TM 2000-25 Modernized

PART 1 - INTRODUCTION

1. National defense - It is essential that the training of our young military men embody, with their instruction in military science, at least a basic course in the science of government and the privileges, duties, and responsibilities of the individual citizen, in order that they may be returned to civilian life better equipped as the defenders of the institutions of our Government in time of peace as well as in time of war.

2. Citizenship training - Training in citizenship is the most vital of all subjects to that nation whose system of government, security of property, and full power to express individual initiative are based upon the intelligence, education, and character of each individual citizen.

3. Individual initiative - Individual initiative is the product of slow progress over a long period of time in the development of the idea and ideals of self-government. It was cherished in the minds of the early Germanic tribes, transmitted by them in the fifth century to the conquered British Isles, there developed and finally transferred in principle to the shores of America in the 1700s.

From the landing of the first settlers through the slow and perilous years of colonial development, the struggles of the Revolutionary days, the hardships and scarcities of the basic comforts of life following the adoption of our Constitution, the winning of the Great West, the fight to save our Union, and the tremendous accomplishments in the development of agricultural and industrial resources, individual initiative, coupled with community cooperation, has been a determining factor, a spur to our achievements, and a guaranty to our national security.

The protest of the Colonies against usurpation of the rights of citizens, the Declaration of Independence, the Revolutionary War, the writing and adoption of the Constitution of the United States. and the ever-increasing development in population, industry, wealth, and security, denoting the achievements of the United States, would not have been possible lacking the spirit of individual initiative and the talent for self-government. The United States worked out its own destiny by the simple process of hard labor inspired with the knowledge of full opportunity in the exercise of individual ability, and sure reward and protection in the possession of the fruits of their labor.

4. Foundation of citizenship - In any instruction in citizenship productive of lasting results, there must be woven into the study of the story of the faith, sacrifice, service, and achievements of the pioneers of America from the landing of the Pilgrims to the settlement of the Great West and the development of our vast national resources. This story, pregnant with hope, faith, courage, and the will to work, is the rock foundation upon which to build the structure of citizenship in the youth of today that the future may be assured in perpetuity of the institutions, principals, ideals, and traditions the development of which has made the United States great among the nations of the world.

Americans have lost their basic understanding of what it means to be an American citizen after the civil war and we need to restore that with each individual American while also putting together easily learnable information to educate immigrants to integrate into this unique mindset and operation.

5. Social phase of citizenship - As the result of the changing life stream of America, there has arisen one of the greatest problems of our national life. Up to about the year 1900, approximately 90 percent of all immigration into America was by white, English-speaking Europeans. These white Europeans had been working out the problems of self-government since around the year 1700. Due to the industrial revolution beginning around 1890, massive opportunity of employment was offered. Due to the number of white European immigrants, these employment offers were designed to work with those cultures. This was mainly for common labor positions. Due to this shift, immigration into America by white English-speaking Europeans increased by fifty times between the years of 1870 and 1920. The specific areas of Europe that were immigrating was central, eastern and southern Europe.

This explosion of immigration was by immigrants that were used to tremendous art, literature and science that was enjoyed by the ruling class, but the common man from those areas were used to oppression, lack of resources and suffering by the hands of the ruling class. This was a major factor in their interest in America for a better life.

These immigrants, without understanding self-government, were often denied the opportunity of self-development. This caused a massive interest in the migration to America. But they arrived without the understanding of liberty and the nature of our style of freedom and self-governance.

A course of instruction in American citizenship, to be effective, must develop to repair our existing Union and citizens, while at the same time it must prepare the foreign-born youth to give them the necessary information to integrate into the glorious life stream of America.

6. Economic phase of citizenship - The industrial achievements of America have become the marvel of the world. Therefore the economic phase of citizenship must be developed with careful study and with all the wisdom we possess so that we may assure continued progress to the welfare, tranquility and enrichment of our own citizens and at the same time avoid and handle all of the external jealousy and envy of other nations to our wealth and power.

In the accomplishment of our industrial achievements the United States has reinvested its profits in the development of horsepower, automatic machinery, labor-saving devices, transportation, communication, organization, administration, computerization , and, since the World Wars, has given more to the wage-earning class. This class experienced a good life until the inflationary boom after Nixon permanently eliminated any possibility of going back on to the gold standard in 1971. After this point, the wage-earning class rapidly began to take a beating and, here in 2025, this class is practically extinct. This needs to be repaired by returning us to the gold standard so that all inflation will be obliterated from the money supply.

America, once an automobile giant, has since become a tech giant and has lead the way in computer advancements and technical discoveries. Great minds, such as engineers and developers, have replaced what used to be a wage-earner economy.

A course of instruction in citizenship must emphasize the necessity of the education of our masses as an economic measure in supplying the great need of modern industry.

7. Philosophy of American Government - The philosophy of government, as set up under our Constitution, finds its keynote in individualism as opposed to that misguided philosophy of government, collectivism, which makes the State paramount in its demands over the inalienable rights of its individual citizens. Most of the issues of America, and even the world, hinge upon this leaning towards collectivism as opposed to individualism. This is the greatest strength of the American culture but America has let this strength slip over the years. Things like driver’s licenses and other rubbish act to create a collectivism where an individualism once stood.

Emphasis must be laid upon the benefits and advantages accruing to each individual citizen of our country under the form of government set up as the supreme law of the land in the Constitution of the United States of America.

PART 2 - COURSE MISSION STATEMENT

8. General purpose - This course in citizenship is designed to teach the fundamental principles upon which our Government is founded, including an insight into the social and economic elements upon which our civilization stands. Special emphasis is laid upon the meaning of “liberty,” as interpreted by the founders of this Republic, and the larger relationship of the individual citizen to others and to his Government, defining loyalty and national responsibility in terms of citizenship, recognizing that an intelligent and informed people is a greater asset than are the unintelligent, uninformed, or misinformed, and that no government can exist upon a plane higher than the moral character of its people.

9. Knowledge, the safeguard of our Republic - Because of the rapid increase in our population, largely made up of immigrants from all parts of the world, the tendency within the family and school is to neglect the training of our youth in the knowledge of his Government and his individual responsibility. It cannot be expected that foreign-born parents, lacking knowledge or inspiration of American ideals, will be either fitted or inspired to give such instruction to their own children.

The indifference or the neglect of native-born citizens concerning the training of their children to meet the responsibilities of citizenship is largely caused by lack of information and proper understanding of the history, ideals, and underlying principles of our political institutions.

The remarkable development of industry in America has caused a congestion of population in our large cities, creating social, economic, and political problems that materially affect the structure of our Government.

The solution of the problems of citizenship lies largely in the education of the youth of America in the principles of representative government and their personal responsibility in perpetuating and improving her free institutions.

10. Character building - The ever-increasing wants as compared to the needs of humanity, the added individual burdens and problems of modern civilization, emphasizing material rather than ethical and spiritual attainment, are tending to break down the character of our youth.

It is the mission of this course to specially emphasize the moral aspects of citizenship - to build up home discipline, reverence for religion, and respect for constitutional authority.

11. National defense - Education and training in citizenship form a vital part of national defense. It will be the mission of this course to interpret national defense through a broad and comprehensive instruction in citizenship, stressing the responsibility of the individual citizen to become fully prepared for the defense of his country in any emergency that may arise, whether of domestic or foreign, in peace or in war.

[SECTIONS 12-20 EXPLAIN HOW TO RUN AND GRADE THE COURSE AND WILL BE SKIPPED]

PART 3 - THE AMERICAN CITIZEN

21. Definition of citizenship - Membership in a nation (which is just a group of people) that shows allegiance to the intentions, rules and goals of that group. This implies certain benefits and also certain obligations. Citizenship is entirely voluntary at all times and “forced citizenship,” such as slavery, was made illegal by the 13th Amendment. The Constitution contains the intentions, rules and goals of America.

22. Origin of citizenship - Citizenship as we understand it today is the result of centuries of social, economic, and political experiments, in which improvement in human relations has slowly developed the idea of the benefits of governmental rules and restrictions for the protection of the rights of people (whites), persons (non-whites) and property.

Ancient Greece was composed of a number of city states, each one independent of the other and conferring certain privileges upon its subjects. The greatest advantages of citizenship among these city states was conferred by the Athenians, limited, however, to native sons of native fathers and mothers, excluding from such privileges foreigners and slaves. The Athenian idea of citizenship was philosophical rather than practical.

It was left to the Romans, in succeeding centuries, to develop the more practical phases of citizenship. Some examples are: safety of the Republic, public service, stern simplicity and devotion to duty.

Above all duties and obligations was placed that of unselfish duty to the state. It was this Roman virtue of loyalty to public duty, this devotion on the part of the citizen to the interest of the state, that, more than any other quality of the Roman character, helped to make Rome great.

Roman citizenship was confined to a privileged class, native or adopted. In the white, English-speaking European races there was slowly developed the idea and ideals of self-government and of individual worth, in contrast with the earlier Greek and Roman denomination of the state over the individual.

Out of these experiments in government and human relations there has been evolved the ideals and principles of American citizenship.

23. Source of American citizenship - the source of American citizenship is found in the Constitution and subsequent Federal enactments.

24. Acquisition of American citizenship - American citizenship is acquired in two ways:

1. By birth

2. By naturalization

Birth - For 100 years following the first settlement of the American Colonies their inhabitants were citizens and subjects of a foreign power.

With successful conclusion of the Revolutionary War, terminating with the Treaty of Paris in 1783, all people born in the United States before the Declaration of Independence could be regarded as American citizens.

Naturalization was then first codified in the Naturalization Act of 1790, which limited naturalization to those individuals classified as a “free white person.” Various cases were then held to determine that definition, which wound up mostly meaning white, English-speaking Europeans.

Then there were further adjustments made in 1795, 1798 then finally in 1802 to these ideas. The amount of time someone needed to reside in the United States increased from 2 years to 5 years during these adjustments. This period of "residency" was a period where someone was not yet a citizen of a state, but they were working towards achieving that citizenship.

The Dred Scott v. Sandford case, completed in 1857, solidified the fact that someone, to achieve citizenship, could not be a negro (legal definition: colored person of a certain amount of African blood). This fueled the fire building into the civil war.

In this case, the final opinion was delivered by the Honorable Chief Justice Roger B. Taney. He said that there was a sharp delineation in the Constitution between who are part of “We the People,” mentioned in the Preamble, in comparison to what were called “persons,” which can be seen looking at the Slave Trade Clause (Article 1, Section 9, Clause 1). The final opinion of the court was that this term “persons,” which were colored persons of African blood, were not intended to be part of “We the People” by the framers of the Constitution and that their entire bloodline, which included their children, were unable to acquire citizenship.

SPECIAL NOTE: Mr. Taney's name has been tarnished by the Dred Scott v. Sandford case. Starting in the 2017, his statues and street names began to be replaced due to the supposed racism inherent in this case. If you actually read the case and review some of the background information, Mr. Taney, who Honorably served our country for over 28 years, was simply trying to follow the Constitution and prevent the growing animosity which became the civil war. Mr. Taney had actually already released his own inherited slaves in 1818, many decades before the Dred Scott case. A quote directly from Mr. Taney in 1818 said: “Slavery is a blot on our national character, and every real lover of freedom, confidently hopes that it will be effectually, though it must be gradually, wiped away.” His decision in Dred Scott v. Sandford was collective, as a little less than half of the Supreme Court at that time owned slaves (4 of the 9 Justices were slave owners at the time of the case). Mr. Taney was outwardly anti-slavery but he was more pro-Constitution than he was anti-slavery, which ultimately was the deciding factor in the case. Mr. Taney suffered many health issues throughout his life, but in his later years he had chronic intestinal disorder that caused persistent pain and weakness. In January 1862, he reported difficulty venturing outdoors due to slippery conditions and experienced sharp pain from prolonged sitting at his desk, making it hard to hold a pen steadily. During bouts of illness, he could only walk a few steps across his room before needing to sit and catch his breath. In early October 1864, during what would be his final Court appearances, he was given whiskey mixed with water to help him stay alert and mitigate discomfort after his work was completed. He died shortly afterwards on October 12th, 1864. He served our country with resolve to the bitter end and should be remembered as such.

After the completion of the civil war, the 13th, 14th and 15th Amendments were passed specifically for the released negroes and to give them Federal protection from state violations.

There is much contention as to the passing of the 14th Amendment, due to the fact that the Southern states were threatened to not being able to rejoin the Union unless they signed onto it. This is considered fraudulent due to those states being under duress to sign on to the 14th Amendment. But regardless of this, it was accepted and the country reformed, which is called the Reconstruction era.

The Reconstruction era lasted from 1865-1877. During this time, there was much confusion over the 13th, 14th and 15th Amendments. The largest confusion was handled in a series of cases called the Slaughter-House Cases. These cases culminated in 1873 where the Honorable Samuel Freeman Miller said that there had never been such a thing as a "US citizen" prior to that case. He said that a citizen was limited to someone who was a white citizen of a state and persons born and always residing in someplace like the District of Columbia could not attain citizenship. The court decided to change that and make a new special class of citizenship, which would be a Federal citizenship under the District of Columbia, specifically for all the released negro slaves. This classification fell under the 14th Amendment and was created to protect the negroes from abuse in the states by giving them access to courts, the ability to own property, etc. This was all carefully covered in the Civil Rights Act of 1866. It was determined that the Civil Rights Act and the 14th Amendment were, essentially, the new Bill of Rights and Naturalization Act for the newly freed negro.

It was clarified in this case as well as many others that this new classification did not include the free white people who were citizens of their respective states, nor that this replaced any of the previous definitions of citizenship. It was clear that this was a separate class of citizenship under Congress and was Federal in nature.

In the Slaughter-House Cases, Mr. Miller made it clear that the new class and protections that were being made by the creation of the US citizen class could be claimed by other non-whites in this quote:

“We do not say that no one else but the negro can share in this protection. Both the language and spirit of these articles are to have their fair and just weight in any question of construction. Undoubtedly while negro slavery alone was in the mind of the Congress which proposed the thirteenth article, it forbids any other kind of slavery, now or hereafter. If Mexican peonage or the Chinese coolie labor system shall develop slavery of the Mexican or Chinese race within our territory, this amendment may safely be trusted to make it void. And so if other rights are assailed by the States which properly and necessarily fall within the protection of these articles, that protection will apply, though the party interested may not be of African descent. But what we do say, and what we wish to be understood is, that in any fair and just construction of any section or phrase of these amendments, it is necessary to look to the purpose which we have said was the pervading spirit of them all, the evil which they were designed to remedy, and the process of continued addition to the Constitution, until that purpose was supposed to be accomplished, as far as constitutional law can accomplish it.”

The Slaughter-House Cases effectively overturned the Dred Scott decision that was made in 1857. The classifications of state citizens (white “people”) and US citizens under Congress (non-white “persons”) was complete. Shortly after this is when legal fictions were added into the “persons” category, which I will speak about next.

SPECIAL NOTE: Mr. Miller felt very strongly about freeing the slaves and worked diligently to teach himself law while being a doctor. He worked over 2 decades to move into the Supreme Court and to eventually be the driving force behind the freeing of the negro slaves. He is a model American and he is one of the greatest Americans that has ever lived. He embodies everything that should be shown as a shining example of American skill and ideals.

During and after the Reconstruction era was completed, eventually legal fictions such as companies, corporations and trusts were added into the non-white “persons” classification under the 14th Amendment in first the Dictionary Act of 1871 (seen at 1 USC 1), then even more commonly accepted in the case Santa Clara County v. Southern Pacific Railroad Co. from 1886. Since this time, legal fictions have been included under the “persons” subtitle.

Fast-forward to today’s world in 2025 and we see the definition of a “person” at 8 USC 1101(b)(3), which says: The term “person” means an individual or an organization. Title 8, which is where this definition comes from, is all about immigration, nationality, etc.

Then the term “organization” from the definition of “person” has a special definition found at 8 USC 1101(a)(28), which says: The term “organization” means, but is not limited to, an organization, corporation, company, partnership, association, trust, foundation or fund; and includes a group of persons, whether or not incorporated, permanently or temporarily associated together with joint action on any subject or subjects.

Since 1886, this has been our basic outline of citizenship. The white people are “people” and the non-whites and legal fictions are “persons.”

There is another class called a “noncitizen national of the United States,” but this is a less important classification and will be covered in the next section. The above is the bedrock of all American citizenship and should be memorized and able to be recited, without notes or review, by all Americans. The above is terribly important for our youth as well to ensure that we do not allow our Republic or our Democracy, both sharply separated, to be further lost than it already is. The white state citizens (people) are in a constitutional Republic, whereas the non-whites and legal fictions (persons), as US citizens or US residents, are under a Democracy, as explained clearly by the Honorable Justice Henry Billings Brown in the case Downes v. Bidwell (1901):

“we have in this country substantially or practically two national governments; one, to be maintained under the Constitution, with all its restrictions; the other to be maintained by Congress outside and independently of that instrument, by exercising such powers as other nations of the earth are accustomed to exercise.”

Immigration and naturalization - there are two distinct systems available for anyone looking to naturalize into the United States. “Naturalization” is, essentially, defined as “a non-citizen doing the process to become a citizen.” To naturalize into the constitutional Republic has one system and to naturalize into the Federal Democracy has an entirely separate system, both of which we will review here.

The Naturalization Act of 1802 is the standard for someone looking to become one of “We the People.” It is the standardized system for white people who are looking to naturalize into a state. All of the rules on this can be viewed by reading the Act, which is only a few pages long and is quite easy to read, so I will not go into extensive detail as to its operation here. It should be noted here that a simpler system is often more robust and truthful. This Act never required any adjustments from 1802 all the way up to the advent of the US citizen category clarified in the Slaughter-House Cases of 1873. This should be most telling as this Act is very functional. This Act has never been repealed or replaced and is, to this day, the active Act for a white man or woman looking to naturalize into the USA as a citizen of one of the sovereign states of the Union (which is, currently, the 50 states and would not include the District of Columbia or any of the US territories or insular possessions, such as Puerto Rico, the US Virgin Islands, Guam, American Samoa, etc). White state citizens derive all of their rights through the Bill of Rights, directly, whereas US citizens only have access to the Federal constitution and original Bill of Rights via the 14th Amendment and the Incorporation Doctrine. White state citizens have no right to use the 14th Amendment, as made clear by Mr. Miller in a case that occurred the day after the Slaughter-House Cases in a case called Bradwell v. State.

White state citizens (people) are the highest class of citizenship available and this citizenship class enjoys the entire unabridged Bill of Rights (first 10 Amendments). US citizens (persons) only enjoy the aspects of the Bill of Rights that have been incorporated via the Incorporation Doctrine (which does not include the 9th and 10th Amendments at all).

For non-whites and legal fictions, referred to as “persons,” there is a much more complex and rich history that begins with the Immigration Act of 1882.

In this Act, it had certain aspects that deemed persons unfit for citizenship such as: lunatics, idiots, persons unable to take care of themselves and those with certain contagious diseases.

Then we have the Immigration Act of 1891, which introduced even more strict health-related disqualifications.

Next, we have the Immigration Act of 1903, which added additional mental health disqualifications. It excluded epileptics and anyone who had experienced two or more attacks of insanity at ay time. This Act was also the first introduction of barring individuals with certain political ideologies. It is dubbed the “Anarchist Exclusion Act,” which excluded persons who advanced any ideology which included violent overthrow of government, assassination of public officials, etc.

Next, we have the Immigration Act of 1907, which even further expanded disqualifications. It added imbiciles, feeble-minded persons, paupers and those with tuberculosis. It also included things that could prevent persons from working and earning a living.

Then we have the Immigration Act of 1917, otherwise known as the “Asiatic Barred Zone Act” or “Literacy Act.” This Act added a literacy test and added “persons of constitutional psychopathic inferiority,” which was essentially a Eugenics term used to describe new disqualifications such as alcoholism, sexual perversions, etc. These terms and ideas were born out of the explosion of German psychiatry in 1891. Huge sections of Asia were also deemed not qualified, as the nickname of the Act implies.

Then, we have the Immigration Act of 1924, also known as the “Johnson-Reed Act.” It mainly added quotas and caps to overall immigration to keep it from being too many people coming into the country.

Next, we have the first major overhaul of the entire system in the Immigration and Nationality Act of 1952, also referred to as the “INA” or “McCarren-Walter Act.” This changed many terms and overall restructured everything mentioned above and this Act is still considered the main changes in our current system, even though there was one more main Act. This Act began our motion away from Eugenics-based terms.

The most shocking aspect of this Act was the introduction for the ability for persons to begin to have dual nationality... meaning alligence to other countries at the same time (this was not allowed prior to this point).

The INA was also where you had the official introduction of the “noncitizen national of the United States” class. This classification from the INA is still active and is found at 8 USC 1408. This classification was created for the inhabitants of American Samoa because they feared that full U.S. citizenship would subject traditional Samoan customs, known as “fa'a Samoa” (translation: “The Samoan Way”), to greater federal scrutiny under the Equal Protection Clause, potentially invalidating laws restricting land ownership to those of at least 50% Samoan ancestry and preserving the communal land system and chief-based government systems. A chief in American Samoa is called a “matai.”

There were amendments to the INA issued in 1965, which reclassified some of the exclusions and also removed the quotas previously set. It removed epilepsy as a disqualification and introduced waivers for certain mentally ill or retarded individuals who had family ties in the United States.

The last major Act is the Immigration Act of 1990, which attempted to remove many of the more subjective disqualifications and move disqualifications to something more empirical and evidence-centric (meaning provable or disprovable rather than more opinion-based).

We also have the Illigal Immigration Reform and Immigrant Responsibility Act in 1996, which added vaccine requirements to the Immigration Act of 1990.

The above is a historical breakdown for non-whites or legal fictions, which is the class called “persons.”

Obviously, it has never been noticed clearly that legal fictions are persons and apply to all of these laws and the presumption, since the 14th Amendment, is that all men and women are included in these Acts. This is patently false.

This is clearly proven by inspecting the current definition of “naturalization” when applied to this class of persons, which can be found at 8 USC 1101(a)(23): The term “naturalization” means the conferring of nationality of a state upon a person after birth, by any means whatsoever.

This definition seems quite confusing as it has nothing to do with physical location. The reason that is is because legal fictions have no physical location and that had to be taken into account when creating this definition.

So, in English, the definition of naturalization is simply: “someone saying that persons have allegiance to a group.” This obviously operates primarily on contract law and presumptions.

This might be shocking or odd to most people or persons and the above information should clean up the subject beautifully.

Naturalization, when it comes to white citizens of a state, means physical location as well as allegiance (this is where terms like “resident” and “domicile” come from). Whereas, with non-whites and legal fictions, the definition means simply wherever anyone says it is.

It should be noted that the definition of naturalization for persons does not need to be by the owner, controller or trustee... but can be established by absolutely anyone for absolutely any reason. This is highly important and should be mulled over in the mind until a deep conceptual understanding can be reached. It makes perfect sense because a legal fiction cannot communicate its own nationality, so someone else needs it do it for them. There is no rules as to who can do this… it could be anyone that would classify as “people” and/or anyone that would classify as a “persons.”

25. Dual allegiance - on the white state citizen side of the citizenship spectrum, there is no ability for any foreign allegiance. There is only allegiance to your state and the USA as a whole. Any extraneous allegiance would eliminate the state citizenship status held by the people doing such a thing. This is abundantly clear in the Naturalization Act of 1802.

On the US citizen side of the spectrum, meaning non-whites and legal fictions, dual citizenship began to become acceptable with the Immigration and Nationality Act of 1952.

Prior to this point, holding foreign allegiance was essentially considered evidence of expatriation.

After the release of the INA, having dual citizenship was no longer immediately considered an act of expatriating and began to require clear intent as an aspect of expatriating. Meaning, without a clearly spoken or written intent of expatriation, it could no longer be presumed through the holding of other citizenship.

26. Dual citizenship - In the case United States v. Cruikshank (1876), it was said that a person MAY BE both a state and US citizen. This issue with this decision is that, at that time, the US citizen class did not include legal fictions. It wasn't until Santa Clara County v. Southern Pacific Railroad Co. (1886) where legal fictions were added as “persons” under the 14th Amendment.

So while it is ultimately a presumption that someone could be both classifications, over the years since the Cruikshank case this has become too convoluted to be a functional option.

It is considered entirely optional to be either a state citizen, US citizen or “both.” But this issue is easily clarified by understanding the functionality of sole proprietorships.

The ability for the Federal government to make corporations as desired is clearly given by Mr. Miller in the Slaughter-House Cases:

“That wherever a legislature has the right to accomplish a certain result, and that result is best attained by means of a corporation, it has the right to create such a corporation, and to endow it with the powers necessary to effect the desired and lawful purpose, seems hardly to admit of debate. The proposition is ably discussed and affirmed in the case of McCulloch v. The State of Maryland, in relation to the power of Congress to organize the Bank of the United States to aid in the fiscal operations of the government.”

This quote permitted the creation of the sole proprietorship, which is created by the government then presumed to be owned by each citizen in America.

The reasoning behind this is most likely due to the Commerce Clause in the constitution, which only gives the District of Columbia, meaning the Federal government, unmitigated power over foreign and interstate commerce (and commerce with Indian tribes). This sole proprietorship is a business and would fall under a 14th Amendment "persons" and fits the definition of "person" in 8 USC 1101(b)(3).

The theory behind this is that your mother is defined as an “informant” quite often on birth certificates. The theory is that your mother is “informing” the Dept of Health and Human Services of the name of her child so that the Dept can create the sole proprietorship that duplicates that name. This is currently unproven but is the current strong theory, based on substantial circumstantial evidence. This sole proprietorship is typically written in all capital letters, but this again may not be a hard rule. If the transaction is commercial in nature and involves negotiable instruments, such as Federal Reserve Notes, your name in that transaction is most likely referring to your sole proprietorship… regardless of capitalization.

This is the "dual citizenship" nature of America: typically a white state citizen who is the “owner” of a sole proprietorship. You can see this clearly described by viewing a W-9 IRS tax form. This gives us the dual citizenship nature we see mentioned in Cruikshank, but fully functional even after the solidification of legal fictions as “persons” in Santa Clara County v. Southern Pacific Railroad Co.

This system is often thought of by the uninitiated as the “slave system” of America, but once a basic comprehension of this system is achieved, the first realization is that the sole prop gives the white state citizen complete immunity while operating in commerce. The problem is not necessarily the system itself but simply the ignorance associated with that system. Any anger associated with this system simply indicates a lack of understanding because, while the system is overly complex, it is not intrinsically harmful. This is not said in an effort to defend the system, but this is said as an unemotional and unopinionated statement of objective fact. The entire point of this course is to assist you across this area of strong emotion and into deep and meaningful understanding of this system.