Douglas Mercer
November 6 2023
In the book Teaching White Supremacy glorious history is recounted of how American history used to be taught in America. Of course the author is a paid-up member of the Jewish run elite so he ladles words like “vile” and “garbage” on such teaching. Of course it was no such thing, it was the educational outcropping of a sane and sober people who had yet to be marinated and drowned in full scale Jewish ideology. Back before the Second World War High school textbooks taught that John Brown was a dangerous mad man, that Reconstruction was an act of vicious revenge, that as far as the negro slaves were concerned they never had it so good, that the Klan was necessary in order to quell the negro violence unleashed by the carpetbaggers and scalawags, that abolitionism was a vile doctrine, that William Lloyd Garrison was Public Enemy Number One, that Uncle Tom’s Cabin was histrionic propaganda, and that blacks were inferior and always would be inferior; and that every facet of Southern culture and politics after the Civil War could be more than justified given the existential threat of the negro.
Those were the days.
We then learn that a version of this, albeit much watered down, was taught in American secondary schools even through the late 1960s. They had to tone it down but still all over the country it was assumed that Robert E Lee was a national (and not merely a sectional) hero; that the South had its reasons; that both the South and the North strove in valiant battle; and that (thought slavery was bad) the black man’s presence posed a conundrum that made the problem complex. It was round about then that the Jews came to their senses (by their lights) and began to churn out textbooks filled with horrid lies. Soon enough it was all James Lowen and Howard Zinn and the American past was depicted as a charnel house of horrors. By now of course the Jews are fully in control of what American students in public schools can and cannot know and in California they are going in for the kill. The state is already dead but that won’t stop the kikes from desecrating the corpse.
“The Los Angeles Unified School District requires its high school students to become anti-racist leaders by learning about black liberation and the four I's of oppression, according to school curricula. In 2021 the state of California passed a law requiring high school students to take some form of an ethnic studies course in order to graduate. In order to satisfy the requirement, all members of the class of 2027 and beyond must take courses that emphasize components of critical race theory by focusing on those who have ancestral roots and knowledge who have resisted and survived settler colonialism, racism, white supremacy, cultural erasure, as well as other patterns, structures, and systems of marginalization and oppression.”
The minds of our children are a battleground; of course the vast majority of students are not out children, they have been got the hell out let us hope. Now the black and the brown student will be flattered that his ancestors really had anything to do with the real history of this country and he will be told that any problem he has can be laid at the doorstep of the White man. It’s an ideological get out of jail free card, a permanent jubilee year where the dark skinned are depicted as the long-suffering stalwarts who, of course, never did anything wrong. To say that they “survived” settler colonialism and racism is preposterous; it was settler colonialism and racism that made this country, that piled up the wealth that gives them everything they have and did nothing to deserve. Without settler colonialism and racism they’d still be swinging from the trees in Africa or ripping out hearts in Teotihuacan. The structures and systems that the White man created turned out to be their meal ticket when we foolishly let them avail themselves of it. This is not of course the standard view of things in the Current Year but any objective investigation will reveal it to be true. Prove me wrong, as has been said.
“The requirement can be completed with different courses: Some options include Intro to Ethnic Studies, African American Studies, African American History, American Indian Studies, Asian Pacific Islander Desi American Studies, and Mexican American Studies. Essential questions posed to students in the African American course include How have concepts such as imperialism, colonialism, mercantilism, White supremacy, and hegemony influenced Black/African American culture and experience? and What is the way forward for Black liberation? It highlights systemic racism and continued patterns of marginalization as well as how slavery and ensuing experiences have prepared black people to be leaders who will shape how the future unfolds.”
Of course you will notice in this vibrant palette of colors one is rather conspicuously missing: White. You can learn all about forty acres and a mule, those smallpox blankets, the sorrowful woes of your pig tailed coolie, the travails and race exclusion of those burly Samoans, the Zoot Suit Riots, but then in the grand scheme of things those are footnotes to footnotes and addendums to the addendum, and afterthought to the afterthought, and blown out of proportion in any case. No, this is a Rosencrantz and Guildenstern view of history, where the two-bit players are focused on and the real story occurs behind the arras. You won’t for sure learn about how the White man nobly sailed the ocean blue with his every present derring-do and conquered a continent; how the hunters and the trappers moved irrepressibly West; how the Indian wars were won; how the rivers were forded and the passes shot though; how the trails were blazed; no, none of that, because that was all the work of the blue-eyed devils. We created a gleaming and progressive and future oriented civilization that was the model and marvel of the world. Remove that and what are you left with? What tall tales are left to tell? A paltry nothing and a pittance which deserves not the name of real history. A lady who refused to move on a bus, the cries at Wounded Knee, and the horrors of Operation Wetback. It’s a poor thing but it is their own. The tragedy is that the Jews want to high-handedly convince us that this history is somehow America, but it is nothing of the sort. The fact is that in our schools we used to teach White Supremacy but now they teach White Genocide.
“A project for the course includes finding a pressing issue in the African American community and identifying a person in the community who possesses the power to address the issue, writing a business letter, and acting on the response they receive. The course on Native Americans is set to evaluate scholarly sources to consider the impact of US policy on the American Indian population and whether or not these policies had the intent of genocide on American Indian peoples. It focuses on settler colonialism and Americanizing the American Indian.”
You can be sure that any satirical White student who picked as his pressing issue in the black community the issue of rampant black crime, or rampant black fatherlessness, would get the bum’s rush to the principal’s office if they didn’t call the local sheriff in to give him a good talking to. Personally I think negro laziness and shiftlessness would be a good issue to broach. The problem with that is there is no person in the community with the power to address the issue as they are all so damn lazy and shiftless and they certainly don’t have the brains to read something as imposing as a “business letter.” Everyone knows the business letter with its rigid and excessive formality it the very height of racism after all. As for the red man I’m sorry to say that those policies did not have the intent of genocide; had they there would be no Indians left today to bellyache about the supposed genocide. Rather in the pragmatic manner of the White man the policies were an ad hoc way to clear them the hell out but if some stragglers were left by the wayside they were fine with that. Of course this non-comprehensive solution in the end proved to be a mistake. If you doubt it just look at the ethnic studies guidelines today in California.
“In the APIDA class, students are asked to define white supremacy and describe the exoticizing and exploitation of APIDA communities for the purpose of White gaze, profit, U.S. imperialism, etc. as well as problematize conqueror narratives and develop counter-narratives. The course cites an article from the Nation, a far-left magazine, for close reading. Anti-Asian hate and resistance is another theme from the APIDA course, which asks students to examine how race is a social construct that is imposed upon marginalized communities in order to maintain power for privileged classes.”
Of course it was the niggers who went on that anti-Asian tear of crime and murder but this course won’t breathe a word of that. No sooner were the gooks and slopes getting hit left and right by the blacks than the activists among the Asians and blacks got in cahoots to suppress that fact and began to march against White Supremacy. Really, that’s what happened. Those activists know that no good can come to them if word gets out that it’s the nigger causing all the problems. For really it’s those niggers who are the locus classicus of all their gripes, grievances and grifts. They were there first in the limelight of victimhood, the Jews drooled right away when they saw the opportunity for growth that your shchvartzes and silverbacks offered on a silver platter (slavery, Jim Crow, you know the drill), and they ran and milked it for all it was worth. Once the model was in place any old colored could come in and ape the apes and start hitting the ideological erogenous zones of guilt-ridden Whites. It’s way too time honored and time tested and thus far it’s never failed them once. You just pick something supposedly horrible that happened to you in the past (Chinese Massacre, deportation in masse, redlining, what have you, no matter) and watch the manna from Jewish heaven rain down on your people.
“Intro to Ethnic Studies also explores white supremacy and discourages assimilation into American culture by asking students to describe how communities of color have been able to retain their cultural practices, language(s), and beliefs in spite of attempts to assimilate them. It also pushes the four I's of oppression, which are ideological, institutional, internalized, and interpersonal. The fourth unit is on social movements, built on the understanding that white supremacy and related power structures concede nothing without demand and resistance.”
If you want to know what a culture values you could do a hell of a lot worse than look at secondary school textbooks; this is the transmission belt of the transmission; it’s supposed to be the way the past is translated into the future; but you’ll notice in our case there has been a severance and an interruption; all of a sudden our past stands mute and has lost its natural voice; it can no longer speak to the future. Now the conveyance has been hijacked and wrested from out control. Now its custody had gone over to our enemy behind enemy lines. In our schools and our cities and in our country they have smuggled in their own narratives and their own stories and they tell their perverted and distorted version of the past. And any White child who must stand there and suffer it will be inculcated and indoctrinated and will be lost to us. How many of our people have been bedeviled by the sorry and saccharine tales of woe of our enemies and slip away from us without them even knowing it? Unless they are whisked away from the clutches the minds of our children are not even now so much as a battlefield as a blank canvas on which they can write what they wish. And they write it in language and symbols and signs that are not ours at all. To understand what a culture values look at what they teach the children; and what they value sure the hell is not us and certainly not our future. Is such there will even be.
