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Welcome to Clifton A. Emahiser’s Non-Universal Teaching Ministries. Here there shall be posted archives of all of the writings produced by this ministry since its inception in February of 1998. This site is the official site for Clifton Emahiser's Watchman's Teaching Ministries. Thank you and enjoy your reading!

Critical Review of E. Raymond Capt's Israel, Judah and Jew

 
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Here Clifton Emahiser and William Finck discuss Clifton's criticism of E. Raymond Capt's position on the Jews in relation to the tribe of Judah.

Watchman's Teaching Letter #206 June 2015

This is my two hundred and sixth monthly teaching letter and continues my eighteenth year of publication. In the last lesson, WTL #205, I left off by explaining how I joined the Navy and ended up at the Great Lakes Naval Training Center in northern Illinois, and how after only a month into my basic training, I got sick with the scarlet fever and ended up in the hospital for seven weeks.

Other than that, one of the very first things they did was to put us through a series of IQ tests. I was hoping to get into some kind of radio training. In part of the IQ test, they wanted to see how much of the International Morse code we might know. They sent the sound of the dots and dashes through a speaker, and very slowly sent Morse code for a few words to see if we could read them or not. As I, on my own time, had been practicing the Morse code for my self, I was able to read, and write down the words being sent. At that time, the Navy scheduled me for Radio Signal School. But as the fortunes of war were changing, the demand for Radio Signal operators was declining, so they rescheduled me for just plain Signal school consisting of flashing lights and semaphore. When VE day came, and the war ended in Europe, the quota for the flashing light and semaphore signal-men was drastically reduced. So the Navy took the cream of the crop, and let the remainder continue living in the school barracks until the time when that particular class ended. I think what the armed forces were really doing was reserving us in case they might need us for some area where they might want to beef up their forces. As it turned out suddenly in August of 1945, two atomic bombs were dropped on Hiroshima and Nagasaki, and the war with Japan was over.

Watchman's Teaching Letter #205 May 2015

This is my two hundred and fifth monthly teaching letter and starts my eighteenth year of publication. This will be the third in a series explaining how key experiences in my life would eventually lead me to my Christian Israel Identity ministry.

I explained in WTL #204 how in junior high, I got acquainted with a classmate who was much like myself and introduced me to how a radio tube worked and showed me how to read radio circuit diagrams, which immediately spurred my interest into becoming a shortwave radio operator, which I soon learned I couldn’t afford. Radio repair also crossed my mind. In the late 30s and early 40s there were neither television nor high fidelity FM (with or without stereo)! All we had were the AM radio band and several shortwave bands broadcasting voice or the International Morse code. If we wanted to listen to recorded music, all we had was a 78 RPM record player with a windup motor. Even then, there were large phonograph record stores which specialized in jungle-jazz, and the latest songs on the hit parade, starring blacks and Edomite-jews from Broadway in New York or Hollywood. Like all the other forms of the media, the phonograph record business was controlled by these same people.

What I did find that I could afford, was to build a homemade crystal set. At last I had everything ready to give it a try. After a few pokes, a radio station came in loud and clear. Now I could listen to my favorite country and western music (along with a limited amount of classical, and some of the better religious hymns). I also dearly love Irish music! I was tired of listening to jungle jazz and the hit parade where they would slur nearly every word and note of a so-called song from beginning to the end.

Critical Review of E. Raymond Capt’s “Israel Judah and Jew”, Part 2

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In analyzing Capt’s essay on three different entities, it appears his teachings are skewed because he identified only (1) “Israel”, (2) “Judah”, (3) and “Jew”! Because the term “jew” is so extraordinarily misleading, it might be better to distinguish Judean, Judaism and Kenite-Edomite-Canaanite-jew. By doing so, it would send a strong signal that might startle the reader or hearer into inquiring what such terms could mean. The best thing to do with the term “jew” is to avoid it like the plague. But if one cannot avoid it, at least use it in a definitive way, which Capt failed to do!

I will now return to where I left off in part #1 of this topic quoting from E. Raymond Capt’s 4-book series Biblical Antiquities, book 2, chapter 4, pp. 37-48:

Abraham and Isaac were Hebrews, but they were neither Israelites nor Jews. The twelve sons of Jacob were Hebrews and Israelites, but they were not Jews. The same may be said of Moses and Aaron, the people of the Northern Kingdom, and Elijah and Elisha. To avoid confusion over the expression ‘Israel,’ it is necessary to determine in which sense it is used in any particular passage, whether it means (1) the whole of the twelve tribes, (2) the House of Judah alone as being part of the twelve tribes, or (3) the Ten-Tribed Kingdom.

Critical Review of E. Raymond Capt’s “Israel Judah and Jew”, Part 1

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While I have a lot of respect for the research and teachings of E. Raymond Capt, here is a topic where he failed to cover the implications completely. I will be quoting from his 4-book series Biblical Antiquities, book 2, chapter 4, pp. 37-48:

Israel, Judah and Jew.

Today, there is much teaching on the subject of Bible prophecy by theologians, and it is important that there should be. It is very important for every student of the Bible to understand Biblical prophecies. However, there is one area of prophecy which is vital for us to understand fully, an area which theologians have either overlooked or failed to study adequately. This concerns the prophecies God made with His people Israel, and the distinction the Bible makes between the two houses, Israel and Judah, and their relationship with the Jews. Until this distinction is clearly understood, a great portion of the Biblewill remain a closed book.

Watchman's Teaching Letter #204 April 2015

This is my two hundred and fourth monthly teaching letter and completes my seventeenth year of publication. To get started with this lesson, I will repeat a paragraph from near the end of WTL #203:

This move back into the Perry Center school district proved to be yet another obstacle to my learning. The teacher in the brick building accommodating grades five through eight was a man by the name of Mr. Ralph Banks. Banks was an odd appearing person with a strong square jaw with very thick black hair. He might have passed for a white person in some circles, but he surely wasn’t an Anglo-Saxon. From what I can remember of his features, I would estimate he had a touch of Arab blood, or maybe even a Jew. Banks generally did well in presenting his lessons, but at test-time he would use tricky questions in order to deceive the students into answering the questions incorrectly. I don’t know what kind of euphoric feeling he got by doing that, but he seemed ecstatic in doing it, and his ecstasy would show up on the students grade cards as a lowered grade.

Among my more recent evaluations of Mr. Ralph Bank’s actions is that he might have been suffering from a wee amount of egomania, caused by an inferiority complex (a fear of anyone who might appear superior, and thus be a threat to Banks’ own inferiority). If such a thing could exist, the one suffering from egomania would do everything in his power to cut his assumed competitor down in the sight of others. As the head teacher, Banks had the power of the pen, and he could write down anywhere from “A+” to “F-” at his will.

Before I get too far ahead of my story, I need to pause and take the time to explain how the public grade and high schools operated between 1920 and 1940. Earlier, most of the students attending school didn’t intend to go beyond the eighth grade. By that time the boys were needed on the farm full time, and for the girls, being about 16, it was time to think about getting married and raising a family. As a matter of fact, the Perry Center school district was still holding eighth grade graduation ceremonies (which included an eighth grade diploma), up until the 1940-1941 school-year, at a church about one mile south of the Perry Center school, with the fifth, sixth and seventh grade students invited.

Watchman's Teaching Letter #203 March 2015

This is my two hundred and third monthly teaching letter and continues my seventeenth year of publication. Since WTL #137, I have been continuing a series entitled The Greatest Love Story Ever Told, and have been expanding on its seven stages ever since: (1) the courtship, (2) the marriage, (3) the honeymoon, (4) the estrangement, (5) the divorce, (6) the reconciliation, and (7) the remarriage.

At this juncture, I have decided to discontinue this series, The Greatest Love Story Ever Told, and give the reader some of the background of my personal life instead, as “the marriage supper of the Lamb” (Rev. 19:9) might lead to a lot of unnecessary conjecture.

It is my desire here to witness to how my eyes became opened to the message of Christian Israelite Identity. Since learning that my origins are from Abraham, Isaac, Jacob (renamed Israel), and predominantly of the tribe of Judah, I came to the realization that I was born blind to my inheritance, and now find myself in a community of several White Israelite nations who are likewise blind to their Christian Israelite Identity. I have become aware that when any White mixes their genetics with a nonwhite alien, the half-breed child from that union is the unforgivable sin, and must be severed from the pure White members of that family! (See, e.g., Ezra 9 and 10 and Neh. 10.)

My first memories are when I was about three years old. As I was born in 1927, the Great Depression of 1929 was under way for about a year. What I have been told by the various members of my family is that my father had a good job at the Union Carbide Company in Fostoria, Ohio, and had he not quit that job, after being encouraged by my grandfather Keiser to be hired out to a contractor building houses, my father would have had at least a three-day-a-week job with the Union Carbide Company during the Depression. As it was, my father had to work at some not-so-pleasant, low-paid tasks whenever or however he might find one, as the construction business had gone to hell.

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Latest Posts

Here Clifton Emahiser and William Finck discuss Clifton's criticism of E. Raymond Capt's position on the Jews in relation to the tribe of Judah.

This is my two hundred and sixth monthly teaching letter and continues my eighteenth year of publication. In the last lesson, WTL #205, I left off by explaining how I joined the Navy and ended up at the Great Lakes Naval Training Center in northern Illinois, and how after only a month into my basic training, I got sick with the scarlet fever and ended up in the hospital for seven weeks.

This is my two hundred and fifth monthly teaching letter and starts my eighteenth year of publication. This will be the third in a series explaining how key experiences in my life would eventually lead me to my Christian Israel Identity ministry.

In analyzing Capt’s essay on three different entities, it appears his teachings are skewed because he identified only (1) “Israel”, (2) “Judah”, (3) and “Jew”! Because the term “jew” is so extraordinarily misleading, it might be better to distinguish Judean, Judaism and Kenite-Edomite-Canaanite-jew.

While I have a lot of respect for the research and teachings of E. Raymond Capt, here is a topic where he failed to cover the implications completely.

This is my two hundred and fourth monthly teaching letter and completes my seventeenth year of publication. To get started with this lesson, I will repeat a paragraph from near the end of WTL #203:

This is my two hundred and third monthly teaching letter and continues my seventeenth year of publication.

As I was proceeding with my constructive criticism through Jones’ book, I arrived at the end of page 29 and discovered that pages 30 and 31 were missing. So the reader will understand, several years ago Philip xeroxed his book (evidently selling out all of the books he had printed up) and voluntarily gave me a xeroxed copy of this work.

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