- il y a 2 ans
Dr William Luther Pierce -The Wrecking of Our Schools -The Lesson of Haiti
Catégorie
📚
ÉducationTranscription
00:00 Dr. William Luther Pierce, 1997 The Wrecking of Our Schools
00:12 Hello.
00:13 About a month ago, the Clintonistas celebrated the 40th anniversary of one of the proudest
00:24 moments in the history of America's march toward the New World Order.
00:29 A moment whose memory makes every Clintonista misty-eyed and brings a lump to his throat.
00:38 That was the moment in 1957 when the federal government sent troops into Little Rock, Arkansas
00:46 to force, at bayonet point, the racial integration of Little Rock's all-white Central High School,
00:54 and the white citizens of Little Rock did not revolt.
00:58 The Clintonistas still like to give their clenched fist salute when they gloat with
01:05 each other about this easy victory over the hated white racists who wanted to keep blacks
01:11 out of Central High School.
01:14 Bill Clinton made a special trip back to Little Rock a few weeks ago to lead the gloating.
01:20 Today, the enrollment at Central High School is 60% black, and conditions there have changed
01:30 accordingly.
01:31 Two of the members of my organization, the National Alliance, are high school teachers
01:38 in Arkansas, and they wrote to me with comments about their own experiences in Arkansas schools
01:46 today, along with comments by some of their colleagues which had been published in local
01:52 newspapers.
01:53 You won't find any of this in the New York Times or the Washington Post, of course, because
02:00 it's news which doesn't fit.
02:04 One teacher wrote to me that while the 40th anniversary hoopla was still going on in Central
02:11 High, there was a gang fight in the school involving approximately 40 black students.
02:18 It took six policemen using pepper spray to break it up.
02:23 That's pretty routine stuff at Central High these days.
02:28 Other teachers report about school plays being broken up by rowdy blacks in the audience,
02:35 and about the teachers' frustration over the fact that they're not permitted to do anything
02:40 to control the black students.
02:42 The school administrators are afraid to have records of suspensions and expulsions which
02:49 show a disproportionately large number of black troublemakers.
02:54 Little Rock schools are still operating under various court orders, and court-appointed
03:01 Clintonistas monitor very closely everything in the schools regarding race.
03:07 One teacher writes, "When the BSAG monitors come to my classroom, they don't ask me anything
03:16 about the curriculum or the success of the students.
03:21 They count the black and white faces and check to be sure that I have posters of African-Americans
03:28 on the walls.
03:30 Never mind that I teach British literature."
03:35 BSAG monitors in the classrooms.
03:40 Doesn't that sound Orwellian, like something right out of George Orwell's novel, "1984"?
03:49 Actually it's Clintonian.
03:51 It's a real shame that we are permitting it to happen in America.
03:57 The real shame for us is not that black students are having gang fights, and otherwise the
04:04 behaving the way they always do.
04:07 It is that nearly 40% of the students at Central High are still white, and are subjected to
04:15 this environment.
04:17 The Little Rock School Board is able to keep a minority of white students in the formerly
04:22 all-white Central High by making it a so-called "magnet school" with many advanced courses
04:31 that are not available at other high schools.
04:34 The Clintonistas want to keep the schools racially integrated, and so they are forced
04:41 to employ such stratagems as "magnet schools."
04:45 But they really don't like the way these things work out in detail.
04:50 What has happened at Central High is that the students have resegregated themselves.
04:57 The whites make up nearly 90% of the enrollment in the courses for gifted students.
05:05 39% of the general enrollment, but 87% of the advanced classes.
05:12 There was a major article in U.S. News and World Report a few weeks ago lamenting this
05:18 fact and asking what can be done to achieve complete racial mixing at Central High and
05:25 other public schools across the country.
05:28 The Clintonistas always have looked on schools which separate students into different classes
05:35 on the basis of ability as "undemocratic."
05:39 In the case of racially mixed schools, ability tracking also has the embarrassing result
05:46 of exposing the differences in ability between blacks and whites.
05:52 Now race, unfortunately, isn't the only problem in America's schools, although it's a big
05:59 problem, especially in the cities.
06:02 It's the racial integration of our schools which has brought drugs, gang fights, school
06:08 room rapes, assaults on teachers, and a general atmosphere of indiscipline to the education
06:16 of our children.
06:17 But the same people who pushed so hard for the racial integration of the schools 40 years
06:23 ago have been pushing for other changes too.
06:27 And in the long run, these other changes may prove to be at least as destructive.
06:34 I'll give you an example based on my own experience.
06:39 I receive a great deal of correspondence from people all over the United States, and one
06:45 of the things which impresses me is the inability of a relatively large percentage of our adult
06:53 population to use the English language effectively or correctly.
07:00 Spelling, punctuation, and grammar are very often abysmal.
07:05 These people who write to me are virtually all high school graduates, and many of them
07:10 also are university graduates, some with advanced degrees, but they've failed to learn how to
07:18 use the English language at what used to be a grammar school level.
07:23 As a child, I attended schools in five different districts from Virginia to Texas, and I believe
07:31 that the standards in these schools were only average, but the standards were such that
07:37 a substantial portion of the people from whom I receive letters today would not have been
07:44 permitted to graduate with the low level of proficiency in English manifested by their
07:50 letters.
07:51 And it's not that these people are unintelligent.
07:55 I've spoken personally with many of them who are quite intelligent.
07:59 They just didn't learn English.
08:02 And I've worried for a long time about why this is so.
08:07 We all understand, of course, that the schools have been dumbed down in order to make it
08:14 possible for blacks to cope with them.
08:17 But this shouldn't have made it impossible for whites to learn who really wanted to learn.
08:23 I was discussing this problem with a professor of education at a major American university
08:29 just last week, and he explained to me that it's not just the racial integrationists and
08:36 egalitarians who have been changing the nature of our schools in recent decades.
08:42 The feminists also have had a major role in the wrecking of our educational system.
08:49 Feminists are solidly entrenched in the education departments which train our teachers and design
08:56 our school curricula.
08:58 They have gained a virtual stranglehold on many facets of our educational system.
09:05 And let me tell you, if there is any bunch of people in this country with wackier and
09:11 more destructive ideas than the racial egalitarians, it is the feminists.
09:17 They have been busy feminizing the education of our children, and it shows up in the inability
09:24 of an increasing number of Americans to use English effectively.
09:29 The key to understanding why this is so is the fact that the feminists not only promote
09:37 the teaching of feminist propaganda in the schools, denying any essential differences
09:42 between men and women, among other things, but they also are changing the way in which
09:50 children are taught in order to bring it into conformity with their own ideas.
09:56 Feminists, for example, always have been against competition.
10:02 They regard competitiveness as a masculine trait, and they try to discourage it in every
10:10 way they can.
10:12 They are in league with the racial egalitarians in pushing for an end to the grading of students.
10:20 Setting precise standards and then grading students numerically according to their performance
10:28 relative to those standards is anathema to them.
10:32 They see it as psychologically damaging to the students, especially to those who make
10:39 low scores.
10:41 They much prefer a warm and fuzzy approach to evaluating students.
10:48 Their goal for the classroom is cooperation as opposed to what they like to refer to as
10:55 cutthroat competition.
10:58 They love committees and work groups and consensus.
11:04 They want to see the students deal with learning as a group, with the brighter students helping
11:10 the duller students.
11:12 They like to see problems talked to death in a group.
11:18 It's really not stretching their ideas very far to say that whenever the members of a
11:23 student group disagree about the answer to a question or a problem, the feminists would
11:29 like to see the students vote on the correct answer.
11:34 They really do have a different view of the nature of reality.
11:39 The feminists also don't like to see a strong emphasis on rules.
11:44 It destroys creativity, they believe.
11:48 Rules and details should be relegated to a secondary position and students should be
11:54 given the big picture instead.
11:58 They should be able to talk about a subject in broad terms without worrying too much about
12:04 the details.
12:06 And the feminists don't much care for an analytical approach to any subject.
12:13 This is too masculine.
12:17 What all of this means when it comes to the teaching of English to students is that the
12:23 rules of grammar, punctuation, and style are de-emphasized and the students instead are
12:31 given a feeling for what constitutes standard English.
12:37 Here's a specific example of the way in which the feminist influence in education has a
12:43ffected Americans' mastery of their language.
12:47 When I was a student back in the fifth or sixth grade, one of the most important tools
12:53 I learned for understanding grammar was the diagramming of sentences.
13:00 This involved breaking down a sentence into its constituent structural components and
13:07 analyzing their relationships to each other, subjects, predicates, conjunctions, direct
13:13 objects, objects of prepositions, modifying phrases and clauses, and so on.
13:20 I had to fit every word in the sentence into a structural diagram which emphasized the
13:27 role of the word in relation to the other words.
13:31 It seems as if every night for a couple of years I was diagramming sentences and I was
13:37 called to the blackboard hundreds of times to diagram sentences.
13:42 I didn't enjoy it, but it taught me to look at language analytically.
13:48 It gave me the habit of building sentences the way an architect designs buildings.
13:55 A very useful habit, I believe.
13:58 But most high school graduates today, not all, but most, have never diagrammed a sentence.
14:06 The concept is completely unfamiliar to them.
14:10 Instead, they have been taught to see the big picture in English, to get a feeling for
14:17 it.
14:18 The feminists regard diagramming with distaste, too analytical, too masculine.
14:26 They have succeeded in having it phased out of most curricula.
14:31 The consequence is that most high school graduates are not able to use English with a reasonable
14:39 degree of precision.
14:41 They have not really mastered the language.
14:45 Of course, they usually can say approximately what they mean when they write a letter, and
14:51 that's good enough to get by for most purposes.
14:55 The decline in the degree of precision with which the average American uses English more
15:02 or less matches the general decline in the level of civilization in our society.
15:09 This decline is sufficient that most Americans are no longer bothered by the dropping of
15:16 the old sexist rule that a pronoun must agree in number with its antecedent, and so the
15:23 language can be made more nearly politically correct without alarming too many people.
15:30 For example, in the bad old days of grammatical rules, a teacher might have announced to a
15:36 class, quote, "Any student who wishes to graduate with his classmates must do all of his homework,"
15:45 end of quote.
15:46 Today, the politically correct teacher would announce instead, "Any student who wishes
15:53 to graduate with their classmates must do all of their homework."
16:00 A bit less precise, a bit more open to misunderstanding, you must admit, although a reasonable person
16:10 could guess what the teacher probably meant.
16:14 The important thing, though, is that it keeps the feminist happy.
16:20 Perhaps it seems foolish to worry about such matters as the gradual loss of facility with
16:27 English by the average American at a time when our entire society is under attack by
16:34 those who are determined to destroy us.
16:37 Why should we even think about the diagramming of sentences or the agreement of pronouns
16:44 with their antecedents when we have a growing flood of non-white immigrants pouring into
16:50 our country, when we have a rising tide of racial intermarriage, and when Bill Clinton
16:57 is in the White House?
16:59 Why should we even concern ourselves with the gradual dumbing down of our schools when
17:05 we have a government of traitors and criminals who are hell-bent on suppressing our freedom
17:11 as individuals and our sovereignty as a nation and dragging us into the new world order?
17:18 Certainly, if we could in any quick and direct and simple way halt non-white immigration,
17:26 halt racial intermarriage, get Bill Clinton out of the White House, get rid of the other
17:31 traitors and criminals in Washington, and restore our government to health and honesty,
17:38 that's what we should be doing instead of worrying about the details of what's been
17:43 done to our schools.
17:45 The fact is, however, that it all hangs together.
17:50 In order to solve the big problems, we must first understand them.
17:56 And to understand them, we must look at all the details, at all of the little specifics.
18:04 What's been done to our schools is one of those details.
18:11 Understanding this detail, understanding who did it, what their motivations are, and how
18:16 they did it is important to us, really essential to us, if we are to understand how to deal
18:24 with the big problems.
18:27 It's important to understand that the damage done by feminism in our schools is more than
18:35 teaching some politically correct nonsense about there being no difference between the
18:39 sexes.
18:41 Because this helps us to understand that the damage done by feminism in our armed forces
18:49 is more than merely putting women into formerly all-male combat units.
18:55 We need to understand that wherever feminism gains a dominant influence, it brings with
19:02 it a different way of looking at the world and of dealing with reality.
19:08 And this different view of reality has profound consequences, ultimately lethal consequences
19:17 for our whole society.
19:20 As I said, everything hangs together.
19:24 Our schools, our armed forces, our government.
19:29 Understanding the problems in one area helps us understand the problems everywhere else.
19:36 For example, thinking about the way in which feminists have de-emphasized competition in
19:42 our schools and discouraged the competitive spirit of American children gives us insight
19:50 into the growing softness, the growing whippishness that we see in so many young men these days.
19:59 And learning about the role of the feminists in the destruction of our society leads us
20:05 to a better understanding of other destructive influences.
20:10 We can understand better, for example, why the Jews, whose own traditions are anything
20:17 but feminist, have so enthusiastically promoted feminism in our society.
20:24 We can understand better why the media of news and entertainment, which are so largely
20:30 under Jewish control, have worked so hard and for so long to ram feminist propaganda
20:37 down our throats.
20:39 And you know, understanding is essential.
20:44 It doesn't do us much good to become angry and wave our arms and shout about the evils
20:49 of the New World Order in general terms.
20:52 If we want other people to agree with us and join forces with us, then we must be credible
20:59 and we must help them understand what's going on and why.
21:04 We must be specific.
21:06 We must explain the details as well as the big picture.
21:12 And we need a lot more people to join forces with us if we are to be able to compete effectively
21:19 with the Jews and their many allies.
21:22 More than that, we need understanding, a thorough, detailed understanding of what has happened
21:30 to our society if we are to have any reasonable chance of building a sane and healthy society
21:38 in its place someday.
21:40 A society in which our children and grandchildren can live and learn and grow strong again,
21:48 free of the destructive influences which have afflicted this society so grievously.
21:55 And a sound educational system will be a very important part of that new society.
22:03 We must know in detail what is wrong with the present educational system if we are to
22:09 be able to build a better one someday.
22:12 And listen, if you would like to participate with me in learning what we must do to build
22:19 a better society, and in helping other people understand these things too, I'd like to
22:25 hear from you.
22:28 Thanks for being with me again today.
22:31 Dr. William Luther Pierce, 1997.
22:41 The Lesson of Haiti.
22:45 Hello.
22:47 This month the last of the United Nations peacekeeping troops in Haiti will leave.
22:55 And the Haitians will be given yet another chance to try to govern themselves.
23:00 The peacekeepers occupied Haiti along with 23,000 US troops three years ago in order
23:09 to force the government of General Raoul Cedras to resign so that a Clinton favorite, Jean
23:18 Bertrand Aristide, could be installed as president.
23:23 The reasons presented to the American public for this interference in Haiti's affairs were
23:29 that General Cedras was a dictator and that he didn't respect the human rights of the
23:36 Haitians.
23:37 Mr. Clinton's friend Aristide, on the other hand, was said to be a democrat and a respecter
23:45 of human rights.
23:48 Actually, Aristide is a former priest turned Marxist whose idea of respecting human rights
23:56 is to incite mobs of his supporters to murder his political opponents by breaking their
24:03 arms, wiring a gasoline-soaked tire around their necks, and burning them to death, a
24:11 procedure known as "necklacing."
24:13 Well, really, that's about par for making a country safe for democracy the United Nations
24:21 way.
24:22 Anyway, the Haitians didn't care much more for Mr. Clinton's Marxist buddy Aristide than
24:29 they did for General Cedras.
24:31 And so Aristide is out of office again and the Haitians are about to be allowed to run
24:38 things themselves once more.
24:41 Well, almost.
24:43 Five hundred U.S. troops will remain in the country to keep an eye on things and call
24:50 for more help if the need to make Haiti safe for democracy arises again.
24:57 The Clintonistas aren't bragging very loudly about the success of their latest effort in
25:03 that direction because the situation in Haiti is just about as grim today as it was before
25:11 the United Nations stuck its nose into things there three years ago.
25:16 About the only really significant change is that the flood of Haitian boat people washing
25:22 up on Florida's beaches has slowed to a trickle.
25:27 But that flood was caused in the first place by an embargo imposed on Haiti by the U.S.
25:33 government in an unsuccessful attempt to force General Cedras out, and the consequent damage
25:41 to Haiti's already pitifully weak economy.
25:44 When the embargo was removed, the Haitians decided to stay at home and share in the new
25:50 goodies brought to them by the Clinton administration.
25:54 The U.S. troops built roads, schools, and clinics, and pumped a few billion U.S. dollars
26:01 into the Haitian economy.
26:04 But a survey of the results of all of this effort is not encouraging.
26:10 The streets of Port-au-Prince still reek of garbage and human waste.
26:17 Political corruption is as bad as it ever was, and violent crime is on the rise.
26:25 The new roads and clinics built by the United States merely add a superficial appearance
26:32 of improvement so that the tourist industry is able to begin making a little money again.
26:38 But the basic situation in Haiti, and the lives of most Haitians, remain unchanged.
26:48 You know, this sort of thing has happened over and over again.
26:53 It seems that we would have learned something from it.
26:58 In the 18th century, Haiti, then called Saint-Domingue and ruled by the French, was the most prosperous
27:07 colony in the New World.
27:10 Its enormously fertile soil produced a great abundance of crops and drew thousands of French
27:17 settlers there from Europe.
27:19 The madness of the French Revolution, with its truly nutty doctrine of racial equality,
27:27 infected many of the Frenchmen in the colony, however, and the black plantation workers
27:32 were encouraged to revolt.
27:35 When they did, they brutally murdered every white man, woman, and child in the colony
27:42 and declared Haiti a republic.
27:45 And what had been the richest and most productive part of the New World promptly sank back to
27:52 an African level of squalor, misery, and poverty.
27:58 The roads and cities built by the French fell into ruin.
28:03 A peculiarly African mixture of anarchy and despotism took the place of French law and
28:10 order.
28:12 A little over a century later, in 1915, following an especially chaotic and bloody period, U.S.
28:21 Marines were sent into Haiti to force a semblance of order on the country.
28:26 The reason for sending them was to safeguard American business interests in Haiti, although
28:32 President Wilson told Americans that the Marines were being sent to "bring democracy to Haiti."
28:39 The Marines remained in Haiti for 19 years.
28:44 They not only enforced governmental stability there, but they also built schools and hospitals,
28:51 a modern telephone system, and more than a thousand miles of paved roads with 210 bridges.
28:59 The U.S. government trained Haitian teachers and doctors.
29:04 We really gave the Haitians the basis for a fresh start.
29:09 As soon as the U.S. Marines pulled out in 1934, however, the Haitians returned to their
29:16 own way of doing things, which is to say, to indolence, corruption, and voodoo.
29:24 Everything the Americans had built for them gradually returned to the jungle.
29:30 In 1958, the United States sent the Marines to Haiti again, this time with the aim of
29:38 rebuilding the country's economy and infrastructure so that it would not succumb to Communist
29:44 influences.
29:46 We propped up the regime of Papa Doc Duvalier, who had been trained in medicine during our
29:53 first incursion into Haiti, but who was a practitioner of voodoo as well as a brutal
30:00 and bloody dictator.
30:02 Again, we spent hundreds of millions of dollars rebuilding what the Haitians had wrecked and
30:09 training thousands of them in the skills needed to keep the country running.
30:14 But when we pulled out again, the country immediately returned to its old ways, its
30:21 African ways.
30:23 And in 1994, we tried the same foolishness all over again, claiming that we were restoring
30:30 democracy to Haiti.
30:33 Why can't we accept the plain and simple truth that it is as impossible to make Democrats
30:40 out of the Haitians as it is to teach them how to maintain their own roads?
30:46 Why can't we understand that the Haitians are fundamentally different from us, that
30:52 they are Africans, not Europeans like us, that they are Negroes, and that left to themselves,
30:59 they must do things in the way Negroes always have done them, with indolence, corruption,
31:06 and voodoo?
31:07 I have in front of me a book on Haiti written by a British scholar, a fellow of the Royal
31:15 Geographic Society, following his extended travels in Haiti at the beginning of this
31:22 century.
31:23 The book was published by Thomas Nelson and Sons with offices in London, Edinburgh, Dublin,
31:30 and New York.
31:31 The author is Hesketh Pritchard, and the title of his book is "Where Black Rules White, A
31:39 Journey Across and About Haiti."
31:43 Pritchard chose his title because he was especially interested in the fact that Haiti was a country
31:49 ruled entirely by its black population, without the white colonial domination that was present
31:56 nearly everywhere else in the non-white world at that time.
32:01 In fact, the only whites in the country were a few hundred businessmen and their agents
32:07 in the coastal cities.
32:09 Pritchard was sympathetic to the blacks and wanted to see how they lived when they had
32:15 been introduced to civilization by whites, but were then left completely free to do as
32:21 they wished, without white control.
32:25 He writes of Haiti in the first chapter of his book, "There the law of the world is reversed,
32:33 and the black man rules.
32:35 It is one of the few spots on earth where his color sets the negro upon a pedestal and
32:41 gives him privileges.
32:43 The full-blooded African is paramount.
32:46 Even the mulattoes and half-breeds are disliked and have been barbarously weeded out as time
32:52 has passed."
32:55 One of the first things Pritchard notes about Haiti is the pervasive filth.
33:02 He was not expecting sanitation to be up to European standards, of course, but he was
33:07 stunned by the degree of filth he actually encountered, not just in the villages, but
33:14 also in the capital city, Port-au-Prince.
33:18 And he was struck by the caricatures of binary and elegance which thrived in the midst of
33:26 this filth.
33:27 For example, he noticed that every Haitian of any importance at all wore the title of
33:34 General and was equipped with a gaudy General's uniform, complete with gold braid and all
33:41 the other trimmings.
33:43 When he inquired into the military establishment in Haiti, where the total population at that
33:48 time was under two million, he discovered that the Haitian army boasted 6,500 generals,
33:57 7,000 regimental officers, and 6,500 privates.
34:05 Pritchard recounts a conversation he had one evening with three Haitian generals.
34:12 It is a conversation with a surrealistic quality, as are many other things in Haiti.
34:19 At one level, the black generals are able to converse with a semblance of knowledge
34:25 of military matters, but at another level it is clear that they are completely out of
34:30 touch with reality.
34:33 One is reminded of the classical stereotype of the African cannibal wearing an opera hat
34:40 and a loincloth.
34:43 Pritchard's book is filled with fascinating anecdotes and with detailed descriptions of
34:49 his personal experiences with various facets of Haitian life.
34:55 He remarks on the good-natured, open-hearted character of the people, who could nevertheless
35:01 commit the most blood-curdling atrocities at the least provocation.
35:07 The extreme degree of corruption of the Haitian bureaucracy elicits special attention from
35:14 Pritchard, as does the utterly capricious way in which it operates.
35:19 The dispensing of justice, in particular, is a caricature of European systems, in which
35:27 many of the same outward forms are observed.
35:31 Pritchard also comments on the religious beliefs and practices of the Haitians.
35:37 The official religion which they inherited from their former French masters is Roman
35:43 Catholicism, but the true religion of the people is Voodoo, a peculiarly African religion
35:51 based on snake worship.
35:54 In religion, as in other aspects of Haitian life, there is a bizarre blending of white
36:01 forms with black substance.
36:05 Later in his book, Pritchard generalizes from many of his observations to reach a fundamental
36:12 conclusion about life in Haiti, namely, that in all matters regarding their connections
36:20 with the white world, with white civilization, the Haitians are more concerned with show
36:27 than with substance, and their ability to mimic the characteristics of white people,
36:33 both individually and collectively, persuades many people who observe them only superficially
36:39 and who want to believe them equal, that they really are equal.
36:45 Pritchard writes, "What most astonishes the traveler in Haiti is that they have everything
36:53 there.
36:54 Ask for what you please.
36:55 The answer invariably is, 'Yes, yes, we have it.'
37:00 They possess everything that a civilized and progressive nation can desire.
37:05 Electric light?
37:06 They proudly point to a power plant on a hilltop outside the town.
37:12 Constitutional government?
37:13 A chamber of deputies elected by public vote?
37:17 A Senate?
37:18 And all the elaborate paraphernalia of the law?
37:21 They are to be found here, seemingly all of them.
37:24 Institutions, churches, schools, roads, railways?
37:29 On paper their system is flawless.
37:32 If one puts one's trust in the mirage of hearsay, the Haitians can boast of possessing all desirable
37:40 things.
37:41 But on nearer approach, these pleasant prospects are apt to take on another complexion.
37:49 For instance, you are standing in what was once a building, but is now a spindle-shanked
37:56 ghost of its former shelf.
37:58 A single man nursing a broken leg sprawls on the black earthen floor.
38:05 A pile of wooden beds is heaped in the north corner.
38:10 One has formed a pool in the middle of the room, crawling and spreading into an ever
38:15 wider circle as the last shower drips from the roof.
38:20 Some filthy sheets lie wound into a sticky ball on two beds, one of which is overturned.
38:27 A large iron washing tub stands in the open doorway.
38:32 Now where are you?
38:34 It would be impossible to guess.
38:37 As a matter of fact, you are in the military hospital of the second most important town
38:43 of Haiti, a state-supported concern in which the soldiers of the Republic are supposed
38:49 to be cured of all the ills of the flesh.
38:53 It was the same with the electric light.
38:56 The power plant was here, but it did not work.
38:59 It was the same with the army's cannon.
39:03 There are cannon, but they won't go off.
39:06 It was the same with their railways.
39:09 They are being hurried forward, but they never progress.
39:13 It was the same with everything."
39:15 End of quote.
39:18 Well there are many more examples.
39:21 What had dawned on Pritchard is that the Haitians really don't care.
39:27 To them the imitation of civilization is as good as the real thing.
39:33 They believe that if they are able to dress like white men and speak the white man's language
39:39 and mimic the white man's institutions, then they are as good as white men.
39:45 And you know, what Pritchard observed of the Haitians applies equally well to blacks in
39:52 the United States today.
39:55 Pritchard ends his book with a chapter titled "Can the Negro Rule Himself?"
40:02 And he answers his question, and I quote, "The present condition of Haiti gives the
40:08 best possible answer to the question.
40:11 And considering the experiment has lasted for a century, perhaps also a conclusive one.
40:18 For a century the answer has been working itself out there in flesh and blood.
40:24 The Negro has had his chance, a fair field and no favor.
40:29 He has had the most beautiful and fertile of the Caribbees for his own.
40:35 He has had the advantage of excellent French laws.
40:39 He inherited a made country with Cape Haitian for its Paris.
40:46 Here was a wide land sown with prosperity, a land of wood, water, towns and plantations.
40:54 And in the midst of it the black man was turned loose to work out his own salvation.
41:01 What has he made of the chances that were given to him?"
41:06 Pritchard then summarizes the century of Haiti's independent existence, running through a list
41:12 of black rulers and strong men, of revolutions and massacres and disorders.
41:18 He winds up his survey, and again I quote, "Suffice it to say that Haiti's best president
41:26 was Giffrard, a mulatto, and that the dictatorship of her black heads of state always has been
41:34 marked by a redder smear than usual upon the page of history.
41:39 The better, the wiser, the more enlightened and less brutalized class has always been
41:45 composed of the mulattoes, and the blacks have recognized the fact and hated the mulatto
41:51 element accordingly."
41:52 Up the past, from the earlier days of independence to more recent times, we had not long ago
42:00 the savage rule of President Solomon, a notorious secretary of snake worship beneath whose iron
42:08 hand the country groaned for years.
42:11 Public executions, assassinations, and robbery were the order of the day.
42:17 And at the present time, today in Haiti, we come to the real crux of the question.
42:24 At the end of a hundred years of trial, how does the black man govern himself?
42:30 What progress has he made?
42:34 Absolutely none."
42:35 End of quote.
42:38 That's the way it was a century ago when Pritchard wrote, and that's essentially the way it is
42:44 today despite three large-scale efforts by the United States during this century to improve
42:51 the lot of the Haitians.
42:55 Now why is all of this important to us?
42:59 I'll tell you why.
43:01 A century ago, Pritchard was by no means an unusual man of his class.
43:08 He went to Haiti, he carefully observed life there in great detail over an extended period,
43:15 and he drew logical and reasonable conclusions from his observations.
43:21 Other scholars of his day could have done the same thing, but it is unimaginable that
43:28 a scholar today, whether from Britain or America, could make observations like Pritchard did,
43:35 draw similar conclusions, and then publish his conclusions in a book by a mainstream
43:41 publisher.
43:42 It is simply not possible.
43:45 In the first place, one would be hard-pressed to find a scholar from any university in America
43:51 or Britain today who would have the courage to write honestly about Haiti, because he
43:57 knows that if he did, he would be condemned as a racist by a numerous and noisy faction
44:04 of his colleagues and would be drummed out of the academy.
44:09 And even if someone did write a book with observations and conclusions similar to Pritchard's,
44:16 no mainstream publisher would touch it.
44:20 That's how far downhill our civilization has slid in a century.
44:26 The Haitians have their voodoo with all of its disgusting and bizarre beliefs and practices,
44:34 and we have our cult of political correctness, our cult of egalitarianism.
44:41 It is a cult based as much on superstition and as devoid of reason and logic as the voodoo
44:48 of the Haitians, and it exercises as strong a hold on its adherents.
44:54 A Haitian would as soon offend a voodoo witch doctor and risk having a curse put on himself
45:02 as one of our modern scholars would risk being labeled a racist.
45:08 Of course, I'm not saying that we are no better than Haitians just because we let ourselves
45:14 be intimidated by vulgar superstitions such as egalitarianism.
45:21 But I do believe that when the more rational elements of our population finally gather
45:27 enough courage to rise up and stamp out the cult of political correctness, the aether
45:34 will be bloodier than anything Haiti has seen in its blood-soaked history, and the sooner
45:42 the better.
45:43 Thanks for being with me again today.
45:49 Dr. William Luther Pierce, 1997 The Wrecking of Our Schools
46:01 Hello.
46:02 About a month ago, the Clintonistas celebrated the 40th anniversary of one of the proudest
46:13 moments in the history of America's march toward the New World Order.
46:18 A moment whose memory makes every Clintonista misty-eyed and brings a lump to his throat.
46:26 That was the moment in 1957 when the federal government sent troops into Little Rock, Arkansas,
46:35 to force, at bayonet point, the racial integration of Little Rock's all-white Central High School,
46:43 and the white citizens of Little Rock did not revolt.
46:47 The Clintonistas still like to give their clenched fist salute when they gloat with
46:54 each other about this easy victory over the hated white racists who wanted to keep blacks
47:00 out of Central High School.
47:03 Bill Clinton made a special trip back to Little Rock a few weeks ago to lead the gloating.
47:09 Today, the enrollment at Central High School is 60% black, and conditions there have changed
47:19 accordingly.
47:20 Two of the members of my organization, the National Alliance, are high school teachers
47:27 in Arkansas, and they wrote to me with comments about their own experiences in Arkansas schools
47:34 today, along with comments by some of their colleagues which had been published in local
47:41 newspapers.
47:42 You won't find any of this in the New York Times or the Washington Post, of course, because
47:49 it's news which doesn't fit.
47:53 One teacher wrote to me that while the 40th anniversary hoopla was still going on in Central
48:00 High, there was a gang fight in the school involving approximately 40 black students.
48:07 It took six policemen using pepper spray to break it up.
48:12 That's pretty routine stuff at Central High these days.
48:17 Other teachers report about school plays being broken up by rowdy blacks in the audience,
48:24 and about the teachers' frustration over the fact that they're not permitted to do anything
48:29 to control the black students.
48:31 The school administrators are afraid to have records of suspensions and expulsions which
48:38 show a disproportionately large number of black troublemakers.
48:43 Little Rock schools are still operating under various court orders, and court-appointed
48:50 Clintonistas monitor very closely everything in the schools regarding race.
48:56 One teacher writes, "When the BSEG monitors come to my classroom, they don't ask me anything
49:05 about the curriculum or the success of the students.
49:10 They count the black and white faces and check to be sure that they're not being bullied."
Écris le tout premier commentaire