Category Archives: Education
What follows is the transcript of the speech I delivered at the second National Policy Institute’s conference, which was held at the Ronald Reagan Building in Washington, DC on October 26th.
(Ed.Note: Emphasis mine. ZTW)
Ladies and Gentlemen,
It is not always easy to tell the difference between destiny and chance.
I discovered the “Alternative Right” three years ago, by a link posted on a Swiss blog. It was a perfect illustration of a famous line in Simon and Garfunkel’s song The Sound of Silence: “The words of the prophets are written on the subway walls, and tenement halls.”
I was going through a period of questioning at that time. I had been working for a couple of years for the “conservative movement” in Paris and I couldn’t fail to notice that all my efforts had been invested in a cause that was not really mine, that had never really been mine actually.
Until that fateful day of July 2010, I had always centered my attention on France. My only knowledge of the other Western countries was through history books, movies or touristic trips.
Regarding politics proper, I wasn’t much interested in what was going on outside France. Though I was involved with the Right, I had always been wary of the American Right. For me, being right-wing in America meant worshipping the Holy Scrap (also known as “the Constitution”), waving a stars and stripes flag in the garden of a generic white-picket-fenced house, and making boring, tired jokes about the French who “always surrender.” I had still not digested my dish of freedom fries.
Discovering the Alternative Right was an Epiphany for me, as I think the discovery of the European New Right was for many Americans present in this room today. I’m thinking particularly of Richard Spencer and of John Morgan, the editor-in-chief of Arktos Media.
I discovered that though I wasn’t feeling at home in the French “conservative movement,” there were “people like me” on the Web, all over the Western world, who shared my hopes and concerns.
Ironically enough, I even discovered French authors thanks to American publications like AlternativeRight.com or Counter-Currents.com. Of course, the name “Alain de Benoist” was familiar to me, but he was not very popular, let alone read, in my corner of the Right.
Now, it seems that more and more Western people (White people as you say in America) are aware of the fact that what brings them together is much stronger than what divides them. And I’m not only talking about activists like us here. When this British soldier was beheaded in London by two African Muslims last Spring, I could see many manifestations of solidarity by average Western people. It’s something that would have been unthinkable a mere decade ago. As this example shows, reasons for this growing awareness among Western people are often negative ones: Westerners face the same danger of being displaced in their historic homelands.
There are positive reasons too, the first of which being the fact that we are the heirs of a great civilization. But although it is important to focus on the positive more than on the negative, it’s about a problem that is remarkable but not often commented on that I want to talk today: the generational divide.
When I say that this problem is not often commented on, it is not quite true. Actually, the liberal narrative about generational relationships is that the baby-boom generation, thanks to a courageous revolution, managed to put an end to an oppressive, reactionary, boring society.
There is some truth to that liberal narrative. But the generational divide applies differently to nationalist movements, and this is what I want to dedicate my attention to today.
More than a generational divide, there is, first off, a generational gap in right-wing movements. If the generation of my grand-parents (born between the two world wars) was rather conservative in the right sense of the word, the baby-boom generation is, in my experience, much more liberal in its outlook, hence the lack of right-wing activists from this generation. This is what explains “gerontocracy,” i.e. government of the old, in many right-wing movements, especially in Europe.
Even self-defined right-wingers born during the baby-boom are liberal in their views.
The most striking thing that I noticed, in France, Europe and America, was the inability of baby-boomers, even when they see themselves as dissidents, to completely break away from the institutions. The desire of recognition, the fear of social rejection makes the right-wing baby-boomer gives legitimacy to the very institutions that are willing to destroy him.
For instance, right-wing baby-boomers show a great deal of respect to Academia. They are very proud of their PhD when they hold one, and when they don’t, they are all the prouder to mention that an author they publish does. Well, at a time when there are PhDs in queer, gender, black, and even chicano studies in America, is it so important to mention that? Wouldn’t we be better advised to give as little legitimacy to university degrees as we can, given the circumstances?
This PhD cult among right-wing baby-boomers is related to their own rationalistic, scientistic delusions. Since conservatives are outmoded liberals — and many White nationalists are conservatives: they just want to conserve their people as it is, as if it were possible to save said people without becoming a new one in the process — they still believe in the Enlightenment myth that one would just have to show “the truth” to people to gain credibility and support. (And trying — in vain — to gain credibility from an Establishment that despises or hates them is an important trait of right-wing baby-boomers.)
But this idea that people would just have to know “the truth” to support the cause of saving Western civilization and the White race is fallacious. People have to be inspired rather than convinced, and they won’t be inspired by a set of bell curves, IQ tables and cranial measurements. Furthermore, it reduces “the truth” to the only things that can be numbered and quantified. The problem with that idea is that our struggle is a qualitative one. We can’t “prove” that architecture has become ugly since the 20th century, for example. Yet it’s something that has to be said.
I mentioned the PhD cult because it is one of the most obvious problems in right-wing intellectual circles. But this excessive respect of right-wing baby-boomers is granted to institutions in general, chiefly to the State, the Nation-State.
Since I was born in the 1980′s, at a time when the main Western countries had already been “enriched” with mass immigration, I understand that it is easier for me to dissociate myself from my own Nation-State.
Here, I’m reminded of an American friend I met in Paris a few weeks ago. He was born in the 1960′s, and when I mentioned to him the idea of an Ethnostate, he chuckled: for him, up to ten years ago, he had always considered he was already living in an Ethnostate: the United States.
And in day-to-day life, it remains common to hear people say “we” and “us” when they talk about the State. “We went to Iraq.” “Our troops are bringing democracy there.” “Syria’s chemical weapons threaten us.” I’m using silly examples here to make a point, but if you listen to people around you, you will inevitably notice that they keep saying — and thus thinking — that the State is them. That the State is the Nation.
But it’s getting more and more necessary to get rid of this false consciousness. Since the end of the 18th century and the American and French revolutions, the Nation-State has monopolized the way Westerners see themselves. This triumph is so complete that even multiculturalists use the Nation-State as a comforting reference to impose their dogma on the West. In every Western country, you can hear the same mantra that “Our [national] identity is diversity.”
Some people in our movement suggest that we should likewise use the Nation-State as a means to make people aware of our goals. The problem is that we can’t use the same tactic, for two reasons: first, we are obviously not in charge of the State. Second, a strict national consciousness leads to serious errors of interpretation. It is common in countries that used to have colonies and slaves to hear people say that our problems are rooted in colonization and slavery. In my homeland, the troubles with the Algerian community are thus attributed to French colonization and civil war there.
But Sweden, which never had any colony nor slaves, is facing similar, if not graver threats than Britain, America or France. We are not attacked for what our ancestors did, or allegedly did, but for what we are: White, Western people.
From my understanding, it is easier for my generation to see a brother or sister in another Westerner than it is for the former generation, which was born in the aftermath of the Second World War. In France, Front National is still anti-German, as well as it is anti-British and anti-American. But for the young generation, all these grudges are fading into irrelevance. A Briton might dislike the Germans or the French, wrongly or rightly, but those are unlikely to drug and pimp his daughters, behead a soldier in broad daylight, or burn the city down when a drug dealer is killed by the police.
In case you are wondering, I’m talking about things that actually happened in Britain in the last years.
Young Westerners know that they are more and more becoming one nation, the same way that other races, as Jared Taylor had noted in his book White Identity, are more and more seeing themselves as one people when they live in the West.
The right-wing baby-boomer is not able to fully understand what is happening in other Western countries, since he relies solely on national, liberal media, unlike young right-wingers who get information via alternative, Pan-Western websites. The liberal media gives him a distorted image of reality. As he knows that mainstream journalists are liberal, he basically inverts their depictions of other “far-right” movements in other Western countries to make his own opinion of them. Right-wingers, most often, only define themselves in opposition to the Left. What the Left likes, they hate. What the Left loathes, they love. It is thus easy to manipulate them into supporting a controlled opposition, given that their only justification to support is: “Since liberals hate it so much, it must be doing something right.” By this false standard, George W. Bush “was doing something right” when he made up the existence of weapons of mass destruction in Iraq to invade this country.
Generally speaking, the right-wing baby-boomer is subject to the bourgeois dream, which has been known as the “American dream” since the end of the Second World War: a world of peace, trade, and boredom.
Right-wing baby-boomers share the project of two American politicians (both born before the baby-boom though), Ron Paul and Pat Buchanan, whose similarities are more obvious than their differences. Their common motto can best be summed up as “Leave us alone.” Well, we of the New Guard don’t want to be “left alone.” We want to rule. We want to rule not only because we want actual power to get ourselves out of the present situation, but because we know that the “leave us alone” idea, which was behind the White flight phenomenon, is precisely what has led us to our current dispossession. Baby-boomers wanted to be “left alone,” so they fled to even further suburbs, moving further and further away from their own responsibilities. It is this process, White flight, that guaranteed that the ongoing dispossession could go on without being too painful.
The “good news” is that it is becoming impossible to continue the White flight process. Rising housing costs, growing gas prices, the concentration of jobs in city centers are putting the bourgeois dream to an end. It is now almost impossible for a generation that can only wait tables after a masters degree to keep fleeing. Problems will have to be faced, and dealt with.
At this point, I realize that I might seem unfair to the previous generation, but keep in mind that baby-boomers did what everyone else would have done if given the choice. This choice no longer exists. The quiet, suburban life has become impossible for the reasons mentioned before.
What is to be done, then? As of now, nobody, including myself of course, has a genuine solution to offer. Many in our circles claim that it is “five to midnight,” but I would argue that it is “five past midnight.” Not because it is too late, but because it is too soon. A mere decade ago, many people in this room, including, again, the foolish 20-year-old liberal that I was, were not aware of what was going on. Our awakening is too recent to find political solutions to our current problems now. For politics as we would like it to be to become possible, we have to win the intellectual and cultural battles, which right-wing baby-boomers have never really considered worth fighting. It is time we do so.
What we can thus do in the meantime is to get intellectually prepared as a movement (for the individual and practical aspects of this preparation, Piero San Giorgio and Jack Donovan are more competent than I am). The first task would be to get rid of intellectual debates dating back to the Cold War, with the false dichotomies between libertarianism and socialism, conservatism and progressivism, etc.
This necessity to go beyond these false dichotomies seems obvious to activists like us, but it is still in these terms that politics are debated today.
When I say that we have to go beyond Left and Right, I don’t mean that we have to reject both notions altogether — our ethno-national project obviously belongs on the Right — but the way they have been defined and falsely opposed for these past seventy years. The alternative is not between the kolkhoz and IKEA, the best reason for that being that the kolkhoz and IKEA are two sides of the same materialistic coin. We have to find a way out of here, a way forward and upward, and that implies rising above these irrelevant debates.
As a radical movement, we need to attract intelligent and educated young men, who are the future.
Crime statistics and differences of achievement between races are important, to be sure, but no snowboarding session on the bell curve will attract young men to us. We need to show them a way out, and thus to remind them of the need to gradually withdraw from the prevailing disorder, but we also have to show them a way into, and that is what the Old Guard has been unable to do so far.
Don’t get me wrong: I’m not trying to bury the Old Guard, or even to dispute its achievements. We wouldn’t be here today if the Old Guard had not taken the first step in the past. But we can’t keep doing the same things for decades.
It is now clear why we want to found a new society, now is coming the harder part: what we want and how we are going to achieve it.
The answer is not sure at this point. What is sure is that the powers of creation, not only of reaction, will have to be summoned.
Thank you for your attention.
From Alternative Right: http://alternativeright.com/blog/category/children-of-oedipus
First, I’d like to treat you to a look at a few snippets of some emails I received yesterday, after a certain “controversial” segment on my show:
“I never realized you were so anti-education…”
“It figures that a teabagger would hate education so much…”
“….so it seems you would rather have a nation full of illiterates…”
“….I get tired of your anarchist propaganda…”
“I’m sure Hitler would be very proud of you…”
That last one — the obligatory “you’re as bad as Hitler!” charge — is especially ironic, considering the subject that prompted these responses: public education. Specifically, my belief that government education is an unmitigated disaster, and can only be remedied by more and more families deciding to remove government from the equation and educate their children themselves. That last emailer is, predictably, a proud product of public school. But you already knew that, in light of his hilarious historical ignorance.
Contrary to his claims, Hitler would not have been very “proud” of my pro-home school rhetoric. In fact, he would have been quite displeased. In fact, he probably would have expressed that displeasure in a manner which would have left no room for interpretation. That’s because Hitler actually outlawed home schooling (a law that’s still enforced in Germany today, and passionately endorsed by our own Justice Department). The Fuehrer was a huge proponent of public schooling — and that’s not an attempt to compare modern public school proponents to Nazis.
But, you know, if anyone comes close to mirroring the National Socialist Party on this particular subject, it obviously isn’t the home schooling folks…
Every day, people send me stories about madness in the public school system. Recently, I’ve had a lot of folks asking me to rail against the Common Core Standards, and Zero Tolerance Policies, and the efforts to “remove God from education.” Of course, I find all of these things repulsive and I have ranted and raved about all of them countless times. I was actually in the process of writing yet another piece lambasting a school in Indiana for actively promoting eugenics and population control, and a few other schools for expelling or suspending students who “brought” imaginary weapons to class. I made it about three paragraphs into my spiel, and then I stopped. And then I sighed. And then I hit ‘delete.’
I’m done. Seriously. I’m not going to complain about these things anymore. I’m not going to complain about bureaucracy and propaganda in government education, for the same reason that I won’t write a scathing blog post admonishing water for being moist, or criticizing heroin for being addictive. I won’t criticize a thing for being exactly what it’s meant to be, and doing exactly what it’s designed to do. Instead, if it’s warranted, I’ll attack the thing in it’s entirety. See, when you take something that is bad, and you randomly chastise a few of its essential parts and properties, you have succeeded only in perpetuating the myth that said parts can somehow be removed from the sum.
They can’t. Sorry. It’s not going to happen.
Government education is designed to be an instrument of propaganda and bureaucratic control. This isn’t a side effect –it’s the whole point. If you don’t want your kid subject to government propaganda and government control, then don’t send him to a government facility 6 hours a day, 5 days a week, for 13 years of his life. Or go ahead and send him — perhaps you have no choice, I understand that — but confront the reality of the situation.
Many of us screamed from the hilltops when Obama set forth on his plan to seize control of health care. Yet we seem to have taken it for granted that the government ought to control education. We don’t want any bureaucrat telling us what pills to take, but we’ll sure let them tell our kids what thoughts to think. We don’t want them controlling what we put in our body, but we don’t seem too intent on disabling their ability to control what’s put into our child’s mind. This failure to fundamentally question government education, is, itself, a major victory for government education. It’s also brought us into this mindless, numbing state where we generally approach every issue by arguing about the color of the leaves, and the lengths of the branches; yet we never discuss the tree itself, or dig down to look at its roots. Perfect example: all of the well-meaning conservatives who, in light of recent news, insist that we must now “reform” the IRS. Reform it for what purpose? To take away its power to steal, manipulate, punish, bribe, invade, cajole, and blackmail? Well, seeing as how the agency was invented for the express purpose of doing all of those things, perhaps we ought to be instead insisting on it’s complete and total destruction.
The Prussians were on the forefront of compulsory government education. Horace Mann studied the Prussian model of education in the 1840′s, and came away quite impressed. In Prussia, State education was devised as a means to develop obedient soldiers, subservient workers, and subordinated citizens. Our own system works toward the same end, and with striking results.
Sure, take a look at your Facebook newsfeed and you’ll find that most of us can’t write coherently, or express a formed thought on any topic, but government education has still been enormously successful. Decipher these ramblings and what do you find? Not much, and that’s the point. Score one for Government Education. Now try this: write something really outside of the mainstream box. Write something that questions our cultural values and societal priorities. Post it, and see what happens. The trolls came out of the ground like Lord of the Rings to viciously attack, probably wishing death and destruction upon you, right? Score two for Government Education.
Oh, it’s working alright.
And this is why people hate home schooling. They hate it because it’s against the grain. It’s too far “out there.” Almost every human being was “home schooled” for most of human civilization, but now many can’t even fathom the concept. These people have no rational or empirical case against it. By any standard or academic indicator, home schooled kids outperform their public schooled peers by wide margins. The critics might babble about how public schools are good for “socialization,” but in the next breath they’ll complain of the bullying “epidemic.”
So I’ll send my child to public school during her formative years, watch as her attention starved peers attempt to tear her to emotional shreds for the next decade, and then, at the end of it all, she’ll be “socialized”? Really?
What’s next? Should I soak in a tub full of sewage and hepatitis for the sake of “health and hygiene”? Thanks, but I’ll pass, on both counts.
“Oh, but you don’t want to be too protective of your kids,” I’m told. “You don’t want to shield them.”
Yes. Yes I do. That’s my job. I will shield them and I will protect them, because they are my children and that’s why I’m here. Again, I understand that not everyone can home school, but it’s truly insane, and dangerous, and appalling to pretend that a child benefits from the sort of bullying and social torment that is rampant in modern public schools.
Good Lord, look around you. Are you surrounded by well adjusted, mature, “sociable” individuals?
Where are they? Where are these “socialized” people I hear about so often? I don’t see many of them, but I do see a lot of narcissists, and substance abusers, and people on psychotropic medication, and people who have never been in a healthy relationship in their entire lives. I see a lot of dependency and insecurity. I see a lot of desperation and confusion. I’m not blaming all of this on public schools, but public schools certainly haven’t helped matters.
It’s very chilling to think that parents are sending their children to government facilities for the express purpose of being “socialized” by government workers. It’s one thing to send your kids there IN SPITE of the social “lessons” he’ll learn. It’s quite another to send them specifically FOR those lessons. I went to public school, and my parents spent most evenings trying to undo the “socialization” that so many other parents seem to embrace.
In any case, education is really supposed to be about, well, education. Have you ever looked up the definition of “education”? I have. Here it is: “the act or process of imparting or acquiring general knowledge, and developing the powers of reasoning and judgement.” Only in America (and other Socialist nations) could we look at that definition and think: “Hmmmm, that sounds like something that requires trillions of dollars and millions of bureaucrats!” Only in America (and other nations where the family structure is disintegrating) could we decide that parents are incapable of helping their children “develop the powers of reasoning and judgement.” In fact, in more primitive times, folks would have been crazy enough to think that ONLY parents are suited for that job.
Good thing we’re more enlightened now. Here in Kentucky, we spend about 5 billion dollars on “education.” That’s enough to buy 17 thousand Lamborghinis, or 50 round trips to the moon; it’s enough to construct another Large Hadron Collider, or purchase 84 million tickets to King’s Dominion, but apparently it isn’t enough to teach half a million kids how to read and write. Our education budget was “slashed” by a whopping .005 percent, and that’s prompted the predictable apocalyptic reaction from left wingers and politicians. “AHHHH THE CHILDREN ARE DOOMED! HOW SHALL WE TEACH THEM WITH ONLY A SMIDGEN LESS THAN FIVE BILLION DOLLARS?!”
But here I am, doing what I said I wouldn’t. I’m complaining about the insane amount of money wasted on “education,” as if there’s any chance that government education could ever be anything but expensive and wasteful. It can’t. It won’t. It’s not possible. This is how it is designed.
The problem with the government school system is that it’s a government school system. There are many good teachers and honest people who work inside these buildings, but that doesn’t change the fact that the State shouldn’t be indoctrinating our kids. A public system for youth-indoctrination shouldn’t exist in a supposedly free society. Period.
You might wish to think that, with proper reforms, the schools could be prevented from indoctrinating; restricted, instead, to simply educating. But indoctrination and education are dimensions of each other. Indeed, indoctrination can be defined as “teaching or inculcating a doctrine, principle, or ideology, especially one with a specific point of view.” Doctrines and principles are inexorable parts of the process of passing on knowledge and information. The question before us is: who ought to be in charge of this task?
I know my answer to that question.
Or maybe I just hate education. Yeah, that’s probably it.
From Matt Walsh: http://themattwalshblog.com/
Found at MM: http://maddmedic.wordpress.com/
A ham-fisted socialist maneuver Obama employed against traditional America that should have caused much greater alarm is the nationalization of the student loan industry. In the short term, this was an act of looting to help finance ObamaCare. But in the long term it is a step toward universal coercively financed college education, just as ObamaCare is a step toward socialized medicine. John Hawkins has collected some quotations from college professors that help explain why Obama et al. would want every American to go to college. A few examples:
“We need to think very, very clearly about who the enemy is. The enemy is the United States of America and everyone who supports it.” — Haunani-Kay Trask, University of Hawaii at Manoa
“The people of the Third World need our sympathetic understanding and, much more than that, they need our help. We can provide them with a margin of survival by internal disruption in the United States. Whether they can succeed against the kind of brutality we impose on them depends in large part on what happens here.” — Noam Chomsky, MIT
“The only true heroes are those who find ways that help defeat the U.S. military… I personally would like to see a million Mogadishus.” — Nicholas De Genova, Columbia University
“As to those in the World Trade Center… Let’s get a grip here, shall we? True enough, they were civilians of a sort. But innocent? Gimme a break. … If there was a better, more effective, or in fact any other way of visiting some penalty befitting their participation upon the little Eichmanns inhabiting the sterile sanctuary of the twin towers, I’d really be interested in hearing about it.” — Ward Churchill, University of Colorado at Boulder
“I live to harass white folks.” — Derrick Bell, Harvard
“My experience traveling the last ten years has been that the majority of people who are activists have stayed the course in a way, in a variety of ways, devoted to overthrowing everything hateful about this government and corporate structure that we live in; capitalism itself, herself, himself, and determined to try to keep open and figure out how to move on…We who are, as we used to say, in the belly of the beast, it again means not that it’s the only purveyor of violence in the world, but that we have an extraordinary special responsibility, not necessarily the most enviable one, of how to act here, inside the heart of the monster.” — Bernardine Dohrn, Northwestern University
“Kill all the rich people. Break up their cars and apartments. Bring the revolution home, Kill your parents.” — Bill Ayers, University of Illinois at Chicago
Note that nutty professors Ayers and Dohrn are personal friends of Obama, and literally launched his political career from their apartment. Obama has urged us to open our hearts and minds to the racist communist Bell.
These evil lunatics don’t just run academia. They run the government too now. We are witnessing a coup d’état by the radical left.
From MB: http://moonbattery.com/
Liberals like the idea of a “living Constitution” — that is, a Constitution that says whatever they want it to say at the moment. Here is what the Second Amendment says:
A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.
Here is what advocates of statist tyranny want it to say:
Horrifyingly, the falsified version above was taken from United States History: Preparing for the Advanced Placement Examination. From Amazon:
This text is designed for a one-semester or one-year United States history course for students preparing to take the AP U.S. History Exam. Teachers can assign the book as the course textbook or as a supplement to a college-level textbook.
At the rate liberal educrats have been dumbing down their victims, kids might actually grow up believing that the Founding Fathers placed second only to the freedom of speech and religion the freedom to live under a government that has weapons.
On tips from Son of Taz and Snake Plissken.
From Moonbattery: http://moonbattery.com/
Conservative Hideout has news that should not surprise anyone. The Justice Department is suing Louisiana to stop school vouchers
In something reminiscent of the 60′s, Democrats are barring minorities from escaping terrible public schools. Doug Ross has our first excerpt…
Pro-Choice: The Justice Department has asked a federal court to stop 34 school districts in Louisiana from handing out private-school vouchers so kids can escape failing public schools, just like the president’s daughters.
He didn’t say it on the 50th anniversary of Dr. Martin Luther King’s “I Have a Dream Speech,” but President Obama, along with Attorney General Eric Holder, also has a dream — one of leaving every black child in the Pelican State behind, trapped in schools that cannot educate them.
Almost simultaneously with the president’s speech, Holder’s Department of Justice filed suit in federal court to stop Louisiana’s statewide voucher program.
Passed in 2012, the program guarantees a voucher tostudents from families with incomes below 250% of poverty and who attend schools graded “C” or below.
Liberals are all for choice when it comes to having children, but not when it comes to educating them. The irony of Obama’s speech is that he pretended to honor a man who fought to have black children attend schools they were barred from as his administration fought to keep them in schools they can’t escape from, a form of educational apartheid that’s both separate and unequal.
Why would they do this? Why would they seek to keep down kids whose parents are trying to get them in better schools? Oh, they will give many reasons, but the fact is this. there is only ONE REASON for this. Democrats are beholden to teachers unions, yes, but the bigger reason is they want for minority kids to be dumbed down, it keeps them voting Democrat! Matt has more, make sure to read this
Let’s also understand that the public school system, that systematically fails to educate everyone, but especially minorities, is little more than a vassal of the Democratic Party, and serviced by the teachers union. In spite of the overwhelming evidence, Both the Democrats and the unions steadfastly refuse any attempts to reform it, as that would mean removing their control of it. Now, why would they so vehemently resist changing it? I posted a story of a 13 year old girl that found the answer, and was punished for it…
If you needed more proof, kindly considers what happens when a young black student “wakes up” to history, and has the temerity to quote Frederick Douglass, in the proper context…
Mr. Vargas is fortunate enough to have in his charge one Jada Williams, a 13-year-old eighth grader who voluntarily took on some difficult extra work: reading Frederick Douglass’s Narrative of the Life and writing an essay on the subject. Frederick Douglass is dangerous reading, truly radical stuff. Miss Williams, like most of thestudents in her dysfunctional school, is black. Most of the people being paid to go through the motions of teaching them are white. Coming across the famous passage in which Douglass quotes the slavemaster Auld, Miss Williams was startled by the words: “If you teach that nigger (speaking of myself) how to read, there will be no keeping him. It will forever unfit him to be a slave. He would at once become unmanageable, and of no value to his master.” The situation seemed to her familiar, and her essay was a blistering indictment of the failures of the largely white faculty of her school: “When I find myself sitting in a crowded classroom where no real instruction is taking place I can say history does repeat itself.”
Her teacher was so offended by the essay that she circulated copies of it to the rest of the faculty and to the principal. Miss Williams, an A student, suddenly began to receive Ds. According to accounts, her mother received harassing telephone calls from teachers who suggested that she was in some way disturbed rather than merely observant. She was forced eventually to withdraw from the school and enroll in an even worse one. (The Blaze has more.)
So, a student woke up, and realized that she was being enslaved by a failing system, was punished for noticing the truth? Well, let’s just say that it gets more interesting…
Teachers refused to show Miss Williams’s mother the schoolwork she had allegedly performed poorly on, and they refused to answer many of her questions about her daughter’s performance and alleged behavioral problems.
The teachers also failed to enter Miss Williams’s essay in the contest for which it was written — intentionally sabotaging her chances at an academic honor.
It is our contention that most of the regressive/Marxist/Democrat Party social programs are intended to no only create dependency, but to perpetuate it forever. The chains of this new slavery were forged by the Democrats, are expanded, and are strengthened by the Democrats. And, when of their victims notices who it is that is enslaving them, there is quick and sure retribution. Because, you see, ideas are dangerous things, especially ones about escaping the government plantation.
Racism anyone? I keep saying the Left will do anything to seize and keep perpetual power, this is just further proof. If you are Black and really want to see your biggest enemy, go find a Democratic politician.
From The Daily Gator: http://thedaleygator.wordpress.com/
“There are no public schools in America that I know of.”
They’re reeducation camps for people that weren’t educated in the first place, maybe, or little prisons,
or pleasure domes for creepy teachers, or places where tubby women work out their neuroses about eating on helpless children at lunchtime — but there’s not much schooling going on in school. A public school is a really expensive, but shabby and ineffectual, private school that collects their tuition with the threat of eviction from your house. – - Sippican Cottage: Last Thursday, I Lied
From American Digest: http://americandigest.org/
And damn….I am sending my youngest off to college this week….Makes one wonder…
The first five…Make sure you read the whole damn thing!
1. In the early spring semester of 2013, a women’s studies professor and a psychology professor at Western Carolina University co-sponsored a panel on bondage and S&M. The purpose of the panel was to teach college students how to inflict pain on themselves and others for sexual pleasure. When you called me the biggest embarrassment in higher education, you must not have known about their bondage panel. Maybe you were tied up that evening and couldn’t make it.
2. At UNC Chapel Hill, there is a feminist professor who believes that women can lead happy lives without men. That’s nothing new. But what’s different is that she thinks women can form lifelong domestic partnerships with dogs and that those relationships will actually be fulfilling enough to replace marital relationships with men. I can’t make this stuff up, Ed. I don’t drop acid. Well, at least not since the late 1980s. But I promise this story is real and not an LSD flashback.
3. At Duke University, feminists hired a “sex worker” (read: prostitute) to speak as part of an event called the Sex Workers Art Show. After his speech, the male prostitute pulled down his pants, got down on his knees, and inserted a burning sparkler into his rectum. While it burned, he sang a verse of “the Star Spangled Banner.” I believe that stripping incident was almost as embarrassing as the other one involving the Duke Lacrosse team.
4. A porn star was once paid to give a speech at UNCG. The topic was “safe sodomy.” After her speech, the feminist pornographer sold autographed butt plugs to students in attendance. I’m not sure whether the ink could contribute to rectal cancer. I’m no health expert. But I do know it was pretty darned embarrassing when the media picked up on the story.
5. A few years ago at UNC-Chapel Hill, a feminist group built a large vibrator museum in the middle of the campus quad as a part of their “orgasm awareness week.” I think that was probably the climax of the semester, academically speaking. But they certainly weren’t too embarrassed to display a vibrator that was made out of wood back in the 1920s. Keep your batteries charged, Ed. We’re about halfway done.
From MM: http://maddmedic.wordpress.com/
From Mad Medic: http://maddmedic.wordpress.com/
Barack Obama’s “African American Education Initiative” creates a new Federal bureaucracy. One of its goals will be to stop disciplinary action against black public school students who misbehave.
Back in 2007 I had two white female public school teachers tell me why Barack Obama was desperately needed as president. They said that black male students have no male role models. If only Obama was elected, black male students would improve their behavior and academic performance, they claimed.
In many major cities, black academic performance has actually gotten worse since Obama took office. We have also seen the dramatic nationwide rise of black teen mob violence under the Obama administration.
On July 26th Obama signed an executive order titled the “African American Education Initiative.” The order essentially gives a green light for black students to misbehave in public schools. In two places, Obama’s executive order calls on schools to reduce the number disciplinary actions taken against blacks students. The order specifically calls on schools too “not rely on methods that result in disparate use of disciplinary tools.”
To comply, public schools would have to engage in a racial quota system of discipline. The executive order will create a new Federal bureaucracy to pressure school systems to comply with the president’s demands. The executive order makes no mention of any effort to get black students to improve behavior.
There is a reason why blacks are more likely to be disciplined in school. Black students are more likely to misbehave. The U.S. Department of Justice’s Bureau of Justice Statistics reports that there is a huge crime rate disparity between blacks and other racial groups.
Based on those disparities, one should expect that there would be a disparity in frequency of bad behavior between black and white school students in the public schools.
The DOJ reports that the homicide rate in the black community is nine times greater than in the white community. Between 1976 and 2005, the DOJ reported that blacks averaged 13 percent of the population, but accounted for 59 percent of felony homicide charges and 53 percent of non-felony manslaughter charges. It also might come as no surprise that 93-95 percent of black homicides victims are killed by a black perpetrator. Most of the rest are killed by a Latino perpetrator.
In reality, blacks are already less likely to be suspended for bad behavior than whites. Often, white teachers and administrators are afraid to discipline black students for fear of being called “racists.” Even some black school officials are afraid of being labeled a “sell-out” by black students.
The executive order also states that black students “lack equal access” to education. This statement, by the White House, is outrageous and easily disproved. Across the nation, majority black public schools routinely receive more funding per pupil than majority white public schools.
Washington DC is the perfect example. It has the highest average per pupil funding of any public schools in the nation. It also has the blackest public schools in the nation. Yet, this over-funding of black students yields no results in terms of academic improvement. DC public schools are widely touted as the worst performing schools in the entire industrialized world.
If DC was a state, it would be the state with the highest average per pupil expenditure and the lowest average performance. More money does not equal better test scores.
Missouri leads the nation in its black/white state funding gap. The state has spent billions of dollars in a failed effort to improve the academic performance of black students. Majority black schools in St. Louis and Kansas City have Olympic sized swimming pools, lavish theater and music departments, and state of the art computer labs. Per pupil spending is over double that of poor majority white public schools in the Ozark Mountain region of Missouri.
Once again, we see that the over-funding of black students yields no benefits. The very poor white students in the Ozarks have none of the lavish amenities enjoyed by the black students. However, the poor whites in the Ozarks outperform the better funded black students in the big cities.
Ohio has some pretty outrageous examples. Cincinnati’s majority black public schools are lavished with state funding that far exceeds what goes to schools with a poor white student body. Yet last February, the state launched a program to give Cincinnati schools even more money to pay students not to drop out.
In Chicago, majority black public schools have so much extra money they are hiring speakers from militant Black Power groups to give “motivational speeches.” (see video)
The reality is that there is a massive transfer of wealth from white taxpayers to black public school students. Obama’s blatantly false claims are an insult to all white people who pay taxes.
Obama’s excuse making will only continue to make things worse.
From The Daley Gator: http://thedaleygator.wordpress.com/
Florida Textbook Teaching Kids Glossed Over Version Of Islam, “Jews And Christians Murderous Barbarians”…
Time to liberate academia from leftist control.
A world history book used in an Advanced Placement class is under review by a Florida school board over allegations it favors Islam at the expense of Christianity and Judaism.
State Rep. Ritch Workman told Fox News the Prentice World History textbook rewrites Islamic history and presents a biased version of the Muslim faith.
“The book has a 36-page chapter on Islam but no chapters on Christianity or Judaism,” Workman said. “It’s remarkably one-sided.”
The textbook is being used in an Advanced Placement class in Brevard County schools. The book is on a state-approved list and has been used in the school system for the past three years without any complaints.
Workman said he received a copy of the book and he said it’s clear the authors “make a very obvious attempt not to insult Islam by reshaping history.”
“If you don’t see it from the eyes of a parent, kids are going to take this book as gospel and believe that Christians and Jews were murderous barbarians and thank God the Muslims came along and the world is great,” he said.
For example, Workman said a reference to Mohammed and his armies taking over Medina states, “people happily accepted Islam as their way of life.”
“It leaves out that tens of thousands of Jews and non-believers were massacred by Mohammed’s armies,” he said. “It’s a blatant deception.”
The book indicates that Jesus proclaimed himself to be the Messiah while stating as fact that Mohammed is a prophet, Workman said. Students are also given lessons on the Koran and the five pillars of Islam.
From Weasel Zippers: http://weaselzippers.us/
(CNSNews.com) – Rep. Charles Rangel (D-N.Y.) says, “we shouldn’t even be charging young people to go to school.”
Rangel made the comments while discussing the interest increase on certain federal student loans in a video on a political social media website.
“In the long run, it would seem to me, that we shouldn’t even be charging our young people to go to school because ultimately our country and our treasury is the beneficiary,” Rangel says.
From Weasel Zippers: http://weaselzippers.us/
Bet You Didn’t Know it – Even God is Racist, Says an Ivy League Racist (They must let anybody into the “Ivy” League these days)
You have to pay the big bucks to attend an Ivy League university. But it’s worth it to acquire an education from the greatest minds of our time — like Anthea Butler, who insightfully observes that George Zimmerman not being found guilty of murder for defending himself against the young hoodlum who was bashing his head against the pavement proves that God is a “white racist.”
Anthea Butler, an associate professor at the University of Pennsylvania’s Department of Religious Studies, made the unusual comments in a blog post released on Monday on ReligionDispatches.org, where she is a regular contributor.
“God ain’t good all of the time. In fact, sometimes, God is not for us,” she wrote in the post. “As a black woman in an [sic] nation that has taken too many pains to remind me that I am not a white man, and am not capable of taking care of my reproductive rights, or my voting rights, I know that this American god ain’t my god.
“As a matter of fact, I think he’s a white racist god with a problem. More importantly, he is carrying a gun and stalking young black men,” she added.
In her profundity, Anthea — who is an associate chair of the prestigious university’s religious studies department and a regular contributor for MSNBC and CNN — divines that Christianity is to blame for God’s wickedness.
“As a historian of American and African-American religion, I know that the Trayvon Martin moment is just one moment in a history of racism in America that, in large part, has its underpinnings in Christianity and its history,” she wrote.
Apparently Anthea is just barely bright enough to understand that the more she denounces Western Civilization and pretends to be oppressed, the more she will be showered with privileges. She spews her bizarre venom for the same reason a lab rat presses a lever that releases food pellets.
What are the odds that someone too dumb even to write proper English could achieve the status and income of an Ivy League professor without being “oppressed”? Take away her sacred victim status, and her brain power wouldn’t have gotten her through junior high. She would be swabbing toilets at the local Motel 6 if not for moonbattery, so don’t blame her for spewing it.
Blame the white liberals who set morons like this on pedestals in order to debase our culture with the ultimate cultural Marxist goal of destroying it.
As schools continue to grapple with the school lunch menu overhaul pushed by First Lady Michelle Obama, some are realizing their headache isn’t just from a lack of food.
The program involves way too much green – and we’re not talking lettuce and brussel sprouts.
We mean the estimated $3.2 billion schools will have to find to implement the new federal regulations. Many schools are also losing money due the unpopular Obama menu.
“New school lunch regulations mean financial losses for Pittsfield Public Schools,” reported The Berkshire Eagle in Massachusetts.
The school district expects a program operating loss of more than $100,000 due to a required equipment upgrade, as well as fewer lunches and snacks being sold.
Congressman Todd Rokita, a member of the House Education and Workforce Committee, noted at a recent hearing, “Because the law requires students to take fruits and vegetables for lunch, even if they have no intention of eating them, schools are struggling with increased waste. After implementing the new standards a year early, one Florida school district estimated students threw out $75,000 worth of food.”
“At Dedham High School in Massachusetts, providing the required vegetables in 1500 meals each week costs the district about $111 a day – but administrators report many students just throw the fresh vegetables right into the trash,” his statement read.
A New York district experienced a 50 percent decline in the number of student purchasing hot lunch.
“This decline in participation made it more difficult for the school to afford to serve lunches and breakfasts that met the federal meal requirements. As a result, the district’s food operation went $59,000 in the red and local leaders ultimately decided to opt-out of the National School Lunch Program,” Rokita said.
The USDA estimates implementation of the new guidelines will cost $3.2 billion over five years. Given that it’s a government estimate – and if Obamacare is any guide – the cost for schools will likely be much higher.
From The Daley Gator: http://thedaleygator.wordpress.com/
What we used to call “the soft bigotry of low expectations” isn’t so soft anymore, now that liberal establishment racism is systematic:
School administrators at Winston-Salem State University (WSSU) are systematically raising the final grades of African-American students, three ex-faculty members told Campus Reform last month.
Former Director of Academic Technology Shira Hedgepeth, along with two former professors who spoke to Campus Reform on the condition of anonymity, alleged administrators at the historically black college routinely increase the final grades of African-American students in order to raise the school’s standing.
“Some students had their final grades changed based on their race,” Hedgepeth told Campus Reform on June 6. “That was a common complaint of many of the faculty that I worked with.”
“None of the Caucasian or non-African American students… none of their grades were changed,” she added. “The way the grades fell out, there was no other reason for changing.”
Good thing WSSU doesn’t have a medical school. Would you like to be a skilled black surgeon who is only taken seriously by condescending, sanctimonious fools because everyone assumes your degree wasn’t earned? Would you like to see your sick child operated on by a black surgeon who may be skilled, or may have been given his position to make liberals feel good about themselves?
The sad reality is that in our society, qualifications are not meaningful when blacks hold them, because we don’t know whether they were earned or handed out for ideological reasons. In the long run, no one benefits from this deranged state of affairs.
The two professors wished to remain anonymous due to fears the school would retaliate against them.
“All the faculty, white and black are very fearful to speak,” said one of the professors. “The department is run by fear and through retaliation. If you speak out you will be retaliated against.”
That’s the kind of country triumphant moonbattery has us living in.
From Moonbattery: http://moonbattery.com/
Before-It’s-Deleted Of The Day
The following was a difficult read because it’s also what liberal blacks call “dirty laundry”: bad stuff about black folk never to be said around whites. The essay was posted on Craigslist and it’s the kind of truth that often is taken back out of PC fear….
Essay by a teacher in a black high school
*This is a repost from the rants and raves section from the Mobile, Alabama craigslist.*
The truth is usually a tough thing to accept, so I understand if this is flagged. It would be a cowardly thing to do, but I understand it. Some people just ignore unpleasant truths. However, if you think ignoring the problem, or trying to censor the truth, will help our black children improve, you’re dreaming. This is important, so I’m happy to repost – indefinitely if necessary. I find it interesting that NO ONE has had the intellect to refute anything in the essay. They can only attempt to censor it, as if doing so somehow makes it invalid. Weak minds, weak minds.
Until recently I taught at a predominantly black high school in a southeastern state.
The mainstream press gives a hint of what conditions are like in black schools, but only a hint. Expressions journalists use like “chaotic” or “poor learning environment” or “lack of discipline” do not capture what really happens. There is nothing like the day-to-day experience of teaching black children and that is what I will try to convey.
Most whites simply do not know what black people are like in large numbers, and the first encounter can be a shock.
One of the most immediately striking things about my students was that they were loud. They had little conception of ordinary decorum. It was not unusual for five blacks to be screaming at me at once. Instead of calming down and waiting for a lull in the din to make their point — something that occurs to even the dimmest white students — blacks just tried to yell over each other.
It did no good to try to quiet them, and white women were particularly inept at trying. I sat in on one woman’s class as she begged the children to pipe down. They just yelled louder so their voices would carry over hers.
Many of my black students would repeat themselves over and over again — just louder. It was as if they suffered from Tourette syndrome. They seemed to have no conception of waiting for an appropriate time to say something. They would get ideas in their heads and simply had to shout them out. I might be leading a discussion on government and suddenly be interrupted: “We gotta get more Democrats! Clinton, she good!” The student may seem content with that outburst but two minutes later, he would suddenly start yelling again: “Clinton good!”
Anyone who is around young blacks will probably get a constant diet of rap music. Blacks often make up their own jingles, and it was not uncommon for 15 black boys to swagger into a classroom, bouncing their shoulders and jiving back.
They were yelling back and forth, rapping 15 different sets of words in the same harsh, rasping dialect. The words were almost invariably a childish form of boasting: “Who got dem shine rim, who got dem shine shoe, who got dem shine grill (gold and silver dental caps)?” The amateur rapper usually ends with a claim–in the crudest terms imaginable — that all womankind is sexually devoted to him. For whatever reason, my students would often groan instead of saying a particular word, as in, “She suck dat aaahhhh (think of a long grinding groan), she f**k dat aaaahhhh, she lick dat aaaahhh.”
Black women love to dance — in a way white people might call gyrating. So many black girls dance in the hall, in the classroom, on the chairs, next to the chairs, under the chairs, everywhere. Once I took a call on my cell phone and had to step outside of class. I was away about two minutes but when I got back the black girls had lined up at the front of the classroom and were convulsing to the delight of the boys.
Many black people, especially black women, are enormously fat. Some are so fat I had to arrange special seating to accommodate their bulk. I am not saying there are no fat white students — there are — but it is a matter of numbers and attitudes. Many black girls simply do not care that they are fat. There are plenty of white anorexics, but I have never met or heard of a black anorexic.
“Black women be big Mr. Jackson,” my students would explain.
“Is it okay in the black community to be a little overweight?” I ask. Two obese black girls in front of my desk begin to dance, “You know dem boys lak juicy fruit, Mr. Jackson.” “Juicy” is a colorful black expression for the buttocks.
Blacks, on average, are the most directly critical people I have ever met: “Dat shirt stupid. Yo’ kid a bastard. Yo’ lips big.” Unlike whites, who tread gingerly around the subject of race, they can be brutally to the point. Once I needed to send a student to the office to deliver a message. I asked for volunteers, and suddenly you would think my classroom was a bastion of civic engagement. Thirty dark hands shot into the air. My students loved to leave the classroom and slack off, even if just for a few minutes, away from the eye of white authority. I picked a light-skinned boy to deliver the message. One very black student was indignant: “You pick da half-breed.” And immediately other blacks take up the cry, and half a dozen mouths are screaming, “He half-breed.”
For decades, the country has been lamenting the poor academic performance of blacks and there is much to lament. There is no question, however, that many blacks come to school with a serious handicap that is not their fault. At home they have learned a dialect that is almost a different language. Blacks not only mispronounce words; their grammar is often wrong. When a black wants to ask, “Where is the bathroom?” he may actually say “Whar da badroom be?” Grammatically, this is the equivalent of “Where the bathroom is?” And this is the way they speak in high school. Students write the way they speak, so this is the language that shows up in written assignments.
It is true that some whites face a similar handicap. They speak with what I would call a “country” accent that is hard to reproduce but results in sentences such as “I’m gonna gemme a Coke.” Some of these country whites had to learn correct pronunciation and usage. The difference is that most whites overcome this handicap and learn to speak correctly; many blacks do not.
Most of the blacks I taught simply had no interest in academic subjects. I taught history, and students would often say they didn’t want to do an assignment or they didn’t like history because it was all about white people. Of course, this was “diversity” history, in which every cowboy’s black cook got a special page on how he contributed to winning the West, but black children still found it inadequate. So I would throw up my hands and assign them a project on a real, historical black person. My favorite was Marcus Garvey. They had never heard of him, and I would tell them to research him, but they never did. They didn’t care and they didn’t want to do any work.
Anyone who teaches blacks soon learns that they have a completely different view of government from whites. Once I decided to fill 25 minutes by having students write about one thing the government should do to improve America. I gave this question to three classes totaling about 100 students, approximately 80 of whom were black. My few white students came back with generally “conservative” ideas. “We need to cut off people who don’t work,” was the most common suggestion. Nearly every black gave a variation on the theme of “We need more government services.”
My students had only the vaguest notion of who pays for government services. For them, it was like a magical piggy bank that never goes empty. One black girl was exhorting the class on the need for more social services and I kept trying to explain that people, real live people, are taxed for the money to pay for those services. “Yeah, it come from whites,” she finally said. “They stingy anyway.”
“Many black people make over $50,000 dollars a year and you would also be taking away from your own people,” I said.
She had an answer to that: “Dey half breed.” The class agreed. I let the subject drop.
Many black girls are perfectly happy to be welfare queens. On career day, one girl explained to the class that she was going to have lots of children and get fat checks from the government. No one in the class seemed to have any objection to this career choice.
Surprising attitudes can come out in class discussion. We were talking about the crimes committed in the aftermath of Hurricane Katrina, and I brought up the rape of a young girl in the bathroom of the Superdome. A majority of my students believed this was a horrible crime but a few took it lightly. One black boy spoke up without raising his hand: “Dat no big deal. They thought they is gonna die so they figured they have some fun. Dey jus’ wanna have a fun time; you know what I’m sayin’?” A few black heads nodded in agreement.
My department head once asked all the teachers to get a response from all students to the following question: “Do you think it is okay to break the law if it will benefit you greatly?” By then, I had been teaching for a while and was not surprised by answers that left a young, liberal, white woman colleague aghast. “Yeah” was the favorite answer. As one student explained, “Get dat green.”
There is a level of conformity among blacks that whites would find hard to believe. They like one kind of music: rap. They will vote for one political party: Democrat. They dance one way, speak one way, are loud the same way, and fail their exams in the same way. Of course, there are exceptions but they are rare.
Whites are different. Some like country music, others heavy metal, some prefer pop, and still others, God forbid, enjoy rap music. They have different associations, groups, almost ideologies. There are jocks, nerds, preppies, and hunters. Blacks are all — well — black, and they are quick to let other blacks know when they deviate from the norm.
One might object that there are important group differences among blacks that a white man simply cannot detect. I have done my best to find them, but so far as I can tell, they dress the same, talk the same, think the same. Certainly, they form rival groups, but the groups are not different in any discernible way. There simply are no groups of blacks that are as distinctly different from each other as white “nerds,” “hunters,” or “Goths,” for example.
How the world looks to blacks: One point on which all blacks agree is that everything is “racis’.” This is one message of liberalism they have absorbed completely. Did you do your homework? “Na, homework racis’.” Why did you get an F on the test? “Test racis’.”
I was trying to teach a unit on British philosophers and the first thing the students noticed about Bentham, Hobbes, and Locke was “Dey all white! Where da black philosopher a’?” I tried to explain there were no blacks in eighteenth century Britain. You can probably guess what they said to that: “Dat racis’!” One student accused me of deliberately failing him on a test because I didn’t like black people.
“Do you think I really hate black people?”
“Have I done anything to make you feel this way? How do you know?”
“You just do.”
“Why do you say that?”
He just smirked, looked out the window, and sucked air through his teeth. Perhaps this was a regional thing, but the blacks often sucked air through their teeth as a wordless expression of disdain or hostility.
My students were sometimes unable to see the world except through the lens of their own blackness. I had a class that was host to a German exchange student. One day he put on a Power Point presentation with famous German landmarks as well as his school and family.
From time to time during the presentation, blacks would scream, “Where da black folk?!” The exasperated German tried several times to explain that there were no black people where he lived in Germany. The students did not believe him. I told them Germany is in Europe, where white people are from, and Africa is where black people are from. They insisted that the German student was racist, and deliberately refused to associate with blacks.
Blacks are keenly interested in their own racial characteristics. I have learned, for example, that some blacks have “good hair.” Good hair is black parlance for black-white hybrid hair. Apparently, it is less kinky, easier to style, and considered more attractive. Blacks are also proud of light skin. Imagine two black students shouting insults across the room. One is dark but slim; the other light and obese. The dark one begins the exchange: “You fat, Ridario!” Ridario smiles, doesn’t deign to look at his detractor, shakes his head like a wobbling top, and says, “You wish you light skinned.”
They could go on like this, repeating the same insults over and over.
My black students had nothing but contempt for Hispanic immigrants. They would vent their feelings so crudely that our department strongly advised us never to talk about immigration in class in case the principal or some outsider might overhear.
Whites were “racis’,” of course, but they thought of us at least as Americans. Not the Mexicans. Blacks have a certain, not necessarily hostile understanding of white people. They know how whites act, and it is clear they believe whites are smart and are good at organizing things. At the same time, they probably suspect whites are just putting on an act when they talk about equality, as if it is all a sham that makes it easier for whites to control blacks. Blacks want a bigger piece of the American pie. I’m convinced that if it were up to them they would give whites a considerably smaller piece than whites get now, but they would give us something. They wouldn’t give Mexicans anything.
What about black boys and white girls? No one is supposed to notice this or talk about it but it is glaringly obvious: Black boys are obsessed with white girls. I’ve witnessed the following drama countless times. A black boy saunters up to a white girl. The cocky black dances around her, not really in a menacing way. It’s more a shuffle than a threat. As he bobs and shuffles he asks, “When you gonna go wit’ me?”
There are two kinds of reply. The more confident white girl gets annoyed, looks away from the black and shouts, “I don’t wanna go out with you!” The more demure girl will look at her feet and mumble a polite excuse but ultimately say no.
There is only one response from the black boy: “You racis’.” Many girls — all too many — actually feel guilty because they do not want to date blacks. Most white girls at my school stayed away from blacks, but a few, particularly the ones who were addicted to drugs, fell in with them.
There is something else that is striking about blacks. They seem to have no sense of romance, of falling in love. What brings men and women together is sex, pure and simple, and there is a crude openness about this. There are many degenerate whites, of course, but some of my white students were capable of real devotion and tenderness, emotions that seemed absent from blacks — especially the boys.
Black schools are violent and the few whites who are too poor to escape are caught in the storm. The violence is astonishing, not so much that it happens, but the atmosphere in which it happens. Blacks can be smiling, seemingly perfectly content with what they are doing, having a good time, and then, suddenly start fighting. It’s uncanny. Not long ago, I was walking through the halls and a group of black boys were walking in front of me. All of a sudden they started fighting with another group in the hallway.
Blacks are extraordinarily quick to take offense. Once I accidentally scuffed a black boy’s white sneaker with my shoe. He immediately rubbed his body up against mine and threatened to attack me. I stepped outside the class and had a security guard escort the student to the office. It was unusual for students to threaten teachers physically this way, but among themselves, they were quick to fight for similar reasons.
The real victims are the unfortunate whites caught in this. They are always in danger and their educations suffer. White weaklings are particularly susceptible, but mostly to petty violence. They may be slapped or get a couple of kicks when they are trying to open a bottom locker. Typically, blacks save the hard, serious violence for each other.
There was a lot of promiscuous sex among my students and this led to violence. Black girls were constantly fighting over black boys. It was not uncommon to see two girls literally ripping each other’s hair out with a police officer in the middle trying to break up the fight. The black boy they were fighting over would be standing by with a smile, enjoying the show he had created. For reasons I cannot explain, boys seldom fought over girls.
Pregnancy was common among the blacks, though many black girls were so fat I could not tell the difference. I don’t know how many girls got abortions, but when they had the baby they usually stayed in school and had their own parents look after the child. The school did not offer daycare.
Aside from the police officers constantly on patrol, a sure sign that you are in a black school is the coke cage: the chain-link fence that many majority-black schools use to protect vending machines. The cage surrounds the machine and even covers its top. Delivery employees have to unlock a gate on the front of the cage to service the machines. Companies would prefer not to build cages around vending machines. They are expensive, ugly, and a bother, but black students smashed the machines so many times it was cheaper to build a cage than repair the damage. Rumor had it that before the cages went up blacks would turn the machines upside down in the hope that the money would fall out.
Security guards are everywhere in black schools — we had one on every hall. They also sat in on unruly classes and escorted students to the office. They were unarmed, but worked closely with the three city police officers who were constantly on duty.
There was a lot of drug-dealing at my school. This was a good way to make a fair amount of money but it also gave boys power over girls who wanted drugs. An addicted girl — black or white — became the plaything of anyone who could get her drugs.
One of my students was a notorious drug dealer. Everyone knew it. He was 19 years old and in eleventh grade. Once he got a score of three out of 100 on a test. He had been locked up four times since he was 13.
One day, I asked him, “Why do you come to school?”
He wouldn’t answer. He just looked out the window, smiled, and sucked air through his teeth. His friend Yidarius ventured an explanation: “He get dat green and get dem females.”
“What is the green?” I asked. “Money or dope?” “Both,” said Yidarius with a smile.
A very fat black interrupted from across the room: “We get dat lunch,” Mr. Jackson. “We gotta get dat lunch and brickfuss.” He means the free breakfast and lunch poor students get every day. “Nigga, we know’d you be lovin’ brickfuss!” shouts another student.
Some readers may believe that I have drawn a cruel caricature of black students. After all, according to official figures some 85 percent of them graduate. It would be instructive to know how many of those scraped by with barely a C- record. They go from grade to grade and they finally get their diplomas because there is so much pressure on teachers to push them through. It saves money to move them along, the school looks good, and the teachers look good.
Many of these children should have been failed, but the system would crack under their weight if they were all held back.
How did my experiences make me feel about blacks? Ultimately, I lost sympathy for them. In so many ways they seem to make their own beds. There they were in an integrationist’s fantasy–in the same classroom with white students, eating the same lunch, using the same bathrooms, listening to the same teachers–and yet the blacks fail while the whites pass.
One tragic outcome among whites who have been teaching for too long is that it can engender something close to hatred. One teacher I knew gave up fast food–not for health reasons but because where he lived most fast-food workers were black. He had enough of blacks on the job. This was an extreme example but years of frustration can take their toll. Many of my white colleagues with any experience were well on their way to that state of mind.
There is an unutterable secret among teachers: Almost all realize that blacks do not respond to traditional white instruction. Does that put the lie to environmentalism? Not at all. It is what brings about endless, pointless innovation that is supposed to bring blacks up to the white level. The solution is more diversity–or put more generally, the solution is change. Change is an almost holy word in education, and you can fail a million times as long as you keep changing. That is why liberals keep revamping the curriculum and the way it is taught. For example, teachers are told that blacks need hands-on instruction and more group work.
Teachers are told that blacks are more vocal and do not learn through reading and lectures. The implication is that they have certain traits that lend themselves to a different kind of teaching.
Whites have learned a certain way for centuries but it just doesn’t work with blacks. Of course, this implies racial differences but if pressed, most liberal teachers would say different racial learning styles come from some indefinable cultural characteristic unique to blacks. Therefore, schools must change, America must change. But into what? How do you turn quantum physics into hands-on instruction or group work? No one knows, but we must keep changing until we find something that works.
Public school has certainly changed since anyone reading this was a student. I have a friend who teaches elementary school, and she tells me that every week the students get a new diversity lesson, shipped in fresh from some bureaucrat’s office in Washington or the state capital. She showed me the materials for one week: a large poster, about the size of a forty-two inch flat-screen television. It shows an utterly diverse group — I mean diverse: handicapped, Muslim, Jewish, effeminate, poor, rich, brown, slightly brown, yellow, etc.–sitting at a table, smiling gaily, accomplishing some undefined task. The poster comes with a sheet of questions the teacher is supposed to ask. One might be: “These kids sure look different, but they look happy. Can you tell me which one in the picture is an American?”
Some eight-year-old, mired in ignorance, will point to a white child like himself. “That one.”
The teacher reads from the answer, conveniently printed along with the question. “No, Billy, all these children are Americans. They are just as American as you.”
The children get a snack, and the poster goes up on the wall until another one comes a week later. This is what happens at predominately white, middle-class, elementary schools everywhere. Elementary school teachers love All of the Colors of the Race, by award-winning children’s poet Arnold Adoff.
These are some of the lines they read to the children: “Mama is chocolate . . . Daddy is vanilla . . . Me (sic) is better . . . It is a new color. It is a new flavor. For love. Sometimes blackness seems too black for me, and whiteness is too sickly pale; and I wish every one were golden. Remember: long ago before people moved and migrated, and mixed and matched . . . there was one people: one color, one race. The colors are flowing from what was before me to what will be after. All the colors.”
Teaching as a career: It may come as a surprise after what I have written, but my experiences have given me a deep appreciation for teaching as a career. It offers a stable, middle-class life but comes with the capacity to make real differences in the lives of children. In our modern, atomized world children often have very little communication with adults — especially, or even, with their parents — so there is potential for a real transaction between pupil and teacher, disciple and master.
A rewarding relationship can grow up between an exceptional, interested student and his teacher. I have stayed in my classroom with a group of students discussing ideas and playing chess until the janitor kicked us out. I was the old gentleman, imparting my history, culture, personal loves and triumphs, defeats and failures to young kinsman. Sometimes I fancied myself Tyrtaeus, the Spartan poet, who counseled the youth to honor and loyalty. I never had this kind intimacy with a black student, and I know of no other white teacher who did.
Teaching can be fun. For a certain kind of person it is exhilarating to map out battles on chalkboards, and teach heroism. It is rewarding to challenge liberal prejudices, to leave my mark on these children, but what I aimed for with my white students I could never achieve with the blacks.
There is a kind of child whose look can melt your heart: some working-class castaway, in and out of foster homes, often abused, who is nevertheless almost an angel. Your heart melts for these children, this refuse of the modern world.
Many white students possess a certain innocence; their cheeks still blush. Try as I might, I could not get the blacks to care one bit about Beethoven or Sherman’s march to the sea, or Tyrtaeus, or Oswald Spengler, or even liberals like John Rawls, or their own history. They cared about nothing I tried to teach them. When this goes on year after year it chokes the soul out of a teacher, destroys his pathos, and sends him guiltily searching for The Bell Curve on the Internet.
Blacks break down the intimacy that can be achieved in the classroom, and leave you convinced that that intimacy is really a form of kinship. Without intending to, they destroy what is most beautiful–whether it be your belief in human equality, your daughter’s innocence, or even the state of the hallway.
Just last year I read on the bathroom stall the words “F**k Whitey.” Not two feet away, on the same stall, was a small swastika.
The National Council for the Social Studies, the leading authority on social science education in the United States, urges teachers to inculcate such values as equality of opportunity, individual property rights, and a democratic form of government. Even if teachers could inculcate this milquetoast ideology into whites, liberalism is doomed because so many non-whites are not receptive to education of any kind beyond the merest basics.
It is impossible to get them to care about such abstractions as property rights or democratic citizenship. They do not see much further than the fact that you live in a big house and “we in da pro-jek.” Of course, there are a few loutish whites who will never think past their next meal and a few sensitive blacks for whom anything is possible, but no society takes on the characteristics of its exceptions.
Once I asked my students, “What do you think of the Constitution?” “It white,” one slouching black rang out. The class began to laugh. And I caught myself laughing along with them, laughing while Pompeii’s volcano simmers, while the barbarians swell around the Palatine, while the country I love, and the job I love, and the community I love become dimmer by the day.
I read a book by an expatriate Rhodesian who visited Zimbabwe not too many years ago. Traveling with a companion, she stopped at a store along the highway. A black man materialized next to her car window. “Job, boss, (I) work good, boss,” he pleaded. “You give job.”
“What happened to your old job?” the expatriate white asked. The black man replied in the straightforward manner of his race: “We drove out the whites. No more jobs. You give job.”
At some level, my students understand the same thing. One day I asked the bored, black faces staring back at me. “What would happen if all the white people in America disappeared tomorrow?”
“We screwed,” a young, pitch-black boy screamed back. The rest of the blacks laughed.
I have had children tell me to my face as they struggled with an assignment. “I cain’t do dis,” Mr. Jackson. “I black.”
The point is that human beings are not always rational. It is in the black man’s interest to have whites in Zimbabwe but he drives them out and starves. Most whites do not think black Americans could ever do anything so irrational. They see blacks on television smiling, fighting evil whites, embodying white values. But the real black is not on television, and you pull your purse closer when you see him, and you lock the car doors when he swaggers by with his pants hanging down almost to his knees.
For those of you with children, better a smaller house in a white district than a fancy one near a black school.
I have been in parent-teacher conferences that broke my heart: the child pleading with his parents to take him out of school; the parents convinced their child’s fears are groundless. If you love your child, show her you care — not by giving her fancy vacations or a car, but making her innocent years safe and happy. Give her the gift of a not-heavily black school.
From Black and Right: http://www.black-and-right.com/2013/07/01/before-its-deleted-of-the-day/
Found originally at American Digest: http://americandigest.org/
Sexual perversion is now officially normal, just as 2 + 2 = 5 and Oceania has always been at war with Eastasia. If you disagree, modern educators will correct your view:
Students in a general psychology class at Columbia State Community College [in Clifton, Tennessee] were directed by their professor to wear “Rainbow Coalition” ribbons for an entire day and express their support for the homosexual community, said Travis Barham, an attorney with the Alliance Defending Freedom.
According to Barham, Dr. Linda Brunton “essentially turned her General Psychology class into a semester-long clinic on the demands of the homosexual movement.”
Alliance Defending Freedom said the professor told students to write a paper about how they were allegedly “discriminated against” because of their support for homosexual conduct.
Several students objected to the assignment because their religious convictions prohibit them from supporting conduct their faith [as well as common sense] teaches them is immoral and unnatural.
Barham said the professor made it clear they had to follow the rules of the assignment to receive credit and allegedly told the students their own beliefs and viewpoints were irrelevant – even when they wrote their papers.
No arguments against homosexual conduct were permitted.
“When students objected to how she was pushing her personal views on the class, she explained that it is her job ‘to educate the ignorant and uneducated elements of society,’ that oppose this movement’s demands and to correct their ‘hateful and close-minded’ views” Barham said.
Don’t be too hard on Professor Brunton. Inside the liberal bubble, even the most unnatural and unhealthy forms of sexual perversion not only are considered normal but are dutifully revered. She is doing her students a service by preparing them to enter the ruling class.
On a tip from Clingtomyguns.
Posted on | June 17, 2013
Everybody is laughing at Miss Utah, Marissa Powell, for her stumbling answer to a Miss USA pageant question, but no one seems to have pointed out that the question, asked by reality-TV personality NeNe Leakes, was based on a persistent feminist fallacy:
“A recent report shows that in 40 percent of American families with children, women are the primary earners, yet they continue to earn less than men. What does it say about society?”
Well, for that matter, I “continue to earn less than” reality-TV stars, but the claim that this says anything “about society” — i.e., the feminist myth that the so-called “wage gap” is a product of sexist discrimination — falls apart under critical scrutiny. In fact, when you control for such factors as time on the job and educational background, so that you’re comparing apples to apples, practically the entire earning differential between men and women disappears. As economist Andrew Biggs of the American Enterprise Institute observed last year, “common perceptions of the gender pay gap” are ” vastly exaggerated”:
The fault lies mainly with the press, who irresponsibly assert massive gender pay discrimination that doesn’t truly exist.
As for the now famous answer by Marissa Powell:
You haters can go “create education better” if you want. We’re just going to look at Miss Utah in her bikini.
From The Other McCain: http://theothermccain.com/
HHS Secretary Sebelius: Kids “So Far Behind” Without Pre-Kindergarten Education “May As Well Drop Out” By 3rd Grade…
Is she insane?
(CNSNews.com) – Children who don’t get a pre-kindergarten education, ideally from birth to age 5, might fall behind and “may as well drop out” by third grade, Secretary of Health and Human Services Kathleen Sebelius said on Wednesday at an event to garner support for President Barack Obama’s $75-billion proposal to increase pre-school enrollment across the country.
Sebelius said investing in pre-school education would bring “prosperity to all our people.”
“If we want to be a competitive country, if we want to make sure that we can achieve prosperity for all of our people, we have to figure out a way to have productive citizens throughout our population,” Sebelius said at the event, marking the one-year anniversary of an Educare school in the District of Columbia that serves children 6 weeks old to 5 years.
From Weasel Zippers: http://weaselzippers.us/
We Better Check with the Bullshit frogs on this one. And they all Agreed:
And also check with our housewife:
So there you have it. Plain as day. Government Bullshit!
Roy Costner IV drew hearty applause from other students but no doubt enraged moonbat educrats when he interrupted his own valedictorian speech to recite the Lord’s Prayer. Looks like the authorities are on their toes now, resolved not to permit any more sudden outbreaks of liberty:
A North Texas high school silenced its Valedictorian’s microphone during his speech, prompting questions over his free speech rights.
Students attending the Joshua High School graduation say Remington Reimer’s microphone was cut off, right when he began to talk about the Constitution.
The educrats explain themselves:
“Student speakers were told that if their speeches deviated from the prior-reviewed material, the microphone would be turned off, regardless of content. When one student’s speech deviated from the prior-reviewed speech, the microphone was turned off, pursuant to District policy and procedure.”
Those who don’t want to live in the kind of country this is turning into are running out of time to do something about it.
On tips from Dr. 9 and Stormfax.
From Moonbattery: http://moonbattery.com/
In other words, they turned the chapel into a mosque.
Via Campus Reform:
University of Chicago (UC) administrators permanently removed pews from an 88-year old chapel on campus in order to accommodate Islamic prayers, according to a local news report.
Chicago NPR affiliate, WBEZ news, reported on May 23, the pews, which are now part of display at the Museum of Contemporary Art (MCA) Chicago, were “removed in order to provide Muslim students a place to pray.”
Literature describing the artwork that was created by UC Director of Arts and Public Life Theaster Gates, also describes the removal of the pews as symbol of religious tolerance.
“The pews were recently removed from the chapel in order to offer Muslim students a place to pray, a symbolic gesture of religious tolerance,” according to an official description of the exhibit which includes a “set of repurposed pews from the University of Chicago’s campus church.”
From Weasel Zippers: http://weaselzippers.us/
The Schools’ Sinister War on Guns
By Selwyn Duke
Call it living in Upside-down Land or the realization of the Bible’s prediction of a time when bad will be called good and good, bad, but once again innocent schoolchildren have been persecuted for, well, just being children. This time the offender was Chase Lake Elementary School (CLES) in Edmonds, WA, where some kids were suspended for using Nerf guns on school grounds. And it’s an all-too-common story. A child will be punished for drawing a gun, shaping his fingers as one and saying “bang!” merely talking about guns or some other innocuous action. And recently there was a case of a five-year-old boy who brought a cap gun to school to show a friend and then was interrogated for two hours until he wet his pants. It’s all very bizarre and very twisted.