Saul Alinsky: "Coach" A Review of Saul Alinsky's Rules for Radicals Richard Hoste March 10, 2010 Few Jewish radicals have had as much influence over American politics as Saul Alinsky (1909-1972). Born to Russian Jewish immigrants, he graduated from the University Alinsky was known more as a tactician than an ideologue. His most famous book was Rules for Radicals, published a year before his death. It's still valuable reading today for its political insights and what it tells us about the transformation that has happened in America. To Alinsky, the world is divided into the Haves, the Have-Nots and the Have-a-little, Want Mores. The Prince was written by Machiavelli for the Haves on how to hold power. Rules for Radicals is written for the Have-Nots on how to take it away. One thing that differentiates Alinsky's thought from that of conventional leftists is his more sophisticated understanding of human nature. To him, it isn't rational to hope that one day people will behave morally based on altruistic motives. Also, Alinsky didn't believe that we'll one day reach a utopia where all works of social justice have been done and people can live happily ever after. Every political victory brings new problems, and conflict is a permanent feature of life. Of course, you don't tell the people you're trying to organize that because they would lose the will to act. Another important part of human nature is our need to rationalize our actions. Once a young radical has forced a corporation or government into a certain direction, expect that the establishment will invent moral reasons for why it acted the way it did. Once again, getting people to do the right things for the wrong reasons with a moral gloss invented afterwards is the best we can hope for. "This is the low road to morality. There is no other." When it comes to motivating people, an organizer must convince them that they're 100% in the right. Imagine if the Declaration of Independence started out by listing all the benefits of colonial rule and all the help that the Americans had gotten from the mother country in fighting the Indians. It then went on to say that since objectively the case was 60% for revolution and 40% against, the colonialists had decided to break away. In that case there would've been no revolution. It's vital that one have his side convinced of its own moral purity and the depravity of the enemy. One of Alinsky's greatest insights is that change has to be cloaked in the language of tradition. Liberals who burned the American flag were fools who were more interested in striking a posture for radicalism than actually changing the world. Such actions were counterproductive and turned many Americans away from the left. Let this be a lesson to any White nationalists that feel the need to periodically dress up as Nazis. Alinsky's analysis of the white lower middle class, whom by the 1970s he hoped to radicalize, could've been written today. He points out that they saw the unemployed as "parasitical" and were turned off by the "liberal, democratic, holier-than- While shrewd and practical, Rules reveals that Alinsky was like all radical leftists a disturbed man. He does little more than project his own misery when he talks about the pathologies of the American middle class and certainly doesn't present any evidence for his claims. His danger stemmed from the fact that he loved the process of liberal activism more than anything. The chapter titled Tactics shows the shamelessness of Jewish radicals and those they organized. To put pressure on a bank, Alinsky recommends getting a thousand or more people to paralyze the institution by each opening up a $5 or $10 savings accounts on the same day. Part of the fun would be "the general enjoyment of seeing the discomfiture and confusion on the part of the establishment." The bank would be ready to negotiate in order to be able to get back to business. One time Alinsky almost did put this "people power" to use was when he wanted to pressure a large department store. He planned to bus 3,000 Blacks to the store and have them overwhelm the clerks as they shopped for shirts and underwear. The business of any whites would be lost for that day. Such a tactic is legal and there would've been nothing anyone could've done to stop it. Alinsky made sure that word of the plan leaked to the store and after that 186 positions opened up and "for the first time, Blacks were on the sales floor and in executive training." Rules recounts a time the author suggested to a group of low class Blacks inRochester, I suggested that we might buy one hundred seats for one of Rochester's symphony concerts. We would select a concert in which the music was relatively quiet. The hundred Blacks who would be given the tickets would first be treated to a three-hour pre-concert dinner in the community, in which they would be fed nothing but baked beans, and lots of them; then the people would go to the symphony hall-with obvious consequences. Imagine the scene when the action began! The concert would be over before the first movement! (If this be a Freudian slip-so be it!) Once again, this is a completely legal tactic. While a stink bomb will get you arrested, a fart can't. No law could possibly change that. The city would've had its symphony destroyed until it gave in to whatever arbitrary demands the community organizer made. Rules goes on to describe the threat of a different "tactic involving bodily functions" which he used against the city of Chicago. The plan was to put people on flights going into O'Hare airport and having them occupy the lavatories. Then when people arrived they would be desperate to use the bathroom. Alinsky planned to have people (Blacks, I assume) tie up all the stalls in the airport at the moment when the flights arrived. While the city gave in before the tactic could be deployed, one can tell that the author wishes it would've gone through. One can see children yelling at their parents, "Mommy, I've got to go," and desperate mothers surrendering, "All right-well, do it. Do it right here."...The whole scene would become unbelievable and the laughter and ridicule would be nationwide. Alinsky spends relatively few pages on his standard liberal references to his love for humanity and many more in enjoyment of sick imagined scenes like this. It seems that it took both Jews and Blacks to create the modern PC state. There needed to be an outgroup hostile to White society that was unusually intelligent and spiteful, and another which was uniquely deficient in intelligence and a sense of dignity. Jared Taylor is fond of saying that for white nationalists to succeed they must show themselves to be better than their enemies. It's hard to see how one can read Rules and agree with that. Blacks and their Jewish mentors have been able to get their way by being incredibly shameless and without any concern for self respect. Blacks were and still are completely willing to use Whites' desire to avoid them as a political tool. Such a thing is incomprehensible to the European mind. Jewish radicals fantasized about the embarrassment White parents had over their children not being able to find a toilet, presumably picturing families hiding in corners as O'Hare airport was turned into a Liberian slum. While I don't think it's desirable or possible for Whites to ever use such tactics, knowing about what ethnic competitors are capable of should make us more forgiving of the at least honorable methods Europeans used in centuries past to deal with their enemies. Richard Hoste (email him) writes on race, immigration, political correctness and modern conservatism. His articles have appeared atVDARE.com, The Occidental Observer, The Occidental Quarterly andTakiMag among other places. His writes the HBD blog at Alternative Right, where he regularly reviews classic and modern works on these topics. Permanent URL: http://www.theoccid


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A Review of Saul Alinsky’s Rules for Radicals
Bookseller Sentenced to 33 Months in Prison for Holocaust Revisionism
Congressional Estimates Show Grim Deficit Picture
The Associated Press
A new congressional report released Friday says the United States' long-term fiscal woes are even worse than predicted by President Barack Obama's grim budget submission last month. The nonpartisan Congressional Budget Office predicts that Obama's budget plans would generate deficits over the upcoming decade that would total $9.8 trillion. That's $1.2 trillion more than predicted by the administration. The agency says its future-year predictions of tax revenues are more pessimistic than the administration's ... Economists say that deficits of that size are unsustainable and could put upward pressure on interest rates, crowd out private investment in the economy and ultimately erode the nation's standard of living.
Bad Economies of US States Set To Worsen, Say Governors
Reuters
The already gloomy conditions of states' economies are set to worsen, according to preliminary survey findings from the National Governors Association released on Saturday. "The situation is fairly poor for a lot of states around the country. In fact, most states," Vermont Governor Jim Douglas, who is chairman of the association, said at a press conference at its annual meeting. "What we're finding out from a fiscal standpoint is that the worst is yet to come," Douglas said. In a survey conducted last week of 45 of the 50 states, the group found that states have $18.8 billion of budget gaps yet to be closed in fiscal 2010 ... In the budgets they are drafting for fiscal 2011, states foresee shortfalls of $53.6 billion and for fiscal 2012 $61.6 billion.
America, the Fragile Empire
Niall Ferguson
... If empires are complex systems that sooner or later succumb to sudden and catastrophic malfunctions, what are the implications for the United States today? First, debating the stages of decline may be a waste of time -- it is a precipitous and unexpected fall that should most concern policymakers and citizens. Second, most imperial falls are associated with fiscal crises. Alarm bells should therefore be ringing very loudly indeed as the United States contemplates a deficit for 2010 of more than $1.5 trillion -- about 11% of GDP, the biggest since World War II.
A German Woman Breaks Silence About Red Army Rapes
The Telegraph (Britain)
An 80-year-old German woman has broken an old taboo of silence over the rapes she endured at the hands of Soviet soldiers in the second world war with a searing book about the crimes of the Red Army as it marched towards Berlin. "Why Did I Have To Be A Girl" by Gabriele Koepp is the first book published about the rapes under a victim's real name. Mrs Koepp was one of an estimated two million German girls and women raped by Soviet soldiers, encouraged by their leader Josef Stalin to regard the crime as a spoil of war after Hitler's invasion had left 26 million Russians dead. "Frau. Komm," was a phrase that women dreaded hearing from Red Army soldiers.
In Spain, Bookseller Sentenced to 33 Months in Prison for `Justifying Genocide'
JTA
A Barcelona bookshop owner was sentenced to prison for the crime of "honoring and justifying genocide." Pedro Varela, owner of the Europa bookshop, was given a term of two years, nine months for "selling and spreading in a continuous manner books that honor and justify the genocide committed by Hitler against the Jewish people and other minorities." The sentence, which was handed down Monday in a Barcelona court, also accused the bookshop of marketing "books that belittle other races or ethnicities, women, homosexuals and disabled people," as well as organizing neo-Nazi conferences. Varela also was fined nearly $4,000.
Invictus Idolatry
Peter Hammond (South Africa)
... This beautifully crafted, stirring and inspiring film, Invictus, clearly has a political agenda. It has dangerous distortions of reality and a selective focus ... Nelson Mandela was the head of UmKhonto we Sizwe, (MK), the terrorist wing of the ANC and South African Communist Party. He had pleaded guilty to 156 acts of public violence including mobilizing terrorist bombing campaigns, which planted bombs in public places, including the Johannesburg railway station. Many innocent people, including women and children, were killed by Nelson Mandela's MK terrorists. South African President P.W. Botha had, on a number of occasions, offered Nelson Mandela freedom from prison, if he would only renounce terrorist violence.
Israel-Palestine Rights and Wrongs: Finkelstein vs. Gissin
RT (Russia) - Video
Rights and wrongs in the Israel-Palestine conflict are debated in this heated exchange between Norman Finkelstein, a fierce and articulate Jewish critic of Israel and its policies, and Ranann Gissin, an ardent defender of the Zionist state and for years a prominent Israeli spokesman. Broadcast on Peter Lavelle's "CrossTalk." Runtime: 26 mins.
British Leader Chamberlain Read and Annotated Hitler's Mein Kampf
The Times (Britain)
Neville Chamberlain read and annotated Hitler's Mein Kampf in its original German before he embarked on his policy of appeasement, says a new biography. The former prime minister, who acquired a 1933 copy of the book, highlighted sections that he thought revealing of the German dictator's mindset, and even added exclamation marks alongside some passages. Chamberlain was struck by sections that underlined Hitler's anti-Semitism, his faith in Aryan superiority and his sense of racial affinity with the British. In one highlighted passage about Anglo-German relations, Hitler states: "The bond of kindred blood and the main features of a common civilisation united us."
The Pentagon's Runaway Budget
Carl Conetta
With his decision to boost defense spending, President Obama is continuing the process of re-inflating the Pentagon that began in late 1998 -- fully three years before the 9/11 attacks on America. The FY 2011 budget marks a milestone, however: The inflation-adjusted rise in spending since 1998 will probably exceed 100 percent in real terms by the end of the fiscal year ... Looking forward, the Obama administration plans to spend more on the Pentagon over the next eight years than any administration since World War II.
Many Voices Calling for War With Iran
Philip Giraldi
Wanting to go to war with Iran has created some very strange bedfellows. Leading neoconservative Daniel Pipes' assertion that President Barack Obama can salvage his presidency and get reelected by attacking Iran is about as low as it gets, suggesting as it does that an act of war can and should serve as a diversion from a failed domestic agenda ... How to stop an Israeli attack? All the White House has to do is to say "no" to Israel firmly and publicly and tie that no to a commitment to cut off all military and economic aid to Tel Aviv if Bibi Netanyahu opts to do otherwise.
Debate Over Military Action Against Iran Gains Steam
Jim Lobe - Inter Press Service
While the ongoing U.S. military "surge" in Afghanistan continues to capture the headlines, Iran's nuclear program - and how best to deal with it - is rapidly emerging here as this year's biggest foreign policy challenge ... The debate appears to be driven chiefly by growing pressure on the administration by the government of Israeli Prime Minister Binyamin Netanyahu and its supporters here to sharply ramp up pressure on Tehran through the urgent adoption of both "crippling sanctions" and the means to enforce them militarily.
President Roosevelt's Campaign To Incite War in Europe
Mark Weber
A detailed look at US President Roosevelt's secret campaign to provoke war in Europe prior to the outbreak of hostilities in September 1939. Highlights his efforts to pressure Britain, France and Poland into war against Germany in 1938 and 1939. Franklin Roosevelt not only criminally involved America in a war that had already engulfed Europe, he bears a grave responsibility for the outbreak of the most destructive war of all time. This paper relies heavily on secret Polish documents that fell into German hands when Warsaw was captured in 1939. These revealing documents also confirm the crucial role of Jewish power and in fluence on US foreign policy during these years.
Is the Recovery Real?
Paul Craig Roberts
... Today a desperate government, which has wasted $3 trillion invading countries that pose no danger to the U.S. and wasted more trillions of dollars combating a crisis brought on by the government's failure to regulate the financial sector, is likely to steal people's pensions as well as to gut Social Security and Medicare. The reason is that the dollar's role as reserve currency is at stake. If the Federal Reserve has to monetize the federal deficit, the world will turn its back on a rapidly depreciating dollar. The minute the dollar loses the reserve currency role, the U.S. can no longer pay its bills in its own currency, and its days as a superpower come to a sudden end. Wars can't be financed, and Washington's pursuit of world hegemony will hit a brick wall.
Mossad Comes to America: Death Squads by Invitation
James Petras
... To counter the American Zionist defense of Israel's practice of extra-territorial, extra-judicial executions by the Mossad, we need American writers and academics to step forward. It is time to expose their flimsy arguments, bold-face lies and audacious immorality. It is time to speak out against their impunity, before another Israeli secret police murder takes place, possibly inside the USA itself and with the shameless complicity of Zionist accomplices.
Online Ad by `Denier' In Student Newspaper Sparks Campus Protests
Channel 3000 (Wisconsin)
Issues of free speech, advertising and the Holocaust clashed on the University of Wisconsin-Madison campus on Wednesday as about 150 students rallied to honor the victims of the Holocaust and call for an end to an ad in a campus newspaper. The controversy was sparked by some anti-Semitic comments posted on an online version of a Badger Herald article earlier this month. It erupted when the online edition of the student paper posted an ad paid for by a man who doesn't believe in the Holocaust ... An advertisement that reads, "The Holocaust question: the power of taboo." Click on the ad and it goes to the Web site of the man who bought the ad, Holocaust denier Bradley Smith and his "Committee For Open (Holocaust) Debate."
Another Financial Crisis on the Way, Say Leading Economists
ABC News
Even as many Americans still struggle to recover from the country's worst economic downturn since the Great Depression, another crisis -- one that will be even worse than the current one -- is looming, according to a new report from a group of leading economists, financiers, and former federal regulators. In the report, the panel, that includes Rob Johnson of the United Nations Commission of Experts on Finance and bailout watchdog Elizabeth Warren, warns that financial regulatory reform measures proposed by the Obama administration and Congress must be beefed up to prevent banks from continuing to engage in high risk investing that precipitated the near collapse of the U.S. economy in 2008.
U.S. Can't Afford Military Aid to Israel
Josh Ruebner -- The Huffington Post
In his recent State of the Union address, President Obama pledged to "go through the budget line by line to eliminate programs that we can't afford and don't work." One week later, he sent his FY2011 budget request to Congress, which included a record-breaking $3 billion in military aid to Israel. This requested increase in U.S. weapons to Israel -- part of a ten-year $30 billion agreement signed between the two countries in 2007 -- qualifies on both counts as a program that the United States can't afford, and that doesn't work in establishing a just and lasting peace between Israelis and Palestinians.
Israel Approves 600 New Homes in Occupied East Jerusalem
BBC News
An Israeli planning committee has pushed forward plans for 600 new homes in Israeli-occupied East Jerusalem. The move comes as the Palestinians are refusing to restart peace talks unless Israel stops all building in the area, where they want their future capital. The plan will expand the Pisgat Zeev settlement in the city's north-east. The international community considers East Jerusalem occupied territory. Building on occupied land is illegal under international law. Palestinians regard Pisgat Zeev and neighbourhoods like it as settlements, and accuse Israel of using them to increase the Jewish presence in the mainly Arab east of the city.
Ernst Zundel Released From Mannheim Prison
Video
Supporters and well-wishers of Ernst Zundel greet him as he leaves the Mannheim prison on March 1, 2010, after having been held behind bars for seven years and three weeks for his beliefs, in the US, Canada and Germany. Runtime: 9:52 mins.
Germany's Fear of Finkelstein
Ali Fathollah-Nejad
Norman Finkelstein, an internationally renowned scholar of the Israeli-Palestinian conflict, was due to talk about the state of the decades-old conflict and the situation in Gaza one year after the Israeli assault last week in Munich and Berlin. As part of a European speaking tour which would have led him to Germany for the first time since 2002, Finkelstein has been invited to speak in Prague at a number of prestigious institutions ... The wave of cancellations came after a concerted campaign by neoconservative and Zionist pressure groups ...
Austrian Politician Calls for Repeal of Anti-Nazi Law
The Associated Press
A woman who has criticized anti-Nazi law and is married to an extreme rightist is running for president in Austria, and critics contend her candidacy could tarnish the reputation of a country still marred by its connection to the Holocaust. Barbara Rosenkranz, 51, is not expected to win the April 25 election ... She is most widely known for her belief that Austria's law banning the glorification of the Nazis is a hindrance to freedom of expression and violates the country's constitution. In the same vein, she also has defended doubts over Nazi gas chambers.
Hitler Letter Hoping For `Cordial Relationship' With Britain For Sale
The Telegraph (Britain)
A letter written by Adolf Hitler in 1931 hoping for a "truly cordial relationship" between Britain and Germany in place of the present "unhappy war-psychosis" is to be sold at auction. Hitler wrote the one-page letter, in German, to Sefton Delmer, a British journalist, 16 months before he became Chancellor and seized power in 1933. In it, he wrote: "I hope ... that out of this crisis a new readiness will grow up in Britain to submit the past 12 years to a reappraisal. I should be happy, if as a result of this, the unhappy war-psychosis could be overcome on such a scale as to permit the realisation of the truly cordial relationship between the British and the German peoples so eagerly desired by myself and my movement."
Blair Warned in 2000 That Iraq War Was Illegal
The Independent (Britain)
An invasion of Iraq was discussed within the [British] government more than two years before military action was taken - with Foreign Office mandarins warning that an invasion would be illegal, that it would claim "considerable casualties" and could lead to the breakdown of Iraq, The Independent can reveal. The extent of Whitehall opposition to the policy eventually backed by Tony Blair emerges just three days before Gordon Brown will appear at the Iraq Inquiry, where he will be asked to explain his role in the Government's decision to invade.
Freedom for Ernst Zundel after 7 years 3 weeks - because he refuses to lie down and die and shut up - calls the Holocaust a lie that defames Germans
A little late but better late than never –
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What is it like to teach black students?
What is it like to teach black students? by Christopher Jackson Irecall a bad joke that explains, in crude terms, the relationship between blacks and whites in America today: "What do you call a white man surrounded by 20 blacks?" "Coach." "What do you call a white man surrounded by 1,000 blacks?" "Warden." I might add another line to this joke: "What do you call a white man surrounded by 30 blacks?" "Teacher." Until recently I taught at a predominantly black high school in a southeastern state. I took the job because I wasn't knowledgeable about race at the time, and black schools aren't picky. The school offered me a job and suddenly I was in darkest Africa. Except, I wasn't in Africa; I was in America. Blacks outnumbered whites about five to one at this school and there were hardly any Hispanics. Some of my classes were all-black, or nearly so, because the gifted and advanced classes siphoned off most of the white students and I taught regular classes. There were some black teachers but the majority were white. Most of the blacks I taught were from the area. They did not tend to travel very much, and I am sure there are regional differences in the ways in which blacks speak and act. However, I suspect my experiences were generally typical, certainly for Southern blacks. 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. Noise 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 white 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 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 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." Many rap lyrics are crude but some are simply incomprehensible. Not so long ago, there was a popular rap called "Tat it up." I heard the words from hundreds of black mouths for weeks. Some of the lyrics are: Rap is one of the most degenerate things to have come out of our country, and it is tragic that it has infected whites to the extent it has. Black women love to dance — in a way white people might call gyrating. They 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 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 totalling 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?" "Yeah." "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. White parents would do well to keep their daughters well away from black schools. 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 accidently 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. Rural black schools have to have security too but they are usually safer. One reason is that the absolute numbers are smaller. A mostly-black school of 300 students is safer than a mostly-black school of 2,000. Also, students in rural areas — both black and white — tend to have grown up together and know each other, at least by sight. 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, and there he was sitting next to little, white Caroline. 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' 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 writing on that wall somehow symbolized the futility of integration. No child should be have to try to learn in such conditions. It was not racists who created those conditions and it wasn't poverty either; it was ignorant, white liberals. It reminds me of Nietzsche: "I call an animal, a species, an individual corrupt, when it loses its instincts, when it prefers what is injurious to it." One often hears from egalitarians that it doesn't matter what color predominates in a future America so long as we preserve our values, since we are a "proposition nation." Even if we were prepared to hand over our country to aliens who were going to "preserve our values," it simply cannot be done with blacks. 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. Many of my students were functionally illiterate. 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. Much better an older car than your most precious jewels cast into a school where they will be a minority. 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 white school. Of course, even the whitest schools are riddled with liberalism. There is only one way to educate your children in a way that does not poison their minds. If at all possible, home school your children. Educate them yourself. Mr. Jackson now teaches at a majority-white school. This is his first article for American Renaissance. A White Teacher Speaks Out
American Renaissance magazine Vol. 20, No. 7
July 2009
Blacks are loud. It was not unusual for five students to be screaming at once.



My black students had nothing but contempt for Hispanics. Whites were "racis'," of course, but they thought of us at least as Americans. Not the Mexicans. 




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Peace.
Michael Santomauro
Editorial Director
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Finkelstein says NO to Crocodile Tears
An amazing 3 minute video CLIP...
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Michael Santomauro
Editorial Director
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ReporterNotebook@
The Banality of Jewish Symbolism
The Banality of Jewish Symbolism by Gilad Atzmon

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Peace.
Michael Santomauro
Editorial Director
Call anytime: 917-974-6367
ReporterNotebook@
Thursday, February 4, 2010 at 3:47PM