Did the United States End Colonization? - Review Part 2

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.

Chapters

• 0:00 Technical Issues And Restart
• 0:34 Reading The 1783 Treaty Boundaries
• 2:47 Sovereignty Ceded To The U.S., Not Natives
• 4:11 The 1803 Louisiana Purchase Explained
• 6:16 Spain’s 1819 Cession And Archives
• 14:20 Colonial Charters And State Land Claims
• 16:25 Northwest Ordinance And Article IV Authority
• 18:15 Separation Of Powers And “Vested”
• 23:31 Debunking The “Corporate United States” Myth
• 30:05 Constitutional Mustard: Challenging Statutes
• 36:48 Foundation Over Hype: Study The Sources
• 41:56 Teaching, Courses, And One‑On‑Ones

Transcript

SPEAKER_01: 0:12

Yes, we are back part in part and part in the uh uh uh uh uh the technical difficulties, part in the technical difficulties, but we'll this is a continuation of what we were talking about earlier on uh you know in the podcast. So peace, y'all could y'all can continue.

SPEAKER_05: 0:33

Yeah. So this is uh the 1783 definitive peace treaty between Great Britain and the United States, Article 2, and that all this and that all disputes which might arise in future on the subject of the boundaries of the said United States may be prevented. It is hereby agreed and declared that the following are and shall be their boundaries, viz. From the northwest angle of Nova Scotia, viz. That angle which is formed by a line drawn due north from the source of St. Croix River to the highlands along the said highlands which direct which divide those rivers, they empty themselves into the Saint into the river St. Lawrence, from those which fall into the Atlantic Ocean, to the northwesternmost head of Connecticut River, thence down along the middle of that river to the 45th degree of north latitude, from thence by a line due west on said latitude until it strikes the river Iroquois or Cataracoy, thence along the along the middle of Said River into Lake Ontario, through the middle of Said Lake until it strikes the communication by water between that lake and Lake Erie, thence along the middle of said communication into Lake Erie, through the middle of said lake until it arrives at the water communication between that lake and Lake Huron. Thence along the middle of said water communication into the lake Huron, thence through the middle of Said Lake to the west to the water communication between that lake and Lake Superior, thence through Lake Superior northward of the Alles Royal and Philippox to the Long Lake, thence through the middle of said long lake and the water communication between it and the lake of the woods to the lake of the woods, to the said lake of the woods, thence through the said lake to the most northwestern point thereof, and from thence on a due west course to the river Mississippi, thence by a line to be drawn along the middle of the said river Mississippi until it shall until it shall intersect the northernmost part of the 31st degree of north latitude. So basically, this is the boundary, this is the uh the title. So it's laying out the boundaries, the land boundaries that are being the land boundaries that come along with the territorial sovereignty that's being transferred from Great Britain to the United States. So did England and Great Britain return did England slash Great Britain return the conquered and colonized land to the indigenous people of the said land? Or did England slash Great Britain continue to keep the conquered land under colonial occupation by ceding it to the newly founded United States viz. the first 13 states in the article in Articles 1 and 2 of the 1783 definitive peace treaty between Great Britain and the United States? The answer is the second part did uh the second part, England slash Great Britain did continue to keep the conquered land under colonial occupation by ceding it to the newly founded United States viz, the first 13 states in Articles 1 and 2 of the 1783 definitive peace treaty between Great Britain and the United States. Once again, we're showing where our claims are coming from. Our claims are coming from the evidence, which are these said treaties. 1803, Louisiana Purchase Treaty between France and the United States, Article 1. Whereas by the article, the by the article the third of the treaty concluded at Saint Edifonso, the ninth vendimare vendomere, on 1st October 1800, between the first consul of the French Republic and his Catholic Majesty, it was agreed as follows. His Catholic Majesty promises and engages on his part to cede to the French Republic six months after the full and entire execution of the conditions and stipulations herein relative to the relative to his royal highness, the Duke of Parma, the colony of province of Louisiana, with the same extent that it now has in the hand of Spain and that it had when France possessed it, and such as it should be after the treaties subsequently entered into entered into between Spain and other states. And whereas, in pursuance of the treaty, and particularly of the third article, the French Republic has an incontestable title to the domain and to the possession of the said territory. The first consul of the French Republic desiring to give to the United States a strong proof of his friendship, do hereby cede to the United States in the name of the French Republic forever and in full sovereignty, the said territory with all its rights and pertinences, as fully and in the same manner as they have been acquired by the French Republic in virtue of the above-mentioned treaty, concluded with his Catholic Majesty. So, the question: did France return the conquered and colonized land to the indigenous people of the said land? Or did France continue to keep the conquered land under colonial occupation by ceding it to the newly founded United States in Article 1 of the 1803 Louisiana Purchase Treaty between France and the United States? And the answer is the second part. France continued to keep conquered land under colonial occupation by ceding it to the newly founded United States in Article I of the 1803 Louisiana Purchase Treaty between France and the United States.

SPEAKER_03: 6:27

And that's the title for today. That's the title for the United States. That's the claim. That's the claim that the United States is making. This is United States. All right, so and so in 1803, so 1800, it read Spain. A map, a world map. In 1804, a new world map is created and they have United States. France is transferring territorial sovereignty to the United States. So we're talking today because that's the that's the they they make that they still have that claim. How did colonization end it?

SPEAKER_05: 7:19

And as you can see, uh before the 1783 definitive peace treaty, the United States was not in the picture at all, like you just mentioned. So when we're reading the treaties, the assessment treaties where land was uh territorial sovereignty was being transferred amongst, you know, from Spain to France, to England, you know, back to France, to Spain, and things like that. United States didn't exist to even play a part. So United States got in, got into the game, you know, uh 1783. Yep.

SPEAKER_03: 7:54

And you and New York, New York State, so so it's New York, New York State claim to the land is comes from Article 1 of the 1783 Defend the Peace Treaty. His Britannic Majesty, his Patanic Majesty is relinquishing to each of them individually. United States fears, all 13 in name. The boundaries that's in the Duke of York, you have the Duke, you have two two charters. You have the Duke of York's charter of 1664 that was granted by King, his brother, King Charles II. So when King Charles II died, Duke of York ascended to the throne as King James II. So another charter had to be created. The charter is 1689. New York State, the people of New York State is now vested in the land boundaries that's in the charters, county charters are vested in the people of New York State. That's the the chain of custody is now in the people of United, of people of New York State. The people of South Carolina State, the South Carolina County Charter, the people of Virginia State, the two, the 1609, 1609, there's two of them. The companies, two company charters, 1609, I think 1619. So both of them, now the people of New York State. The land boundaries, the land boundaries are not in the constitution of New York State and South Carolina State Constitution, Georgia State Constitution, the land boundaries are in the colony charters. If there's a land dispute between North Carolina State and South Carolina State, they ain't taking no South Carolina Constitution to the court. They're not taking North Carolina Constitution to court, to the court to be examined. They're taking the county charters because it's the land boundary dispute. Why are they taking the county charters 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 sovereignty of said provinces are included in this article. The said archives and documents shall be left in possession of the commissaries or officers of the United States duly authorized to receive them. Did Spain return the conquered and colonized land to the indigenous people of the land? Or did Spain continue to keep the conquered land under colonial occupation by ceding it to the newly founded United States in Article II of the 1819 Adams Honors Treaty between Spain and the United States? The answer is the second part. Spain continued to keep the conquered land under colonial occupation by ceding it to the newly founded United States in Article II of the 1819 Adams Honors 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 one in that one with the one in Florida established in Florida and that's Article III, Article Article 4, Section 3. United States, meaning, meaning that the uh Northwest ordinance, the Northwest ordinance of 1787. How did Article 4, Section 3 come about, where it's now it's land is managed in the hands of Congress? How did that come about? The states, there were six largest, six largest states, New York, Connecticut, Massachusetts, they made claims in 1717 to the Northwest Territory after defeating Great Britain. They ceded great, it started in 1781 in the Virginia House of Commons, in the Virginia State House in 1781, 1781. That's where they started the legislation to cede it to central governing body. That legislation began in 1781, and so it took up took about three years to complete, go through to complete that legislation and be ratified, and then it was ceded, Virginia State ceded to the central to the United States central governing body. And then other states followed. Then that's when that that is the basis for step the Northwest Ordinance of 1787, where it's down now it's managed in the hands of Congress. They took, they drafted from 1780, from the Northwest Ordinance of 1787 to Article 4, Section 3. That's where that came from. That's how Congress, that's how it became managed in the hands of Congress. So when great, so when France ceded, transferred territorial sovereignty to the United States through the Louisiana Purchase Treaty, all right, now we know that the president has that power. President has treaty making power, all right? Through Article 2, set Article 2, the United States President has treaty making powers. Now the United States Senate ratified, but as far as the land being managed and overviewed and the mission of new states, that is Congress, Article 4, Section 3. Not Congress cannot transfer that power to another United States that Congress creates. I mean, it's just it's not all that. It's just they don't understand foundation.

SPEAKER_01: 16:56

There's no now when you say foundation, what's a good foundation for us to uh grasp or or or or study? I would say that the the the constitution would be the first one, right?

SPEAKER_03: 17:10

Well, regarding the United concept of these different United States, it would 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 because they need to understand the word vested. Once they clear on the word vested, they got it, because they know that it's fixed. It's inherited. So once you clear that it's inherited, that it's fixed, that Congress cannot transfer that. United States President can't transfer that. It ain't up for them because it's vested in them. It's vested in that in the United States judicial, not judicial power, United States judicial power. It's vested in the one Supreme Court, not in the presidency. United States judicial power is not vested in the president of the United States. United States judicial power is not vested in Congress. United States judicial power is vested in one Supreme Court. United States executive power is not vested in the Supreme Court. United States executive power is not vested in Congress. United States legislative power is not vested in the presidency. United States legislative power is not vested in the Supreme Court. That lie in lies what? How did the separation of powers doctrine come about based on what I just gave you? There you go, that word vested again. 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. Invested. You will not put invested because 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 is not 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 word vested. There's not internalization of it. They're just pronouncing it. How you know they're pronouncing, Abdullah?

SPEAKER_03: 20:43

Because you got people in these like, but what about this United States corporate United States? If they weren't pronouncing it, then there wouldn't be no somebody putting the chat this other this corporate United States. That wouldn't be a discussion at all. That would not be no discussion in the among the European, nobody. Nobody would have no discussion about no other United States. If they understood the word vested, no Europeans, nobody, no one would have any discussion or give great validity to it. They give a validity to it. The fact that they give a validity to it shows me that they're just pronouncing the word vested. They don't understand the word vested. Because you would never give no validity to some other United States. Who gives a jack? They don't have constitutional authority. I'm only gonna focus on the United States that has constitutional authority.

SPEAKER_02: 21:34

Why would I focus on another United States that Congress creates that has no constitutional 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 through legislation. That's all I can that's I can only I this is how I gotta teach it, Von. I can't, I don't know where other teacher. They immediately jump to 1871. They give so much study, so much time, so much validity to 1871 in 1913 in Florida, and the one in Delaware, they give so much time and validity to that. And no time and no time to the word 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 rat hole, like everybody else. You know, we going through the misconceptions. I thought I told you, 27 years I was 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 then focused on showing this the difference between vested and invested. And it became, and I remember, I already had I already had the skills of analyzing words. I already had that. I already had the skills of grammar, semantics, all right. Uh on the I those principles already had. So that so it has a lot to do with 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 do this. Put me in the right direction. I get it like that. Because why? I already have the skills, and it's right out taught the uh definitely the minds just matters. I have those skills. I have that knowledge base. I have the I have the skill and knowledge of analyzing words. So I already had that. I just was pointed in the right direction.

SPEAKER_05: 24:39

And I don't think they really go too far on that uh 1871, you know, the act of 1871. I don't think they really go deep into that studies. They hear it, you know, it's on the surface.

SPEAKER_03: 24:49

Yeah, they yeah, they don't. They don't go, yeah, you're right, uh is right. They just, it's because they're actually they're actually paradoxical.

SPEAKER_05: 24:54

Yeah, it has a couple of names. Uh the act of 1871, the act of congress, uh, the enforcement act of 1871. The long title name for it is an uh 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 14th amendment to the Constitution of the United States and for other purposes. 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 a not a as a united another United States has something, yeah. As as as if it has constitutional that they talk about this other United States as if it has some constitutional authority, right? And if you read it, but they don't they don't challenge it based on its lack of constitutional 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 that conclusion. Oh well, yeah, I'm saying if they 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 corporate United States, I don't care nothing about that, yeah. Like, because I don't I'm only gonna vocal Israel line, I'm only gonna give validity and focus on the one that has constitutional authority, yeah.

SPEAKER_05: 26:31

Like, why would I constitutions don't create corporations, they create governments, you know, establishes governments. Yeah, to keep it simple, follow the 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 that has constitutional authority. That's I'm gonna that's the one I want to deal with. Yeah, proper concepts because that'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 the treaties 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 opers oversimplify it. We just go into foundation of it. And we do we and we we're presenting it in this, even in this pet this tone to show that it's not all that. Is that it's been conflated with the misconceptions and then the foundation, meaning that we need to put the focus on the foundation, we need to strengthen them with foundation, foundation, and this is where I'm putting the emphasis on the word vested because that's foundational.

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 the United States, and they you know they won with that. I mean, you know, and that's what's been happening, and so you can tell they don't have foundation, it's clear.

SPEAKER_02: 28:40

I'm just keeping it real. What are you supposed to what I'm supposed to say? They keep it, you know, they they don't have it.

SPEAKER_03: 28:54

Because they can't discern, they're not you, they can't discern falsehood from the real. They don't understand the principles. So we put the focus on the what the 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 the oblig the obligations falls on that United States. The obligations don't fall on the other United States.

SPEAKER_03: 29:43

No constitutional authority to to the to to to interpret. They have no constitutional authority because the constitution does not does not vet give give them that. It's I'm just going, I'm just reading the Constitution. What else am I supposed to read? I mean, that's and then you ask the qu and you asked, and then even even taking a court case to the Supreme Court is gonna be based on what? Meaning you all right, all right, all right, let me continue. This give me a you were cooking, but yeah, go ahead. Yeah, let's move. Yeah, let me cook it. Yeah, let me cook. All right. So Congress legislates now. Because Congress legislates stuff all the time, you know, these different statutes, that don't mean they meet constitutional mustard. Because it's a legislation, that don't mean it meets constitutional mustard. That can be challenged. Legislation can be challenged to a constitutional question, it can be taken to the Supreme Court. What is the constitutionality of this statute? It doesn't meet the constitutional mustard. So, what is the constitutionality of Article uh 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 see the 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, the corporate United States. They never think about oh, does this act of Congress meet the constitutional mustard? Or what is the constitutionality of this act of Congress? Let's take it to the Supreme Court, they're not even thinking that. Yeah, this United States, yeah, 1871, 1913, yeah, Florida, 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, the foundation. There you go. That that's my point. People are not even thinking this deep. Of course not. You know, like people are getting like and just like how you you you took us from the earlier dates on up into now, like they miss all of that. Yep. So all of that is like uh is a continuation or or or or or a trail or glue. Yep, yep, yep. Here, so you know, y'all gotta go 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 dots and understand where this is going. Absolutely, even following the videos.

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 all this 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 based on 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 to get the foundation and follow the the the you know, your your the way you teach?

SPEAKER_03: 34:12

We we the different we we got what it is, the the various lessons that we've taught, even with King L Bey, you know, even with Shim Malekai Bay, my my stuff, my Israel's lessons on etymology and semantics, my lessons on etymologies, my lessons on grammar. So we have a myriad. You know, I have two two grammar courses. Grab a course on, or three or four of them, grammar course on clauses, a grammar course on phrases. So it's not just one, it's not even one particular subject matter. You know, it's grammar, it's semantics, it's uh vocabulary building, it's etymology, it's one legal principles, it's political science, is constitutional principles. We got we have all of that. So the pick out one, it would be it'll be a variety of all of that.

SPEAKER_01: 35:07

Right. So do you have like a space where you know, just like uh from what I'm assuming you taught 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 as far 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've done a lot of one-on-ones with Israel too. Yeah, I've done a lot of one-on-ones. So that's they can contact us for one-on-ones, you know. Yeah, yeah. Yeah, though I do I do one-on-one last study sessions as well, but I've done a with Israel, I've done a lot of one-on-ones with him. So, because I was preparing Israel 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 this level that he has been doing. So it's been two years. He's been working with us, and I've been for been two years of ongoing teachings. And as a result of that, it's bearing fruit. So this that's this is a but this might have a different situation because it was more a lot of extensive one-on-ones with him. Where I've, you know, we talk about, you know, etymology and semantics and the history and you know, uh vocabulary, but dictionary study skills, proper concept.

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'll just do those. I just want to be up front with everybody. Israel Israel had gotten direct 101s, 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 the studies on his own outside of us and taking what we've given him and his doing a lot of studies and actually preparing, helping us prepare, you know, with Israel putting together these different powerpoints, and he would take the initiatives. Israel taking the initiatives to put together a particular 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 his own. He would take the initiatives on his own. And so as he's preparing these different 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, you know, but I I'm just so proud because you know, this this is our investment, and it's getting a return on our investment. They help is what I needed. I needed the help for curriculum development. Well, we're doing now. Israel's been on what he he and I 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 how do 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 of the word itself. That's how you train that. So out of my the whole linguistic lesson is how you train that hypoglossal nerve, because now you're gonna be, you're not gonna speak and then think about what you said. You're gonna think about why you're gonna choose these words, you know, small words, big words, whatever, you know, it or a and like why am I gonna use this word? You know, why am I gonna apply this word? You know how it fully functions, so you choose it wisely. You know, that's that right there, reactivates that hypoglossular nerve reconnects the hypoglossal nerve.

SPEAKER_01: 39:01

Right now, you're from Kansas City, right? Nah, Kentucky. I mean Kentucky, sorry, that's somebody else. So Kentucky, so you're from Kentucky. I can hear your accent a little, but not so much. So did you have a maybe a thicker accent before getting into this? Or is this just this is just me right 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'm word conscious. I've always been word conscious, like at least like the sounds of words and things. Like I used to say a word and when I was younger, and then the word was just still repeating in my mind, you know, just until it didn't even like until it sounded strange or something, you know. Like back in the day, so I've always been interested in words, you know, how they sound. So when the when I met when Abdullah linked with me, yeah, he basically just gave me the game, gave me the rules to like show me the whole the whole field, you know.

SPEAKER_01: 39:58

So I took it and ran with it. Right. Right. Now we're going on to the next slide, 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 any questions 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 little colorful. Any any questions, any questions out there? Any questions out there? All right, all right, no questions. So um I guess we'll build about the next podcast. It seems like we have an idea. Uh, what's the difference between uh the United States, Union states, and things like that?

SPEAKER_03: 40:52

Yeah, we could do that because I we in fact is right now, but we've been talking about that for a while, right? Two years. Yeah. And we were along with the book that we're working on as well. Yeah, yeah, it sure does. It sure does. Yeah, if you're he and I working on 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, more than masonry. Yes, or masery.org. That's where you can find those. Ishmael Bay, peace, brother. Peace. Peace, brother. Thank you guys for coming out this evening. I really appreciate you. 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 to everybody 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 our narrative and uplift the African diaspora with real stories and real conversations. Support us through Super Chats during live shows, donations on Cash App, GoFundMe, Patreon, or BuzzSprout. And by refing our official merch, available on our website and right here on YouTube's merch shelf. Every dollar, every super chat, every hoodie builds the movement. This is NYP Talk Show!