Stupidheads

An enormous amount of time, effort, and resources have gone into turning us into stupidheads. Luckily, stupidheadism is easy to spot and there's a home remedy available to everyone.

In 200 Years Together, his two-volume history of the relations between Jews and Christians in Russia, in the chapter¹ covering the Soviet prison camps, Aleksandr Solzhenitsyn writes:

If I hadn’t been there, it wouldn’t be possible for me to compose this chapter. Before the camps I thought that “one should not notice nationalities”, that there are no nationalities, there is only humankind. But when you are sent into GULag, you learn that if your people are privileged, you are privileged. You are provided for. You survive! But if your people are not privileged, well, sorry…

According to Solzhenitsyn, Jews were privileged in GULag and the reason they were privileged was their ethnic cohesion. When a Jew in the prison administration saw the suffering of a Jewish prisoner, wrote Solzhenitsyn, he saw the suffering of a fellow Jew. But when a Russian stupidhead on the prison staff saw the suffering of a Russian prisoner, he saw the suffering of a white supremacist. Oh wait—not a white supremacist—the Russian stupidheads saw “enemies of the people.” It’s here in America that the stupidheads see “white supremacists.”

In Russia, when all was said and done, the genocide the Bolshevik Jews perpetrated claimed the lives of 66 million Russian Christians. There was no end to the number of enemies of the people that needed dispossessing, enslaving, torturing, and killing. The situation with white supremacists today here in the States is different. Most Americans, I would say, have probably never met a white supremacist—someone who actually believes or advocates whites should reign supreme over everyone else. Certainly, there are white separatists and white nationalists (not sure what the difference is), but white supremacists—no.

For the neo-Bolshevists, however, the dearth of white supremacists is no obstacle to dispossessing and murdering millions of them. Who needs actual white supremacists when you have a huge number of white stupidheads available who are capable of seeing white supremacists anywhere an accusing finger points? Thanks to the stupidheads, there are as many white supremacists in the US today as there were enemies of the people in Russia in 1917. What this means, of course, is that, ultimately, the white stupidheads themselves are the white supremacists. Unfortunately, they lack the cognitive firepower and/or political sophistication to comprehend it.

How did so many of our heads become so stupid, anyway? In a famous and remarkably prescient Russian forgery from the 19th century, the forger gives Jews the credit for making us stupid:

We have misled, stupefied and demoralized the youth of the Gentiles by means of education in principles and theories, patently false to us, but which we have inspired. —Protocol 9.

By means of education…

TRAINING THE STUPEFIERS

When I lived a half-block from the convention center in Washington, DC, I would quite often, out of curiosity, walk into the main entrance when it was hosting an event and look at the brochures, program schedules, and so on laid out on tables for the conventioneers. On one of those times, there happened to be a National Education Association (NEA) event in progress.

This NEA event was for new teachers—recent college graduates ready to start their first teaching jobs that fall. They were just breaking for lunch and the hall was full of young, overwhelmingly white Americans streaming out of the conference rooms—fresh-faced like every last one of them had just stepped off a dairy farm in Wisconsin. Excited for their futures. Excited to be in the nation’s capital.

I picked up the first brochure. It described the topics of various speakers and workshops. It was all about how to “advocate for social and educational strategies fostering the eradication of institutional racism and white privilege.” 

White privilege, institutional racism, disparate impact, overcoming whiteness, systemic bias, school-to-prison pipeline, racist disciplinarians, racist aptitude tests, racist history, racist zip codes… I felt sorry for the young conventioneers.

I walked back outside still holding the offending program. At the pizza place on the corner, there was a long line of the new teachers waiting to get a slice (the NEA had a $418 million endowment that year, and they couldn’t buy lunch for the people whose paychecks they’d be plundering for the next 40 years?) So I got in line and struck up a conversation. Yes, they were all new teachers. Yes, they were having a great time in DC. No, they weren’t all from dairy farms in Wisconsin. Then I pointed to one of the especially egregious anti-white topics on the program and asked them what their views were on it.

The young, white, recent grads fell silent. Receiving no response, I asked them what it might do to white children to be taught all their lives that the history of their people is shameful.

When I had first struck up the conversation, I noticed that I had caught the attention of two men—Jewish, 30-ish—standing off to the side. Now one of them approached and leaned in to hear our conversation. “Were you aware,” I was asking these white kids, “that white males are only 30 percent of the nation’s population, but we account for 70 percent of the nation’s suicides? What if you were the one who taught that young white boy he must overcome his whiteness and he finally understands that death is the only way truly to overcome the race you are born into?

The Jewish guy stepped in between the new teachers and me. If you have any questions, he said, you can ask me.

STUPEFYING THE GENTILE YOUTH

Remarkable, isn’t it? Remarkable in the first place that there is an organization that goes to the trouble of bringing to Washington for political indoctrination those who will be educating the next generation. And it’s remarkable that the indoctrination they’ve come all the way to DC to receive is overtly, venomously hostile to a particular segment of the population—themselves. And it’s remarkable that so few of us object. Or even notice.

And how remarkable is it that two NEA functionaries assigned the presumably low-level duty of standing watch in a pizzeria while these new teachers got lunch, immediately (and correctly) identified me from a distance as a threat, then quickly took a very socially aggressive action to neutralize the threat.

What, about my appearance, would suggest to them I might be a threat? The answer can be found in this year’s list of recommended books from the NEA.

In every one of these books, if there is a villain, that villain is a white gentile(s) and the white race in general. Always. The two NEA goons in the pizzeria saw me as a threat because I am recognizably white.

The NEA calls itself “the nation's largest professional employee organization.” On its website it says it is “committed to advancing the cause of public education. NEA's 3 million members work at every level of education—from pre-school to university graduate programs. NEA has affiliate organizations in every state and in more than 14,000 communities across the United States.” If there is stupidheadedness in the teaching profession, there’s a good chance it will be reflected in the NEA.

Let’s search the NEA site for the term “white supremacy” to see whether we can discover stupidheadedness lurking somewhere behind the scenes.

There it is! Hidden away with just 741 mentions on nea.org.

OK, just for the fun of it, let’s try another search. Let’s search on—oh, I don’t know—let’s go wild—let’s search on the word “mathematics.” Result: 68 mentions.

It would appear the NEA is almost eleven times more focused on educating America’s young people on white supremacy than mathematics. NEA member Karen Reyes, a prekindergarten teacher in Austin, explains why:

Quoted on the NEA’s website while US students continue to drop in the PISA rankings. For Ms. Reyes, “addressing those other things” means teaching her kids that they are victims of white people.

I’m guessing a large majority of parents would prefer Karen Reyes stick to “the academic stuff” and let them address those other things. But here’s what the Russian forgery thinks about gentiles educating their own kids:

Having in this way inspired everybody with the thought of his own importance, we will break down the influence of family life among the Gentiles, and its educational importance. —Protocol 10

FALSE PRINCIPLES AND THEORIES

And those patently false principles and theories taught to the youth of the gentiles to mislead, stupefy, and demoralize them? You can find a host of them on the NEA’s website. One of the best is “equitable outcomes.” The NEA is fully on board.

Is it wise public policy in our multiracial mess for our public education system to be emphasizing and “centering” race? Is is smart to teach young people that if their outcome seems less than someone else's, it is the result of unfairness? And, as always, it is the fault of whites? Any white person who doesn't see the sheer enmity and anti-white hatred behind these policies—the damage they do and the extreme danger they represent—is too stupid to be responsible for educating children. Any teacher who is a decent human being and also a member of the NEA should be ashamed. And, if they are white, they should also spend the period facing the wall. (Do teachers still make unruly boys “face the wall?” )

Equitable outcomes. What does that even mean? That on graduation day, if everyone took a math test, everyone would get the same score? Or if everyone took a math test the average scores of the blacks, whites, yellows, reds, and browns would all be identical? Or the average scores of the males, females, Ls,Gs,Bs, Qs, Ts and +s would all be identical? Or that one month after graduation, everyone has the same job? Or has different jobs, but with the same salaries? Or different salaries but the same number of friends?

Fair treatment guarantees unequal outcomes, people.

The Russian forgery has this to say about equality:

Already in ancient times we were the first to shout the words, ‘Liberty, Equality, Fraternity,’ among the people. These words have been repeated many times by unconscious poll-parrots, flocking from all sides to this bait, with which they have ruined the prosperity of the world and true personal freedom… The presumably clever and intellectual Gentiles did not understand the symbolism of the uttered words; did not observe their contradiction in meaning; did not notice that in nature there is no equality… —Protocol 1

“Equitable outcomes” is a gentile-stupefying false theory.

Another patently false theory is the theory of “anti-racism.”

The NEA’s website defines “anti-racism” as “The work of actively opposing racism by advocating for changes in political, economic, and social life. Anti-racism tends to be an individualized approach, and set up in opposition to individual racist behaviors and impacts.” But, they also list opposition to individual racist behaviors as one of the Seven Harmful Racial Discourse Practices² to avoid because it “reinforces the common misconception that racism is simply a personal problem that should be resolved by shaming, punishing, or re-educating the individual offender.”

Punishing offenders isn’t good enough for that special category of sin called “whiteness.” For one thing, it “often leads to long, inconclusive debates about what is in a person’s ‘heart,’ and whether or not they intended to be hurtful or discriminatory.” You know, like you do when you care about justice. But, once you start doing things like taking context into consideration, you risk inconclusiveness, and, before you know it, you are wasting perfectly good opportunities to make a white person suffer.

You see, opposition to individual racist behaviors “[p]erpetuates false notions of individual agency in our national consciousness.” And our national consciousness needs to be like Israel’s—like the one that Bibi “Baby Bomber” Netanyahu uses to bury children alive in the rubble of their own homes in their own neighborhoods in their own cities. First you rename the target group, then it’s okay to genocide them. Now that’s a national consciousness the MIC and Christian Zionists can get behind.

They aren’t Palestinians and human beings. They are Hamas and terrorists. They aren’t the Russian aristocracy and the Christian middle class. They are enemies of the people and the bourgeoisie. They aren’t Americans of European descent. They are racists.

But the NEA is hardly the only US entity working to turn our nation’s schools into stupidhead assembly lines. The California legislature, for example, was on board with that project way back in 1985. California state law may provide a kind of timeline the rest of the country can look to as a map of the course of our descent.

California Education Code 51226.3.  

[In 1985, the specialness of Jewish suffering is enshrined in California law, the genocide of the Jews capitalized and given its own name, and the teaching of it to all California’s children mandated by state law,]

(a)(1) The department shall incorporate…history and social science that deal with civil rights, human rights violations, genocide, slavery, and the Holocaust.

[then some other groups wanted distinct recognition of their own suffering, too, but theirs is only enshrined in state encouragement]

(a)(2) The Legislature encourages…history and social science that deal with the Armenian, Cambodian, Darfur, and Rwandan genocides.

[but the Bolshevik genocide of 66 million Russian Christians, which ended just 38 years ago and is the bloodiest, most lethal genocide in history, is never mentioned]

(b)(1) The Legislature encourages the incorporation of survivor, rescuer, liberator, and witness oral testimony into the teaching of human rights, the Holocaust, and genocide, including, but not limited to, the Armenian, Cambodian, Darfur, and Rwandan genocides.

[due to the cleverness and efficiency of the Germans, another aspect of the genocide of the Jews that makes their genocide different from everyone else’s is the lack of any hard evidence it actually happened, so the legislature specifies eyewitness and oral testimony as sufficient]

(b)(2) As used in this subdivision, “oral testimony” means the firsthand accounts of significant historical events presented in a format that includes, but is not limited to, in-person testimony, video, or a multimedia option, such as a DVD or an online video.

[then the Irish want a special notice of their suffering, too]

(d) The Legislature encourages all state and local professional development activities to provide teachers with content background and resources to assist them in teaching about the Great Irish Famine of 1845–50.

[then the Chinese want special notice of their suffering, too—suffering as victims of the United States—and not just of their suffering, but of suffering in spite of their contributions—i.e., unjust suffering, and not just encouraged, but mandated by law—the Chinese want all California’s children to be taught that white Americans racistly excluded Chinese immigrants (but no mention made of all the Americans racistly murdered by Chinese during the Boxer Rebellion—men, women, and children who were in China legally), and about how the Chinese participated in building the transcontinental railroads (but they won’t be taught about how white Americans built universities all over China with their own money—universities still in operation today—the same white Americans, who, with their families, were later dragged to a central area in cities and towns across China and hacked to death by mobs using farm implements)]

(2) When the state board revises and adopts the curriculum framework for history-social science on or after January 1, 2017, the state board shall consider providing …instruction on the Chinese Exclusion Act of 1882 and the contributions of Chinese Americans to the establishment of the transcontinental railroad.

[then the Armenians want the perpetrators of their genocide mentioned as well, plus details of their suffering]

(i) For purposes of this article, “Armenian Genocide” means the torture, starvation, and murder of 1,500,000 Armenians, which included death marches into the Syrian Desert, by the rulers of the Ottoman Turkish Empire and the exile of more than 500,000 innocent people during the period from 1915 to 1923, inclusive.

[then the Mexicans finally get in on the group suffering, and they, too, like the Chinese, suffered persecution from the United States itself, which was even ILLEGAL persecution, and they want it enshrined in state law with details and taught to all California’s children]

(j) …the state board shall consider providing for the inclusion…of instruction on the unconstitutional deportation to Mexico during the Great Depression of citizens and lawful permanent residents of the United States.

[then the Mexicans want it enshrined in state law that the deportation of Mexicans during the Great Depression was, in fact, nothing less than a human rights violation Mexicans suffered at the hands of white America]

(k) As used in subdivisions (b) and (c), “human rights” and “human rights violations” include the unconstitutional deportation to Mexico during the Great Depression of citizens and lawful permanent residents of the United States.

[then all the Asians and Pacific Islanders and Native Americans, but only the Native Americans from Hawaii (because this is nakedly racial), want all the good things they’ve done for America—even all the good political things, whatever that means—recognized in state law and taught to all the children in California]

(1) The historical, social, economic, and political contributions of Asian Americans, Native Hawaiians, and Pacific Islanders in the United States.

[and all the Asians and Pacific Islanders and Native Americans, but only the Native Americans from Hawaii, want all the bad things America has done to the Asians—even all the racism and discrimination like when that 19-year-old black kid punched that old Chinese lady right in the mouth without warning and it was caught on video—recognized in state law and taught to all the children in California]

(2) Examples of racism, discrimination, and violence perpetrated against Asian Americans, Native Hawaiians, and Pacific Islanders in the United States, including, but not limited to, hate crimes committed during the COVID-19 pandemic.

(Amended by Stats. 2023, Ch. 140, Sec. 2. (AB 1354) Effective January 1, 2024.)

Thanks for opening that can of worms, Jews!³ Now everybody (except founding-stock Americans) wants everybody else’s kids to be taught how much their group has been mistreated. What is the psychology at work there?

The Jews, however, haven’t taken this encroachment on their turf lying down. While it’s great that everyone is being taught to hate white gentiles and all, everyone has to remember whose mistreatment is special. So another patently false theory is promulgated. The NEA puts the argument, “At the core of this belief [in white nationalism] is antisemitism, which transcends Jewish people and drives anti-Black racism, contempt of people of color, and xenophobia.” In other words, when whites mistreat blacks by wishing to live among other whites it’s because they hate Jews, who are the real victims of this white mistreatment of blacks.

This kind of shit is how so many of our heads got so stupid. If you believe patently false nonsense, it literally makes you stupid. If you are teacher or professor and you are propagating this false nonsense, you are harming others. If you are a white gentile member of the NEA, the Holocaust narrative proves the immorality of your position.

Here are the “resources” offered by the NEA to counter “antisemitism” in the classroom “as we all navigate the shifting, treacherous terrain of white supremacy” in the fight against hate, bigotry, and Holocaust Denial.

LINK

The NEA stakes out the unimpeachable moral high ground on genocide (opposition thereto)

But the NEA completely ignores history’s worst genocide—the genocide Jews perpetrated against Russian Christians that started 16 years before Hitler came to power in Germany and finally ground to a halt just 37 years ago. Moreover, the NEA refers to the genocide Jews are committing right now against Palestinians as a “war between Hamas and Israel.”

It is the NEA that is guilty of holocaust denial. It is the NEA that remains silent as students and faculty are viciously beaten by law enforcement officers in a place where the law has mandated the teaching of the Holocaust since 1985. The NEA is deeply immoral.

If you are an educator and a decent human being and a member of the NEA, cancel your membership immediately. Make copies of this article and surreptitiously leave them scattered about the teachers’ lounges, or trap houses, or wherever teachers are hanging out these days. If you are a white educator and you refuse to look at the coming upheaval and are just hoping to go unnoticed, head down, lights off, doors unanswered, I’m going to end this post with an image of life under Bolshevik rule for gentile academics. But first, I’ll tell you what I do in order to counter utter despair (because it certainly looks like we are rushing headlong into our own Bolshevik Revolution). I remind myself that we have two advantages the Russians didn’t have: 1) access to the mass dissemination of oceans of information, and 2) the example of the Russians themselves by which to inform ourselves. But it requires action to realize those advantages.

I believe this image is from “Drawings from the GULag” by Danzig Baldaev and the caption says something like “Once per week, the Bolsheviks drowned an academic in a barrel of human feces in front of the other academics just to keep their spirits broken.”

1. Aleksandr Solzhenitsyn, 200 Years Together, “In the camps of GULag,” Ch. 20

2. The NEA’s Seven Harmful Racial Discourse Practices

3. Thanks for being the first to demand a state law making it mandatory for all kids to learn about your special Genocide. Why not build on that success and force California’s kids to learn about more of your specialnesses? Why not force California’s children to learn how Jews accomplished the racial transformation of the United States in the first place. You could have survivors of the night of October 3, 1965 in New York City visit classrooms and describe the Jewish celebrations that erupted after President Johnson signed the Immigration and Nationality Act into law earlier that day at the foot of the Statue of Liberty. Students could learn of the deceptions that enabled its passage and of the crucial role of the Jewish-owned press, which lied about the law’s impact and attacked opponents of the bill as “racists.” The survivors could describe how, on the evening of October 3, 1965, with the racial transformation of the United States underway, God’s special people celebrated across New York City their great victory over the gentiles.