Thursday, October 21, 2010

10/19/2010 Former chief rabbi of Israel says all we non-Jews are donkeys, created to serve Jews

Former chief rabbi of Israel says all we non-Jews are donkeys, created to serve Jews
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— @ 4:54 am
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“Non-Jews were born only to serve us. Without that, they have no place in the world-only to serve the People of Israel.”

Major rabbi says all we non-Jews are donkeys, created to serve Jews

From Khalid Amayreh in occupied East Jerusalem

A major Jewish religious figure in Israel has likened non-Jews to donkeys and beasts of burden, saying the main reason for their very existence is to serve Jews.

Rabbi Ovadia Yosef, spiritual mentor of the religious fundamentalist party, Shas, which represents Middle Eastern Jews, reportedly said during a Sabbath homily earlier this week that “the sole purpose of non-Jews is to serve Jews.”

Yosef is considered a major religious leader in Israel who enjoys the allegiance of hundreds of thousands of followers.

Shas is a chief coalition partner in the current Israeli government,

Yosef, also a former Chief Rabbi of Israel, was quoted by the right-wing newspaper, the Jerusalem Post, as saying that the basic function of a goy, a derogatory word for a gentile, was to serve Jews.

“Non-Jews were born only to serve us. Without that, they have no place in the world-only to serve the People of Israel,” Yosef said in his weekly Saturday night sermon which was devoted to laws regarding actions non-Jews are permitted to perform on the Sabbath.

Yosef also reportedly said that the lives of non-Jews in Israel are preserved by God in order to prevent losses to Jews.

Yosef, widely considered a prominent Torah sage and authority on the interpretation of Talmud, a basic Jewish scripture, held a comparison between animals of burden and non-Jews.

“In Israel, death has no dominion over them…With gentiles, it will be like any person-They need to die, but God will give them longevity. Why? Imagine that one’s donkey would die, they’d lose their money.

“This is his servant…That’s why he gets a long life, to work well for this Jew.”

Yosef further elucidated his ideas about the servitude of gentiles to Jews, asking “why are gentiles needed? They will work, they will plow, they will reap; and we will sit like an effendi and eat.”

“That is why gentiles were created.”

The concept of gentiles being infra-human beings or quasi-animals is well-established in Orthodox Judaism.

For example, rabbis affiliated with the Chabad movement, a supremacist but influential Jewish sect, teach openly that at the spiritual level, non-Jews have the status of animals.

Abraham Kook, the religious mentor of the settler movement, was quoted as saying that the difference between a Jew and a gentile was greater and deeper than the difference between humans and animals.

“The difference between a Jewish soul and souls of non-Jews — all of them in all different levels — is greater and deeper than the difference between a human soul and the souls of cattle.”

Some of Kook’s manifestly racist ideas are taught in the Talmudic college, Merkaz H’arav, in Jerusalem. The college is named after Kook.

In his book, Jewish History, Jewish Religion: The Weight of Three Thousand Years, the late Israeli writer and intellectual Israel Shahak argued that whenever Orthodox rabbis use the word “human,” they normally didn’t refer to all humans, but only to Jews, since non-Jews are not considered humans according to Halacha of Jewish law.

A few years ago, a member of the Israeli Knesset, castigated Israeli soldiers for “treating human beings as if they were Arabs.” The Knesset member, Aryeh Eldad, was commenting on the evacuation by the Israeli army of a settler outpost in the West Bank.

Faced with the negative effect of certain Biblical and Talmudic teachings on inter-religious relations, some Christian leaders in Europe have called on the Jewish religious establishment to reform the traditional Halacha perceptions of non-Jews.

However, while the Reform and Conservative sects of Judaism, have related positively to such calls, most Orthodox Jews have totally rejected the calls, arguing that the Bible is God’s word which can’t be altered under any circumstances.

The Bible says that non-Jews living under Jewish rule must serve as “water carriers and wood hewers” for the master race.

In Joshua (9:27), we read ” That day, Joshua made the Gibeonites woodcutters and water carriers for the community and for the altar of the Lord at the Place the Lord would choose. And that is what they are to this days.”

Elsewhere in the Bible, Israelites are strongly urged to treat “strangers living in your midst” humanely “because you yourselves were strangers in Egypt.”

Friday, September 24, 2010

As Nationalist we must create links with other Nationalist around the word.

This article is a month old. But it's message is good.

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While antifascists are spreading lies about the British National Party in order to demoralize BNP activists, our hardworking officers are busy creating links with nationalist parties all over the world.

A few weeks ago we reported that Nick Griffin was appointed Vice-President of the Alliance of European National Movements, a new pan-European nationalist party.
Well, nationalists will no doubt be delighted to hear that in the next few days nationalist parties from all over the world will hold their first ever conference in Japan with the intention of building a worldwide alliance between them.

The dream of all nationalists is coming true, this is an article in the Daily Telegraph about the conference.

The three-day gathering, which is the first of its kind, is being organized by Issuikai, a Right-wing Japanese party which disputes the extent of the Nanjing massacre in China.

At least 100 representatives of far-right parties – including the BNP – from eight countries, are expected to attend the conference in Tokyo which will include a tour of the controversial Yasukuni Shrine to more than 1,000 Second World War criminals.

Jean-Marie Le Pen, the leader of France’s National Front, is due to make a key-note speech at the conference on Friday.

It comes as fears over the growing popularity of European Right-wing groups increase following gains in national elections and the European Election of last year.

The Alliance of European National Movements, the coalition of Europe’s Far-Right parties is sending 20 delegates to the Future of Nationalist Movements conference.

Bruno Gollnisch MEP, the vice-president of France’s Front National, is expected to attend along with members of Hungary’s Jobbik party, which recently won 17 per cent in the country’s general election, Vlaams Belang from Belgium, Portugal’s Partido Nacional, and Italy’s Fiamma Tricolore.

Adam Walker, a high-ranking member of the BNP who was accused of calling immigrants “savage animals” when he worked as a teacher, is representing the British National Party.

Issuikai is covering the delegates’ accommodation, local transport, and food costs but those attending are to fund their own return flights to Japan, which often cost up to £1,000.

MEPs are entitled to a personal travel allowance outside their member country of up to 4,000 euros a year and many are thought to be using some of the money to fly to the conference.

Timothy Kirkhope MEP, Leader of the Conservatives in the bloc called for the European Parliament’s auditors to investigate.

Matthew Elliot, chief executive of the TaxPayers’ Alliance, said: “This is yet another example of MEPs abusing expenses. It would be a disgrace for British taxpayers’ money to be used to fund MEP’s travel to a conference which is in part organised by a group that denies war crimes such as the Nanjing Massacre.

“Any money MEPs receive should be subject to more scrutiny and they should be more accountable to those who pay their salaries and expenses, they should not have free rein to use taxpayers’ money to propagate abhorrent views like those of Issuikai.”

Unsurprisingly the article is quite negative and full of lies.

Anyone who is familiar with Japanese politics will confirm that is not unusual for Japanese Prime Ministers to pay a visit to Yasukuni Shrine and that Issuikai’ views are shared by politicians from the main parties.

Indeed the Japanese attitude to its past is a sore point in international relations, South Korea and China regularly complain that Japanese politicians still refuse to accept responsibility for atrocities committed in the past.

And by the way how can the Daily Telegraph claim to hold the moral high ground in judging us when it condones the murder of several thousand Muslims in the illegal wars in Iraq and Afghanistan?

We know the answer, don’t we?

As for Adam Walker going to Japan this is not really surprising.

Not only Mr Walker is married to a Japanese girl but he has lived in Japan and has first hand experience of what it means to live in a country which puts the interests of its own people first.

As a former teacher Mr Walker was amazed by the efficiency of their education system, where schools are staffed with qualified teachers who are there to teach and not to indoctrinate, where exams are tough in order to make sure only the best can pass and where strict discipline and corporal punishment force unruly students to behave.

Whatever the outcome of this conference, the fact that such a gathering is taking place is a positive sign that the battle to stop the new world order has already begun and luckily we can stop this globalist plan before it’s too late.

* Here there is a link to learn more about Issuikai:


ed: Adam Walker pic courtesy of BertieBert. Sorry Bert:(

Thursday, September 23, 2010

Jewish Involvement In Black Slave Trade To The Americas

When you think about the Slave trade to the America's. What comes to your mind? White Europeans selling Blacks whole sale at the highest bitter. Southern gentleman placing there bids for fresh healthy young slaves, checking them as if they were animals. Well think again. New evidence suggests Europeans weren't the only ones.

Jewish Involvement In
Black Slave Trade
To The Americas

By Rabbi Marc Lee Raphael

The following passages are from Dr. Raphael's book Jews and Judaism in the United States: A Documentary History (New York: Behrman House, Inc., Pub, 1983), pp. 14, 23-25.

"Jews also took an active part in the Dutch colonial slave trade; indeed, the bylaws of the Recife and Mauricia congregations (1648) included an imposta (Jewish tax) of five soldos for each Negro slave a Brazilian Jew purchased from the West Indies Company. Slave auctions were postponed if they fell on a Jewish holiday. In Curacao in the seventeenth century, as well as in the British colonies of Barbados and Jamaica in the eighteenth century, Jewish merchants played a major role in the slave trade. In fact, in all the American colonies, whether French (Martinique), British, or Dutch, Jewish merchants frequently dominated.

"This was no less true on the North American mainland, where during the eighteenth century Jews participated in the 'triangular trade' that brought slaves from Africa to the West Indies and there exchanged them for molasses, which in turn was taken to New England and converted into rum for sale in Africa. Isaac Da Costa of Charleston in the 1750's, David Franks of Philadelphia in the 1760's, and Aaron Lopez of Newport in the late 1760's and early 1770's dominated Jewish slave trading on the American continent."

Dr. Raphael discusses the central role of the Jews in the New World commerce and the African slave trade (pp. 23-25):


During the sixteenth century, exiled from their Spanish homeland and hard-pressed to escape the clutches of the Inquisition, Spanish and Portuguese Jews fled to the Netherlands; the Dutch enthusiastically welcomed these talented, skilled husinessmen.

While thriving in Amsterdam - where they became the hub of a unique urban Jewish universe and attained status that anticipated Jewish emancipation in the West by over a century - they began in the 1500's and 1600's to establish themselves in the Dutch and English colonies in the New World. These included Curacao, Surinam, Recife, and New Amsterdam (Dutch) as well as Barbados, Jamaica, Newport, and Savannah (English).

In these European outposts the Jews, with their years of mercantile experience and networks of friends and family providing market reports of great use, played a significant role in the merchant capitalism, commercial revolution, and territorial expansion that developed the New World and established the colonial economies. The Jewish-Caribbean nexus provided Jews with the opportunity to claim a disproportionate influence in seventeenth and eighteenth century New World commerce, and enabled West Indian Jewry-far outnumbering its coreligionists further north-to enjoy a centrality which North American Jewry would not achieve for a long time to come.

Groups of Jews began to arrive in Surinam in the middle of the seven-teenth century, after the Portuguese regained control of northern Brazil. By 1694, twenty-seven years after the British had surrendered Surinam to the Dutch, there were about 100 Jewish families and fifty single Jews there, or about 570 persons. They possessed more than forty estates and 9,000 slaves, contributed 25,905 pounds of sugar as a gift for the building of a hospital, and carried on an active trade with Newport and other colonial ports. By 1730, Jews owned 115 plantations and were a large part of a sugar export business which sent out 21,680,000 pounds of sugar to European and New World markets in 1730 alone.

Slave trading was a major feature of Jewish economic life in Surinam which as a major stopping-off point in the triangular trade. Both North American and Caribbean Jews played a key role in this commerce: records of a slave sale in 1707 reveal that the ten largest Jewish purchasers (10,400 guilders) spent more than 25 percent of the total funds (38,605 guilders) exchanged.

Jewish economic life in the Dutch West Indies, as in the North American colonies, consisted primarily of mercantile communities, with large inequities in the distribution of wealth. Most Jews were shopkeepers, middlemen, or petty merchants who received encouragement and support from Dutch authorities. In Curacao, for example, Jewish communal life began after the Portuguese victory in 1654.

In 1656, the community founded a congregation, and in the early 1670's brought its first rabbi to the island. Curacao, with its large natural harbor, was the steppng-stone to the other Caribbean islands and thus ideally suited geographically for commerce.

The Jews were the recipients of favorable charters containing generous economic privileges granted by the Dutch West Indies Company in Amsterdam. The economic life of the Jewish community of Curacao revolved around ownership of sugar plantations and marketing of sugar, the importing of manufactured goods, and a heavy involvement in the slave trade, within a decade of their arrival, Jews owned 80 percent of the Curacao plantations. The strength of the Jewish trade lay in connections in Western Europe as well as ownership of the ships used in commerce. While Jews carried on an active trade with French and English colonies in the Caribbean, their principal market was the Spanish Main (today Venezuela and Colombia).

Extant tax lists give us a glimpse of their dominance. Of the eighteen wealthiest Jews in the 1702 and 1707 tax lists, nine either owned a ship or had at least a share in a vessel. By 1721 a letter to the Amsterdam Jewish community claimed that "nearly all the navigation...was in the hands of the Jews."' Yet another indication of the economic success of Curacao's Jews is the fact that in 1707 the island's 377 residents were assessed by the Governor and his Council a total of 4,002 pesos; 104 Jews, or 27.6 percent of the taxpayers, contributed 1,380 pesos, or 34.5 percent of the entire amount assessed.

In the British West Indies, two 1680 tax lists survive, both from Barbados; they, too, provide useful information about Jewish economic life. In Bridgetown itself, out of a total of 404 households, 54 households or 300 persons were Jewish, 240 of them living in "ye Towne of S. Michael ye Bridge Town." Contrary to most impressions, "many, indeed, most of them, were very poor." There were only a few planters, and most Jews were not naturalized or endenizened (and thus could not import goods or pursue debtors in court). But for merchants holding letters of endenization, opportunities were not lacking. Barbados sugar-and its by-products rum and molasses-were in great demand, and in addition to playing a role in its export, Jewish merchants were active in the import trade.

Forty-five Jewish households were taxed in Barbados in 1680, and more than half of them contributed only 11.7 percent of the total sum raised. While the richest five gave almost half the Jewish total, they were but 11.1 percent of the taxable population. The tax list of 1679-80 shows a similar picture; of fifty-one householders, nineteen (37.2 percent) gave less than one-tenth of the total, while the four richest merchants gave almost one-third of the total.

An interesting record of interisland trade involving a Jewish merchant and the islands of Barbados and Curacao comes from correspondence of 1656. It reminds us that sometimes the commercial trips were not well planned and that Jewish captains - who frequently acted as commercial agents as well - would decide where to sell their cargo, at what price, and what goods to bring back on the return trip.

(End of excerpt)

Tony Martin is African studies professor at Wellesley College and has taught at Wellesley College, Massachusetts since 1973. He was tenured in 1975 and has been a full professor of African Studies since 1979. Prior to coming to Wellesley he taught at the University of Michigan-Flint, the Cipriani Labour College (Trinidad) and St. Mary's College (Trinidad). He has been a visiting professor at the University of Minnesota, Brandeis University, Brown University and The Colorado College. He also spent a year as an honorary research fellow at the University of the West Indies, Trinidad.

Professor Martin has authored or compiled or edited eleven books, including Literary Garveyism: Garvey, Black Arts and the Harlem Renaissance, and the classic study of the Garvey Movement, Race First: the Ideological and Organizational Struggles of Marcus Garvey and the Universal Negro Improvement Association.. His most recent book is The Jewish Onslaught: Despatches from the Wellesley Battlefront. Martin qualified as a barrister-at-law at the Honourable Society of Gray's Inn (London) in 1965, did a B. Sc. honours degree in economics at the University of Hull (England) and the M.A. and Ph.D. in history at Michigan State University.

Martin's articles and reviews have appeared in the Journal of Negro History, American Historical Review, African Studies Review, Washington Post Book World, Journal of Caribbean History, Journal of American History, Black Books Bulletin, Science and Society, Jamaica Journal and many other places. His work is to be found in several anthologies and encyclopedias. He has received a number of academic and community awards.

Martin is well known as a lecturer in many countries. He has spoken to university and general audiences all over the United States, Canada, the Caribbean and England, and also in Africa, Australia, Bermuda and South America. In 1990 he delivered the annual DuBois/Padmore/Nkrumah lectures in Ghana.

Professor Martin is currently working on biographies of three Caribbean women - Amy Ashwood Garvey, Audrey Jeffers and Trinidad's Kathleen Davis ("Auntie Kay"). He is also nearing completion of a study of European Jewish immigration into Trinidad in the 1930s.

The Jewish Onslaught
Despatches From The Wellesley Battlefront
By Tony Martin

"...a polemic of the highest order... the best example of an African answering critics since David Walker's Appeal to the Colored Citizens of the World." - Molefi Asante, Journal Of Black Studies

"Professor Martin at long last deals with the Henry Gates/Cornel West attacks on Afrocentricity.... Martin provides a solid analysis of the historical use of Blacks by whites to discredit original Black thought deemed unacceptable by non-Blacks....

"I compare The Jewish Onslaught to the classic third chapter of DuBois' The Souls of Black Folk entitled 'Of Mr. Booker T. Washington and Others....' Martin has written a book that years from now will be considered a classic.... It is simply a must reading on a controversial subject that needs greater airing than some of the more timid political attempts of recent years." - Raymond Winbush, The Voice Of Black Studies

" Tony Martin has been forced to delve into the relationship between the Jews and Blacks and in the process, he has distilled a work that is informative, fascinating and one which will heighten the consciousness of Black people everywhere." - Carl Wint, The Sunday Gleaner

#1 Bestseller
(Your Black Books Guide)

Best Book Of The Year
(Black Literary Awards, 1994)
1993. vii+137pp. ISBN 0-912469-30-7.

Subject: Who owned the slaving ships?

Name Of Slave Ships And Their Owners:

The 'Abigail-Caracoa' - Aaron Lopez, Moses Levy, Jacob Crown
Isaac Levy and Nathan Simpson

The'Nassau' - Moses Levy

The 'Four Sisters' - Moses Levy

The 'Anne' & The 'Eliza' - Justus Bosch and John Abrams

The 'Prudent Betty' - Henry Cruger and Jacob Phoenix

The 'Hester' - Mordecai and David Gomez

The 'Elizabeth' - Mordecai and David Gomez

The 'Antigua' - Nathan Marston and Abram Lyell

The 'Betsy' - Wm. De Woolf

The 'Polly' - James De Woolf

The 'White Horse' - Jan de Sweevts

The 'Expedition' - John and Jacob Roosevelt

The 'Charlotte' - Moses and Sam Levy and Jacob Franks

The 'Franks' - Moses and Sam Levy

A video, "The Jewish Role in the Black Slave Trade," a speech by Prof. Tony Martin with an introduction by Hoffman, remains online at Google, as of this writing. Viewers who wish to see it before it, too is censored by Google, can access it here:


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What must we do?

As black people we must learn that it's time to stop placing the blame on White European Americans. We must also see that slavery for all peoples both Black, white and sometimes Native Americans was a lucrative and profitable business and that many people including Jew's and some Africans, African Americans profited from slavery. Slavery his been practiced all over the world and by all peoples. We must stop blaming America and Europeans and hold the real culprits on trail. Although the facts say most of the slaveholders were Jewish, not all supported the slave trade just like not all Europeans were slaveholders.

Instead of asking for reparations and thinking America "owes" us a living. We need to heal as a nation and move forward. Take the example of the Native Americans who were the Indigenous people of this country. A lot of people don't know that Native American before the slave trade were slaves of the Spanish long before Africans. Many of them died as a result of disease and overwork this is what lead to the Trans Atlantic Slave trade. As Europeans fought to build the nation we know as America many tribes were wiped out and lost there lands. Them after all the attempts to wipe out or assimilate Native peoples they have managed along with Black Indians, Hispanics and Creole's to hold on to there respective cultures and become citizen's of the United States.

Monday, September 20, 2010

Black Children Do Not Need a Western-Style Education

This is a article that I found to be really interesting and hit very close to home as being a intellectual Black man growing to all Black school. The experiences of these teachers are really from a first hand experience. And everything these white teachers say are very true. I experienced much of this as a student.

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Racial Disparity in School Suspensions
14 September 2010
New York Times
by Sam Dillon

In many of the nation’s middle schools, black boys were nearly three times as likely to be suspended as white boys, according to a new study, which also found that black girls were suspended at four times the rate of white girls.

School authorities also suspended Hispanic and American Indian middle school students at higher rates than white students, though not at such disproportionate rates as for black children, the study found. Asian students were less likely to be suspended than whites.

The study analyzed four decades of federal Department of Education data on suspensions, with a special focus on figures from 2002 and 2006, that were drawn from 9,220 of the nation’s 16,000 public middle schools.

The study, “Suspended Education: Urban Middle Schools in Crisis,” was published by the Southern Poverty Law Center, a nonprofit civil rights organization.

The co-authors, Daniel J. Losen, a senior associate at the Civil Rights Project at the University of California, Los Angeles, and Russell Skiba, a professor at Indiana University, said they focused on suspensions from middle schools because recent research had shown that students’ middle school experience was crucial for determining future academic success.

One recent study of 400 incarcerated high school freshmen in Baltimore found that two-thirds had been suspended at least once in middle school.

I am pleased to see the Left providing data that argues for racial segregation in education. We know that, thanks to the valiant efforts of the Left, White educators are now among the most politically correct class there is and the most fearful of being accused of racism, and that, as per today's conventional assumption, colored educators cannot be racist by definition, since racism is a uniquely White pathology; therefore, if Black students are suspended more often, it is because they break the rules more frequently. The only other possible explanation is that the Left has been inept at eradicating racism among educators. It is interesting all the same that the article provides no data with regards to the race of those doing the suspending. Are we to assume they are all White? Or have the Black students been suspended by Black staff?

While of course intended to suggest the persistence of a pernicious chthnonic racism, articles like these can just as well be used to argue that Black students in Western countries would be far better off in schools structured around the specific pedagogic and disciplinary needs of Black students. Forcing White students to have their education disrupted by disorderly Black pupils and exposing the former to the latter's bad example (and violence) is not fair on White students or their parents, who get less value for their considerable investment as a result of school staff having constantly to deal with unruly Black students.

Articles such as Sam Dillon's are irresponsible because they obscure and distort and place White children and their education at risk. (Needless to mention the fact that the article was published by a dubious source.)

For an honest overview, here is a reminder of the 2009 White teacher's account of

What It is Like to Teach Black Students
by Christopher Jackson

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 that 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.

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 students to be screaming at me at once.

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.

So many of them 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 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, many of 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.”

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, girls had lined up at the front of the classroom and were convulsing to the delight of the boys.

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 most of them 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 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.”

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 philosophers’?” 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. 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. So many of them 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 most 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 campus, 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 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 student 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 snce 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.”

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. Most of them 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 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.

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.

Mr. Jackson now teaches at a majority-white school.

It is clear that the few who purchased Black slaves in their day made a lamentable choice. Their imports, and the subsequent efforts to make the best out of a bad job by attempting to integrate them into a White society, have caused needless problems for those who have followed.

As to educating Black children in general, personally I find it wrong-headed and misguided. Some are teachable and can achieve in White societies, but I would go further than advocating simple segregation, as many do not belong in an education system at all. Where their ancestors originally came from there was never any need for systematic education in the way we understand it: had there been such a need, they would have invented it and implemented it on their own, and 18th- and 19th-century White explorers of Sub-Saharan Africa would have found it long in operation when they visited the region. Systematically educating Blacks in accordance to an academic curriculum is an imposition by Whites of their own values and standards on another race, which does not necessarily in all cases or to the same degree share such values or standards; it is the expression of an ethnogenic impulse to measure all races according to the degree to which they deviate from or approximate to Whiteness. This is a weird form of ethnocentrism about which a subset of Whites, particularly those who self-identify as progressives (progress being another Western concept), seem wholly unaware.

A single-speed, one-size-fits-all education system is difficult enough in a racially homogeneous society. In a racially heterogeneous society, there is all the more reason to adopt a more context-sensitive approach. In a society where there is a permanent Black population, some Black children -- those with the aptitude -- will benefit from education; but those without the aptitude would be better off trained with essential skills and practical knowledge, rather than "educated." As long as the progressive-egalitarian ideas of the Left have currency, however, reform will remain impossible.

My Views on this Article
As a Black student who went through Bush's No Child Left Behind program. I feel these articles are very accurate in regard to the condition and behavior of most low income School which most Black students attend. What this article fails to realize is the social differences between Black and Hispanic students verse White and some Asian students. Most Asian students poor or not always have the support of there families to graduate school. There families generally push then to be there best. Even Asian kids who live in ghetto and live the ghetto lifestyle even if they drop out will be successful at some point in life because he had his family and community supporting him. White children always no matter what have the support of there families and communities to do better. If a parent is strung out on drugs or alcohol or if they work a lot, they have the support of a relative to help them out. Black and Hispanic children generally because of social differences don't graduate and look indifferently upon education. Much of the school system is geared towards white students. Lets face it Black and Hispanic students don't relate to white culture and civilization. You also have to look at the history of America towards African American and Hispanic students. Much of our history in this country is negative and filled with hate. Then the achievements we've made as non-whites for decades haven't been shown. When they are shown it's usually very menial and if it's really great they don't care. To them these men and women died with nothing and the fact that they were never mentioned just gives them the idea that they weren't important at all in history and it depresses them. Then you have the fact that during the Civil Rights movement non-whites have had to fight for equal rights since 1492 when Columbus discovered America. Then many of them really want to forget slavery and racism and move on but can't. The fact that many of them are poor and have seen there parents work there asses off all their life and get nowhere. They are constantly surrounded by negative influences of the reality of being Black or Hispanic. Constant racial profiling and police harassment. Then on top of that they have no really positive role models. And if you think Bill Cosby and Oprah are positive role models think again. This generation doesn't connect with them then most of them have single parent families and are raised off of government welfare, most of them without fathers, male role models in there life. Many work VERY long hours and still don't make ends meet. So many them are forced to raise themselves. Many of these parent don't have time to give them the love and support they need. This means reading to them, and basically taking a active role in there lives. So they grow up not really knowing the beauty of true love. Which contributes to the whole demonizing of white and nonwhite women by the males. So the women are always fighting for the attention of the males. Without money to feed there brothers and sisters or just themselves they turn to the only role models they have, which are the drug dealers and gangsters on the corner. For many of these kids their role model is The Godfather or Scarface. These characters achieved "the American dream" though force and violence which is the reality of many Black and Hispanic students in the ghetto. They learn from the streets that you can't let ANYONE disrespect you or your a punk and they will not hesitate to hurt ANYONE. On top of all of this they are taught that America is against Blacks and Hispanics. Black children and teens are reminded daily of how White Americans hate them through movies like Mississippi Burning and through there elders the older ones talking about the legacy of Jim Crow and the south. There raised believing that America owes them reparations and pretty much the country. If a white person tells them different there considered racist. If a black person tells them different their a considered "Uncle Tom" or trying to be "white". And the so-called Liberal "Political correctness doesn't help this situation it's basically forcing everyone to say "Kumbya My Lord" and brush our racial problems under the rug. This is also physically, and emotionally damaging to people of European heritage. For many teachers and of European heritage they are constantly accused of being racist and the unruly students don't listen to them because of the natural mistrust and misunderstanding of white people. This in turn stresses out the teacher's and many end up losing any sympathy and just end up hating many of there African American and Hispanic students. Many white teachers learn through the Liberal media, political correctness and there dealings with "sensitive" black students that whites should hate what they did to the world in general so many of them learn how to be careful what they say do around black students not because it's just the right thing to do, but out of fear of being beaten up by there students and parents. Or labeled a racist and risk losing there jobs.

Who Does this hurt?
This hurts white students who trying to learn and get a education. But this also naturally hurts the non white students who are really intelligent. It demeans there racial identity and their self esteem and makes them have deep self hate for themselves. Those who don't fight back and be themselves end up becoming lost and imitate the negative elements of ghetto culture and lifestyle. If they don't start selling drugs they work all there lives with the bitter regret of knowing they could have done better in life and went to college. Then the ones who do fight back intellectually and do well in school end up hating everything that African American or Hispanic culture is and want nothing to do with there own people because all of there memories are hurtful and negative so naturally they will try to avoid anything that is non white. This often results in them engaging in interracial relationships with white women or men or hating anyone that is from the ghetto and never wanting to date within there own. Those who do date within there own end up having lots of marital problems and issues with trust. And the evil cycle goes on again. For whites it teaches them to hate themselves and there history. White children learn through the Liberal media, political correctness and there dealings with "sensitive" black students that whites should hate what they did to the world in general so many of them learn how to be careful what they say do around black students not because it's just the right thing to do, but out of fear of being beaten up or labeled a racist. There's nothing wrong with being proud to be white or looking out of the interests of white people. If Blacks and other races can do it why can't Europeans?

What Black and Hispanic students need.

1. They need to learn to trust there teachers and other authority figures.
2.America doesn't owe them anything. Stress to them the importance of getting off the welfare system and working hard for what they need and want.
3. Get there parents involved as much as possible with there lives. If they don't speak English, have a translator present.
4. Black and Hispanic students need positive male and females roles in the classroom. And in life in general.
5. Students that show extra interest in certain subjects or are very gifted don't praise them too much in front of unruly students. This will make him or her a target for harassment. Instead tell them your impressed with there abilities in private.
6. Separate unruly students from the ones that want to learn. Those who want to learn will stay. Those who don't will leave and drop out. Don't worry about the ones that drop out. Worry about the ones who show promise. But if the ones that drop out come back, help them.
7. Black students mainly learn better through hands on training. Provide a Dual path for them. Dual paths emphasize both Technical and University Path. Those who show more promise intellectually put them in Honor classes.
8. Never automatically place Black and Hispanic students in Special Education if there failing. This depresses most of them and makes them feel as if they are less. If you they need to be placed in special ed have then tested.
9. Give as much support as you can to Black and Hispanic students that are failing or doing very well. Society generally writes these students off as "unlearn able."
10. When teaching History, especially European History, explain it in relevant terms how it would affect them now. Most black teens don't think about history they way whites do. They don't ponder or think creatively all they care about is here and now. Many of these kids have very tough lives and just not have time or just aren't taught to dream or think creatively.
11. Institute Martial Art training in Black schools. This will give them the discipline and confidence they need to succeed, they will learn to control there frustrations, learn self defense and most of all respect for themselves, teachers and most of all each other.
My experiences as a Middle class Black man.

Saturday, September 18, 2010

Machete Anti-white and racist

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I'm a African American. I feel this movie is VERY anti-white and stupid. There's no real point to this movie. Danny Navarro is a GREAT actor but I'm tired of seeing him and other people of color portray themselves in a negative racially offensive way. On top of that he's not a "revolutionary hero". This character is NO...T fighting for the freedom of the Mexican people. He's just killing those who fucked him over and fucking white women. Yeah Danny... Really positive and uplifting for Hispanics and other races of color. Your just another spic to racist whites. Lets show racist whites that we aren't fucking animals that we are humans too and are capable of good things. We have enough shit like this. It's a shame that the machete which was once a weapon to help collect food and fight for freedom is now a international symbol for GENOCIDE!

Thursday, September 16, 2010

America Today

Lets face it civilization as we know it is dying and were killing each other off for greed and hate. I'm sick and tired of seeing whites act like horrible stereo types of the so-called African American. Tried of seeing honest hard working Americans lose there jobs. The influx of too many foreigners that we don't know. Then they bring there own countries problems here. Most of them are honestly trying to make a better life for themselves. But too many of them are drug dealers coming over and pushing poisons on our children. Zionist are destroying our country from within telling us that loving your race and people first is racism and there constant excuses for why African Americans, Hispanics and Native Americans can't succeed without the system. I remember how my family told me how our Cherokee great great grandmother used to make baskets and alt of homemade goods, how we used to set around the fire at powwows and listen to the elders speak and guide us on how we should walk in a good way. Now there's nothing, traditional people are seen as backwards lazy or even racist people. I remember when being Indian was about was inside and not about whats on paper. What has wealth and money done for human beings? Its made us stress over things now depression, gang violence and suicide is rampant on reservations and ghettos all over America. Now its hitting suburbia. All people care about is money while innocent Americans suffer. Yet all we do is sit on asses and watch dumb capitalist shit on Mtv and worry about if its better to be black or white while the country is raped from within by greedy Zionist corporations. More and more people are starting to feel this way. America is no longer home of the free. I feel this is a fucking battleground now. and its time for Americans of EVERY ethnic group and religion to stand up and take this country back. This world is sick.

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Wednesday, June 2, 2010

Thoughts on the Economy Part 1

I believe the current political parties and systems have completely sold out the world community and have bowed down to Zionism and created a world or have and have not's though Capitalism. While I have nothing against free trade. I believe European countries should trade with there own European peoples. Africa/Asia and the other 3 world nations must continue trade with each other. Instead of sending this money to fund Israel and it Zionist Genocidal campaigns. We should build up our Nations wealth. And Nationalize our industries. The same can be applied for America. Instead of giving Israel our money use this money to help build up our nations industries. Invest more in earth friendly institutions and limit the usage of fossil fuels. Increase our food production and farms. Work for the betterment of our Nations and countries.

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