel Israel had gotten direct101s, extensive direct 101s from
me, as well as King Albe.
SPEAKER_02 (37:00):
Yeah, and then and also Israel being disciplined,
too.
SPEAKER_03 (37:08):
His being disciplined and also taking the
studies and doing a lot of thestudies on his own outside of us
and taking what we've given himand his doing a lot of studies
and actually preparing, helpingus prepare, you know, with
Israel putting together thesedifferent powerpoints, and he
would take the initiatives.
Israel taking the initiatives toput together a particular
(37:29):
different lesson, say, Well, um,what do you think about this,
King?
What do you think about this,Abdullah?
And he would actually put on hisown.
He would take the initiatives onhis own.
And so as he's preparing thesedifferent powerpoints, he's
learning.
SPEAKER_01 (37:43):
Like I'm learning from all the time.
SPEAKER_03 (37:45):
Yeah, I'm just I'm just because I gotta be on front
with the people.
I can't, I'm not gonna bull.
I ain't gonna bullshit people.
Right.
I mean, but Israel has had, youknow, but I I'm just so proud
because you know, this this isour investment, and it's getting
a return on our investment.
They help is what I needed.
I needed the help for curriculumdevelopment.
(38:07):
Well, we're doing now.
Israel's been on what he he andI do this together.
unknown (38:12):
Right.
SPEAKER_03 (38:12):
We did Vendelay join last week together.
We thought, yes.
SPEAKER_01 (38:16):
Right now, are you are you focused?
Now, do you do you teach on howdo you teach how to train the
hypoglossal nerve, though?
Huh?
You know, that's my favorite.
Israel, go ahead.
That's my favorite.
SPEAKER_05 (38:29):
Yeah, that's basically what I get into.
Like that becoming conscious ofthe word itself.
That's how you train that.
So out of my the wholelinguistic lesson is how you
train that hypoglossal nerve,because now you're gonna be,
you're not gonna speak and thenthink about what you said.
You're gonna think about whyyou're gonna choose these words,
you know, small words, bigwords, whatever, you know, it or
(38:49):
a and like why am I gonna usethis word?
You know, why am I gonna applythis word?
You know how it fully functions,so you choose it wisely.
You know, that's that rightthere, reactivates that
hypoglossular nerve reconnectsthe hypoglossal nerve.
SPEAKER_01 (39:01):
Right now, you're from Kansas City, right?
Nah, Kentucky.
I mean Kentucky, sorry, that'ssomebody else.
So Kentucky, so you're fromKentucky.
I can hear your accent a little,but not so much.
So did you have a maybe athicker accent before getting
into this?
Or is this just this is just meright here, man.
SPEAKER_05 (39:24):
I people don't think I'm from Kentucky.
It's got you, gotcha.
But I'm conscious of the I'mword conscious.
I've always been word conscious,like at least like the sounds of
words and things.
Like I used to say a word andwhen I was younger, and then the
word was just still repeating inmy mind, you know, just until it
didn't even like until itsounded strange or something,
(39:45):
you know.
Like back in the day, so I'vealways been interested in words,
you know, how they sound.
So when the when I met whenAbdullah linked with me, yeah,
he basically just gave me thegame, gave me the rules to like
show me the whole the wholefield, you know.
SPEAKER_01 (39:58):
So I took it and ran with it.
Right.
Right.
Now we're going on to the nextslide, or do we have to are we
out of time?
We have we have 10 more minutes.
SPEAKER_05 (40:08):
Yeah, uh, are there any questions?
We can if there are anyquestions or anything.
Any any questions out there?
SPEAKER_03 (40:13):
Yeah, we can attend questions now.
Yeah, let's do that.
SPEAKER_01 (40:19):
And and pardon the uh the the the craziness every
now and again, man.
My this podcast gets a littlecolorful.
Any any questions, any questionsout there?
Any questions out there?
All right, all right, noquestions.
(40:40):
So um I guess we'll build aboutthe next podcast.
It seems like we have an idea.
Uh, what's the differencebetween uh the United States,
Union states, and things likethat?
SPEAKER_03 (40:52):
Yeah, we could do that because I we in fact is
right now, but we've beentalking about that for a while,
right?
Two years.
Yeah.
And we were along with the bookthat we're working on as well.
Yeah, yeah, it sure does.
It sure does.
Yeah, if you're he and I workingon five or five, six books
together.
SPEAKER_05 (41:08):
Yeah, actually, this right here is part of the book,
yeah.
What we just presented.
SPEAKER_03 (41:14):
Yeah, it's part of one of the books.
He's right, he's right.
SPEAKER_01 (41:18):
Now, uh so where how to get his books.
You see it right there, morethan masonry.
Yes, or masery.org.
That's where you can find those.
Ishmael Bay, peace, brother.
Peace.
Peace, brother.
Thank you guys for coming outthis evening.
I really appreciate you.
(41:38):
Uh uh, Israel Abdullah,Abdullah.
I'll see you soon in the flesh.
Yep, in the flesh, yep.
Next month.
Next month.
Yep.
Um, and anyway, peace toeverybody in the chat.
Peace to everybody.
Let me run this commercial.
And hold on, we are out of here.
SPEAKER_00 (42:01):
Peace family.
Welcome to NYP Talk Show.
This is more than a podcast,it's a conscious platform rooted
in truth and culture from the 5%nation, nation of Islam, Moorish
movement, and masonry.
Our mission is to reclaim ournarrative and uplift the African
diaspora with real stories andreal conversations.
(42:25):
Support us through Super Chatsduring live shows, donations on
Cash App, GoFundMe, Patreon, orBuzzSprout.
And by refing our officialmerch, available on our website
and right here on YouTube'smerch shelf.
Every dollar, every super chat,every hoodie builds the
(42:45):
movement.
This is NYP Talk Show!
Yes, we are back part in part and part in the uh
uh uh uh uh the technicaldifficulties, part in the
technical difficulties, butwe'll this is a continuation of
what we were talking aboutearlier on uh you know in the
podcast.
So peace, y'all could y'all cancontinue.
SPEAKER_05 (00:33):
Yeah.
So this is uh the 1783definitive peace treaty between
Great Britain and the UnitedStates, Article 2, and that all
this and that all disputes whichmight arise in future on the
subject of the boundaries of thesaid United States may be
prevented.
It is hereby agreed and declaredthat the following are and shall
(00:54):
be their boundaries, viz.
From the northwest angle of NovaScotia, viz.
That angle which is formed by aline drawn due north from the
source of St.
Croix River to the highlandsalong the said highlands which
direct which divide thoserivers, they empty themselves
into the Saint into the riverSt.
Lawrence, from those which fallinto the Atlantic Ocean, to the
(01:17):
northwesternmost head ofConnecticut River, thence down
along the middle of that riverto the 45th degree of north
latitude, from thence by a linedue west on said latitude until
it strikes the river Iroquois orCataracoy, thence along the
along the middle of Said Riverinto Lake Ontario, through the
(01:40):
middle of Said Lake until itstrikes the communication by
water between that lake and LakeErie, thence along the middle of
said communication into LakeErie, through the middle of said
lake until it arrives at thewater communication between that
lake and Lake Huron.
Thence along the middle of saidwater communication into the
(02:01):
lake Huron, thence through themiddle of Said Lake to the west
to the water communicationbetween that lake and Lake
Superior, thence through LakeSuperior northward of the Alles
Royal and Philippox to the LongLake, thence through the middle
of said long lake and the watercommunication between it and the
(02:23):
lake of the woods to the lake ofthe woods, to the said lake of
the woods, thence through thesaid lake to the most
northwestern point thereof, andfrom thence on a due west course
to the river Mississippi, thenceby a line to be drawn along the
middle of the said riverMississippi until it shall until
it shall intersect thenorthernmost part of the 31st
(02:44):
degree of north latitude.
So basically, this is theboundary, this is the uh the
title.
So it's laying out theboundaries, the land boundaries
that are being the landboundaries that come along with
the territorial sovereigntythat's being transferred from
Great Britain to the UnitedStates.
(03:11):
So did England and Great Britainreturn did England slash Great
Britain return the conquered andcolonized land to the indigenous
people of the said land?
Or did England slash GreatBritain continue to keep the
conquered land under colonialoccupation by ceding it to the
newly founded United States viz.
the first 13 states in thearticle in Articles 1 and 2 of
(03:33):
the 1783 definitive peace treatybetween Great Britain and the
United States?
The answer is the second partdid uh the second part, England
slash Great Britain did continueto keep the conquered land under
colonial occupation by ceding itto the newly founded United
States viz, the first 13 statesin Articles 1 and 2 of the 1783
(03:54):
definitive peace treaty betweenGreat Britain and the United
States.
Once again, we're showing whereour claims are coming from.
Our claims are coming from theevidence, which are these said
treaties.
1803, Louisiana Purchase Treatybetween France and the United
(04:15):
States, Article 1.
Whereas by the article, the bythe article the third of the
treaty concluded at SaintEdifonso, the ninth vendimare
vendomere, on 1st October 1800,between the first consul of the
French Republic and his CatholicMajesty, it was agreed as
(04:36):
follows.
His Catholic Majesty promisesand engages on his part to cede
to the French Republic sixmonths after the full and entire
execution of the conditions andstipulations herein relative to
the relative to his royalhighness, the Duke of Parma, the
colony of province of Louisiana,with the same extent that it now
(04:58):
has in the hand of Spain andthat it had when France
possessed it, and such as itshould be after the treaties
subsequently entered intoentered into between Spain and
other states.
And whereas, in pursuance of thetreaty, and particularly of the
third article, the FrenchRepublic has an incontestable
title to the domain and to thepossession of the said
(05:21):
territory.
The first consul of the FrenchRepublic desiring to give to the
United States a strong proof ofhis friendship, do hereby cede
to the United States in the nameof the French Republic forever
and in full sovereignty, thesaid territory with all its
(05:42):
rights and pertinences, as fullyand in the same manner as they
have been acquired by the FrenchRepublic in virtue of the
above-mentioned treaty,concluded with his Catholic
Majesty.
So, the question (05:56):
did France return the conquered and
colonized land to the indigenouspeople of the said land?
Or did France continue to keepthe conquered land under
colonial occupation by ceding itto the newly founded United
States in Article 1 of the 1803Louisiana Purchase Treaty
between France and the UnitedStates?
And the answer is the secondpart.
(06:16):
France continued to keepconquered land under colonial
occupation by ceding it to thenewly founded United States in
Article I of the 1803 LouisianaPurchase Treaty between France
and the United States.
SPEAKER_03 (06:27):
And that's the title for today.
That's the title for the UnitedStates.
That's the claim.
That's the claim that the UnitedStates is making.
This is United States.
All right, so and so in 1803, so1800, it read Spain.
(06:48):
A map, a world map.
In 1804, a new world map iscreated and they have United
States.
France is transferringterritorial sovereignty to the
United States.
So we're talking today becausethat's the that's the they they
(07:10):
make that they still have thatclaim.
How did colonization end it?
SPEAKER_05 (07:19):
And as you can see, uh before the 1783 definitive
peace treaty, the United Stateswas not in the picture at all,
like you just mentioned.
So when we're reading thetreaties, the assessment
treaties where land was uhterritorial sovereignty was
being transferred amongst, youknow, from Spain to France, to
England, you know, back toFrance, to Spain, and things
like that.
(07:40):
United States didn't exist toeven play a part.
So United States got in, gotinto the game, you know, uh
1783.
Yep.
SPEAKER_03 (07:54):
And you and New York, New York State, so so it's
New York, New York State claimto the land is comes from
Article 1 of the 1783 Defend thePeace Treaty.
His Britannic Majesty, hisPatanic Majesty is relinquishing
to each of them individually.
United States fears, all 13 inname.
(08:26):
The boundaries that's in theDuke of York, you have the Duke,
you have two two charters.
You have the Duke of York'scharter of 1664 that was granted
by King, his brother, KingCharles II.
So when King Charles II died,Duke of York ascended to the
(08:52):
throne as King James II.
So another charter had to becreated.
The charter is 1689.
New York State, the people ofNew York State is now vested in
the land boundaries that's inthe charters, county charters
are vested in the people of NewYork State.
(09:15):
That's the the chain of custodyis now in the people of United,
of people of New York State.
The people of South CarolinaState, the South Carolina County
Charter, the people of VirginiaState, the two, the 1609, 1609,
there's two of them.
The companies, two companycharters, 1609, I think 1619.
(09:37):
So both of them, now the peopleof New York State.
The land boundaries, the landboundaries are not in the
constitution of New York Stateand South Carolina State
Constitution, Georgia StateConstitution, the land
boundaries are in the colonycharters.
If there's a land disputebetween North Carolina State and
South Carolina State, they ain'ttaking no South Carolina
(10:00):
Constitution to the court.
They're not taking NorthCarolina Constitution to court,
to the court to be examined.
They're taking the countycharters because it's the land
boundary dispute.
Why are they taking the countycharters to the court to examine
to be examined?
SPEAKER_02 (10:17):
Because the land boundaries are in the county
charters.
SPEAKER_03 (10:31):
We have to read the articles.
SPEAKER_02 (10:33):
We have to.
SPEAKER_05 (13:02):
Archives and documents which relate directly
to the property and sovereigntyof said provinces are included
in this article.
The said archives and documentsshall be left in possession of
the commissaries or officers ofthe United States duly
authorized to receive them.
Did Spain return the conqueredand colonized land to the
indigenous people of the land?
(13:23):
Or did Spain continue to keepthe conquered land under
colonial occupation by ceding itto the newly founded United
States in Article II of the 1819Adams Honors Treaty between
Spain and the United States?
The answer is the second part.
Spain continued to keep theconquered land under colonial
occupation by ceding it to thenewly founded United States in
(13:44):
Article II of the 1819 AdamsHonors Treaty between Spain and
the United States.
SPEAKER_03 (13:54):
And United States territorial sovereignty is not
vest, is not with the the uh 18,the 1930, 1913 United States and
1871 United States and the onein that one with the one in
Florida established in Floridaand that's Article III, Article
(14:18):
Article 4, Section 3.
United States, meaning, meaningthat the uh Northwest ordinance,
the Northwest ordinance of 1787.
How did Article 4, Section 3come about, where it's now it's
(14:38):
land is managed in the hands ofCongress?
How did that come about?
The states, there were sixlargest, six largest states, New
York, Connecticut,Massachusetts, they made claims
in 1717 to the NorthwestTerritory after defeating Great
Britain.
They ceded great, it started in1781 in the Virginia House of
(15:04):
Commons, in the Virginia StateHouse in 1781, 1781.
That's where they started thelegislation to cede it to
central governing body.
That legislation began in 1781,and so it took up took about
three years to complete, gothrough to complete that
legislation and be ratified, andthen it was ceded, Virginia
(15:27):
State ceded to the central tothe United States central
governing body.
And then other states followed.
Then that's when that that isthe basis for step the Northwest
Ordinance of 1787, where it'sdown now it's managed in the
hands of Congress.
They took, they drafted from1780, from the Northwest
(15:48):
Ordinance of 1787 to Article 4,Section 3.
That's where that came from.
That's how Congress, that's howit became managed in the hands
of Congress.
So when great, so when Franceceded, transferred territorial
sovereignty to the United Statesthrough the Louisiana Purchase
Treaty, all right, now we knowthat the president has that
(16:09):
power.
President has treaty makingpower, all right?
Through Article 2, set Article2, the United States President
has treaty making powers.
Now the United States Senateratified, but as far as the land
being managed and overviewed andthe mission of new states, that
(16:32):
is Congress, Article 4, Section3.
Not Congress cannot transferthat power to another United
States that Congress creates.
I mean, it's just it's not allthat.
(16:52):
It's just they don't understandfoundation.
SPEAKER_01 (16:56):
There's no now when you say foundation, what's a
good foundation for us to uhgrasp or or or or study?
I would say that the the theconstitution would be the first
one, right?
SPEAKER_03 (17:10):
Well, regarding the United concept of these
different United States, itwould be what I said uh about
vested vested, the word vested.
unknown (17:19):
Okay.
SPEAKER_03 (17:19):
Yeah, the word vested.
I would I would that becausethey need to understand the word
vested.
Once they clear on the wordvested, they got it, because
they know that it's fixed.
It's inherited.
So once you clear that it'sinherited, that it's fixed, that
Congress cannot transfer that.
United States President can'ttransfer that.
(17:43):
It ain't up for them becauseit's vested in them.
It's vested in that in theUnited States judicial, not
judicial power, United Statesjudicial power.
It's vested in the one SupremeCourt, not in the presidency.
United States judicial power isnot vested in the president of
(18:05):
the United States.
United States judicial power isnot vested in Congress.
United States judicial power isvested in one Supreme Court.
United States executive power isnot vested in the Supreme Court.
United States executive power isnot vested in Congress.
United States legislative poweris not vested in the presidency.
(18:30):
United States legislative poweris not vested in the Supreme
Court.
That lie in lies what?
How did the separation of powersdoctrine come about based on
(18:50):
what I just gave you?
There you go, that word vestedagain.
See what I'm doing?
I'm giving you how.
SPEAKER_02 (19:00):
This is I'm asked questions.
I'm demonstrating how.
This is the how.
That word vested is the key.
(19:20):
Invested.
You will not put investedbecause invested is delegated.
By the power invested in me.
I in V E S T.
SPEAKER_03 (19:37):
By the power invested in me.
But this doesn't, the word isnot invested, it's vested.
It means fixed and inherited,not delegated.
SPEAKER_02 (19:57):
That's major.
SPEAKER_03 (20:00):
Meaning a whole presentation just to be doing on
the word vested.
Just the word vested.
SPEAKER_02 (20:08):
If they understand the word vested, they got it.
They don't know what the wordvested.
(20:33):
There's not internalization ofit.
They're just pronouncing it.
How you know they'repronouncing, Abdullah?
SPEAKER_03 (20:43):
Because you got people in these like, but what
about this United Statescorporate United States?
If they weren't pronouncing it,then there wouldn't be no
somebody putting the chat thisother this corporate United
States.
That wouldn't be a discussion atall.
That would not be no discussionin the among the European,
nobody.
Nobody would have no discussionabout no other United States.
If they understood the wordvested, no Europeans, nobody, no
(21:06):
one would have any discussion orgive great validity to it.
They give a validity to it.
The fact that they give avalidity to it shows me that
they're just pronouncing theword vested.
They don't understand the wordvested.
Because you would never give novalidity to some other United
States.
Who gives a jack?
(21:26):
They don't have constitutionalauthority.
I'm only gonna focus on theUnited States that has
constitutional authority.
SPEAKER_02 (21:34):
Why would I focus on another United States that
Congress creates that has noconstitutional authority?
SPEAKER_03 (21:47):
Congress don't have no doggone power to transfer
their power, their that vest,their vested power, to a to an
entity that they create throughlegislation.
(22:12):
That's all I can that's I canonly I this is how I gotta teach
it, Von.
I can't, I don't know whereother teacher.
They immediately jump to 1871.
They give so much study, so muchtime, so much validity to 1871
(22:33):
in 1913 in Florida, and the onein Delaware, they give so much
time and validity to that.
And no time and no time to theword vested.
That's a constant.
SPEAKER_01 (23:01):
Did you just discover that on your own?
Like how important that word is.
All right.
SPEAKER_03 (23:06):
Shim Malachi Bay.
I was like everybody else.
I was like everybody else.
I was like with like the rathole, like everybody else.
You know, we going through themisconceptions.
I thought I told you, 27 years Iwas trapped in misconceptions.
unknown (23:30):
Okay.
SPEAKER_03 (23:31):
And I just honed in on the word vested.
And then even looked up and thenfocused on showing this the
difference between vested andinvested.
And it became, and I remember, Ialready had I already had the
skills of analyzing words.
I already had that.
I already had the skills ofgrammar, semantics, all right.
(23:54):
Uh on the I those principlesalready had.
So that so it has a lot to dowith that too, huh?
Too.
So that, you know, because once,because it don't take much for
me.
You just all you gotta do is dothis.
Put me in the right direction.
I get it like that.
(24:15):
Because why?
I already have the skills, andit's right out taught the uh
definitely the minds justmatters.
I have those skills.
I have that knowledge base.
I have the I have the skill andknowledge of analyzing words.
So I already had that.
I just was pointed in the rightdirection.
SPEAKER_05 (24:39):
And I don't think they really go too far on that
uh 1871, you know, the act of1871.
I don't think they really godeep into that studies.
They hear it, you know, it's onthe surface.
SPEAKER_03 (24:49):
Yeah, they yeah, they don't.
They don't go, yeah, you'reright, uh is right.
They just, it's because they'reactually they're actually
paradoxical.
SPEAKER_05 (24:54):
Yeah, it has a couple of names.
Uh the act of 1871, the act ofcongress, uh, the enforcement
act of 1871.
The long title name for it is anuh also the act, uh, the Ku Klux
Klan Act is another name for it.
SPEAKER_03 (25:09):
Yeah, Kukux Klan, yeah.
SPEAKER_05 (25:11):
And the long title name for it is an act to enforce
the provisions of the 14thamendment to the Constitution of
the United States and for otherpurposes.
That's the full title today.
SPEAKER_03 (25:24):
All right, so but that but that but that that
they're using that as this as anot a as a united another United
States has something, yeah.
As as as if it hasconstitutional that they talk
about this other United Statesas if it has some constitutional
authority, right?
And if you read it, but theydon't they don't challenge it
(25:45):
based on its lack ofconstitutional authority, right?
SPEAKER_04 (25:51):
Yeah, right.
SPEAKER_05 (25:53):
So they talk about it, they read it, there's no way
they can come to thatconclusion.
Oh well, yeah, I'm saying ifthey read it though, right?
SPEAKER_03 (26:03):
Yeah, they they talk as if it has great validity and
that's constitutional authority,you know, because yeah, yeah,
this United States, you know,what the difference between
United States and the corporateUnited States, I don't care
nothing about that, yeah.
Like, because I don't I'm onlygonna vocal Israel line, I'm
only gonna give validity andfocus on the one that has
(26:29):
constitutional authority, yeah.
SPEAKER_05 (26:31):
Like, why would I constitutions don't create
corporations, they creategovernments, you know,
establishes governments.
Yeah, to keep it simple, followthe elements, that's it, right?
SPEAKER_03 (26:46):
Yeah, I mean I don't want to go put I'm gonna put my
time and focus on the one thathas constitutional authority.
That's I'm gonna that's the oneI want to deal with.
Yeah, proper concepts becausethat's the one that can be held.
SPEAKER_05 (27:04):
That that's one that has the obligations, that's the
one that's the party to thetreaties and things, yeah.
SPEAKER_03 (27:16):
Right.
We we're not trying, we're not,we're not even over we're not
trying to even opersoversimplify it.
We just go into foundation ofit.
And we do we and we we'representing it in this, even in
this pet this tone to show thatit's not all that.
(27:38):
Is that it's been conflated withthe misconceptions and then the
foundation, meaning that we needto put the focus on the
foundation, we need tostrengthen them with foundation,
foundation, and this is whereI'm putting the emphasis on the
word vested because that'sfoundational.
SPEAKER_02 (28:01):
When you don't have when you don't have a strong
face, then you could be misled.
SPEAKER_03 (28:09):
They could just say boot the boot, they could just
say daffy duck.
I'm not even exaggerating.
They say daffy duck in theUnited States, and they you know
they won with that.
I mean, you know, and that'swhat's been happening, and so
you can tell they don't havefoundation, it's clear.
SPEAKER_02 (28:40):
I'm just keeping it real.
What are you supposed to whatI'm supposed to say?
They keep it, you know, theythey don't have it.
SPEAKER_03 (28:54):
Because they can't discern, they're not you, they
can't discern falsehood from thereal.
They don't understand theprinciples.
So we put the focus on the whatthe one, the United States that
has constitutional authority.
SPEAKER_02 (29:16):
Because that's the only one that can do anything
that can make because that's theoblig the obligations falls on
that United States.
The obligations don't fall onthe other United States.
SPEAKER_03 (29:43):
No constitutional authority to to the to to to
interpret.
They have no constitutionalauthority because the
constitution does not does notvet give give them that.
It's I'm just going, I'm justreading the Constitution.
What else am I supposed to read?
(30:04):
I mean, that's and then you askthe qu and you asked, and then
even even taking a court case tothe Supreme Court is gonna be
based on what?
Meaning you all right, allright, all right, let me
continue.
This give me a you were cooking,but yeah, go ahead.
Yeah, let's move.
(30:24):
Yeah, let me cook it.
Yeah, let me cook.
All right.
So Congress legislates now.
Because Congress legislatesstuff all the time, you know,
these different statutes, thatdon't mean they meet
constitutional mustard.
Because it's a legislation, thatdon't mean it meets
constitutional mustard.
(30:45):
That can be challenged.
Legislation can be challenged toa constitutional question, it
can be taken to the SupremeCourt.
What is the constitutionality ofthis statute?
It doesn't meet theconstitutional mustard.
So, what is theconstitutionality of Article uh
(31:07):
18 act of congress 1871?
SPEAKER_02 (31:12):
You see them you see where I'm coming from?
I'm giving you the how you seethe you see the the power
thinking proper?
SPEAKER_03 (31:29):
This is the how they're giving validity to this
act of Congress.
It's like this United States,yeah, yeah, the corporate United
States, yeah, yeah, thecorporate United States.
They never think about oh, doesthis act of Congress meet the
(31:49):
constitutional mustard?
Or what is the constitutionalityof this act of Congress?
Let's take it to the SupremeCourt, they're not even thinking
that.
Yeah, this United States, yeah,1871, 1913, yeah, Florida,
(32:09):
Delaware.
SPEAKER_02 (32:12):
They ain't thinking like we're thinking.
SPEAKER_03 (32:21):
Now, is what I'm saying, help me out, Von.
Is what I'm saying complicated.
SPEAKER_01 (32:28):
No, not at all, really.
Not at all.
But just like you said, thefoundation.
There you go.
That that's my point.
People are not even thinkingthis deep.
Of course not.
You know, like people aregetting like and just like how
you you you took us from theearlier dates on up into now,
(32:48):
like they miss all of that.
Yep.
So all of that is like uh is acontinuation or or or or or a
trail or glue.
Yep, yep, yep.
Here, so you know, y'all gottago back to the older videos.
Yeah, we go in, man.
SPEAKER_03 (33:10):
Yeah, we go, we go foundational.
SPEAKER_01 (33:13):
That's all we that's our focus, and then it's and
it's easier to connect the dotsand understand where this is
going.
Absolutely, even following thevideos.
SPEAKER_03 (33:22):
Yeah, we go foundational.
I don't know what else.
We that's how we teach.
This is this is the this is allthis is this is what we this is
our you teaching, foundational.
SPEAKER_02 (33:31):
We don't even talk off a foundation.
I mean, our discussion is basedon foundation.
We measure it by the foundation,by the principles.
This is thinking properly.
SPEAKER_03 (33:52):
They got to they run, they got to reach this
level of thinking.
This is a must.
This is not optional.
SPEAKER_01 (33:59):
Well, brother, do you brothers have like a class
that people can like go into toget the foundation and follow
the the the you know, your yourthe way you teach?
SPEAKER_03 (34:12):
We we the different we we got what it is, the the
various lessons that we'vetaught, even with King L Bey,
you know, even with Shim MalekaiBay, my my stuff, my Israel's
lessons on etymology andsemantics, my lessons on
etymologies, my lessons ongrammar.
So we have a myriad.
(34:33):
You know, I have two two grammarcourses.
Grab a course on, or three orfour of them, grammar course on
clauses, a grammar course onphrases.
So it's not just one, it's noteven one particular subject
matter.
You know, it's grammar, it'ssemantics, it's uh vocabulary
building, it's etymology, it'sone legal principles, it's
(34:56):
political science, isconstitutional principles.
We got we have all of that.
So the pick out one, it would beit'll be a variety of all of
that.
SPEAKER_01 (35:07):
Right.
So do you have like a spacewhere you know, just like uh
from what I'm assuming youtaught well, you taught yeah,
yes, real, right?
SPEAKER_03 (35:16):
Yes, yes, uh for and yeah, and then King as well King
also taught Ezrael too, but asfar as etymology and semantics,
grammar, yeah, I taught Ezrael,yes.
SPEAKER_01 (35:26):
Yes, so so with that, how did you begin that
process?
Like if anyone is interested,how can they learn from you or
your videos too?
SPEAKER_03 (35:36):
You know, also Israel, I got yeah, I got I have
classes that I sell.
We have classes for sale.
Um we also have um I've I'vedone a lot of one-on-ones with
Israel too.
Yeah, I've done a lot ofone-on-ones.
So that's they can contact usfor one-on-ones, you know.
Yeah, yeah.
Yeah, though I do I doone-on-one last study sessions
(35:58):
as well, but I've done a withIsrael, I've done a lot of
one-on-ones with him.
So, because I was preparingIsrael to do what we're doing
now, where Israel can assist me,you know, and I needed someone
to be able to assist me to thislevel that he has been doing.
So it's been two years.
He's been working with us, andI've been for been two years of
(36:20):
ongoing teachings.
And as a result of that, it'sbearing fruit.
So this that's this is a butthis might have a different
situation because it was more alot of extensive one-on-ones
with him.
Where I've, you know, we talkabout, you know, etymology and
semantics and the history andyou know, uh vocabulary, but
(36:41):
dictionary study skills, properconcept.
SPEAKER_01 (36:43):
I mean, dictionary study skills.
SPEAKER_03 (36:46):
Yeah, it's like yeah, so that's why, yeah,
because of the you know, so I'lljust do those.
I just want to be up front witheverybody.
Israel Israel had gotten direct101s, extensive direct 101s from
me, as well as King Albe.
SPEAKER_02 (37:00):
Yeah, and then and also Israel being disciplined,
too.
SPEAKER_03 (37:08):
His being disciplined and also taking the
studies and doing a lot of thestudies on his own outside of us
and taking what we've given himand his doing a lot of studies
and actually preparing, helpingus prepare, you know, with
Israel putting together thesedifferent powerpoints, and he
would take the initiatives.
Israel taking the initiatives toput together a particular
(37:29):
different lesson, say, Well, um,what do you think about this,
King?
What do you think about this,Abdullah?
And he would actually put on hisown.
He would take the initiatives onhis own.
And so as he's preparing thesedifferent powerpoints, he's
learning.
SPEAKER_01 (37:43):
Like I'm learning from all the time.
SPEAKER_03 (37:45):
Yeah, I'm just I'm just because I gotta be on front
with the people.
I can't, I'm not gonna bull.
I ain't gonna bullshit people.
Right.
I mean, but Israel has had, youknow, but I I'm just so proud
because you know, this this isour investment, and it's getting
a return on our investment.
They help is what I needed.
I needed the help for curriculumdevelopment.
(38:07):
Well, we're doing now.
Israel's been on what he he andI do this together.
unknown (38:12):
Right.
SPEAKER_03 (38:12):
We did Vendelay join last week together.
We thought, yes.
SPEAKER_01 (38:16):
Right now, are you are you focused?
Now, do you do you teach on howdo you teach how to train the
hypoglossal nerve, though?
Huh?
You know, that's my favorite.
Israel, go ahead.
That's my favorite.
SPEAKER_05 (38:29):
Yeah, that's basically what I get into.
Like that becoming conscious ofthe word itself.
That's how you train that.
So out of my the wholelinguistic lesson is how you
train that hypoglossal nerve,because now you're gonna be,
you're not gonna speak and thenthink about what you said.
You're gonna think about whyyou're gonna choose these words,
you know, small words, bigwords, whatever, you know, it or
(38:49):
a and like why am I gonna usethis word?
You know, why am I gonna applythis word?
You know how it fully functions,so you choose it wisely.
You know, that's that rightthere, reactivates that
hypoglossular nerve reconnectsthe hypoglossal nerve.
SPEAKER_01 (39:01):
Right now, you're from Kansas City, right?
Nah, Kentucky.
I mean Kentucky, sorry, that'ssomebody else.
So Kentucky, so you're fromKentucky.
I can hear your accent a little,but not so much.
So did you have a maybe athicker accent before getting
into this?
Or is this just this is just meright here, man.
SPEAKER_05 (39:24):
I people don't think I'm from Kentucky.
It's got you, gotcha.
But I'm conscious of the I'mword conscious.
I've always been word conscious,like at least like the sounds of
words and things.
Like I used to say a word andwhen I was younger, and then the
word was just still repeating inmy mind, you know, just until it
didn't even like until itsounded strange or something,
(39:45):
you know.
Like back in the day, so I'vealways been interested in words,
you know, how they sound.
So when the when I met whenAbdullah linked with me, yeah,
he basically just gave me thegame, gave me the rules to like
show me the whole the wholefield, you know.
SPEAKER_01 (39:58):
So I took it and ran with it.
Right.
Right.
Now we're going on to the nextslide, or do we have to are we
out of time?
We have we have 10 more minutes.
SPEAKER_05 (40:08):
Yeah, uh, are there any questions?
We can if there are anyquestions or anything.
Any any questions out there?
SPEAKER_03 (40:13):
Yeah, we can attend questions now.
Yeah, let's do that.
SPEAKER_01 (40:19):
And and pardon the uh the the the craziness every
now and again, man.
My this podcast gets a littlecolorful.
Any any questions, any questionsout there?
Any questions out there?
All right, all right, noquestions.
(40:40):
So um I guess we'll build aboutthe next podcast.
It seems like we have an idea.
Uh, what's the differencebetween uh the United States,
Union states, and things likethat?
SPEAKER_03 (40:52):
Yeah, we could do that because I we in fact is
right now, but we've beentalking about that for a while,
right?
Two years.
Yeah.
And we were along with the bookthat we're working on as well.
Yeah, yeah, it sure does.
It sure does.
Yeah, if you're he and I workingon five or five, six books
together.
SPEAKER_05 (41:08):
Yeah, actually, this right here is part of the book,
yeah.
What we just presented.
SPEAKER_03 (41:14):
Yeah, it's part of one of the books.
He's right, he's right.
SPEAKER_01 (41:18):
Now, uh so where how to get his books.
You see it right there, morethan masonry.
Yes, or masery.org.
That's where you can find those.
Ishmael Bay, peace, brother.
Peace.
Peace, brother.
Thank you guys for coming outthis evening.
I really appreciate you.
(41:38):
Uh uh, Israel Abdullah,Abdullah.
I'll see you soon in the flesh.
Yep, in the flesh, yep.
Next month.
Next month.
Yep.
Um, and anyway, peace toeverybody in the chat.
Peace to everybody.
Let me run this commercial.
And hold on, we are out of here.
SPEAKER_00 (42:01):
Peace family.
Welcome to NYP Talk Show.
This is more than a podcast,it's a conscious platform rooted
in truth and culture from the 5%nation, nation of Islam, Moorish
movement, and masonry.
Our mission is to reclaim ournarrative and uplift the African
diaspora with real stories andreal conversations.
(42:25):
Support us through Super Chatsduring live shows, donations on
Cash App, GoFundMe, Patreon, orBuzzSprout.
And by refing our officialmerch, available on our website
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(42:45):
movement.
This is NYP Talk Show!
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