Monday, 24 May 2021

The Child Soldiers of Portland

ED Noor: Civil war has begun in the United States. Here is how this movement is being nurtured among the hapless students in the beautiful Pacific Northwest city, Portland.

By Christopher F. Rufo
City Journal
May 22, 2021

The city's adults are indoctrinating children in a profoundly pessimistic worldview, in which racism and oppression pervade every institution, with no way out but revolution.

Public schools are training children to become race-conscious revolutionaries.

There are only a few places on earth where radicals and their children ritualistically burn the American flag and chant "Death to America": Tehran, Baghdad, Beirut, Kabul, Ramallah ~ and Portland, Oregon.

The City of Portland, a cloud-covered metro on the south bank of the Columbia River, has become known for its political protesters. Anarchists, Communists, ecofascists, and various other agitators regularly denounce the police, politicians of both parties, and America itself, and flag-burning has become part of the protesters' liturgy. 

Last summer, protesters associated with Antifa upped the ante with chants of "Death to America" and participated in months of violent protests to avenge the death of George Floyd while he was in police custody in Minneapolis. Children as young as four marched with the crowd to the federal courthouse, raising the Black Power fist and chanting "Fuck the Police!"

Rose City Antifa (RCA) is an antifacist group founded 2007 in Portland, Oregon. They have been called the oldest active antifa group in the US.

Famously the "whitest city in America," Portland has become the unlikely headquarters of race radicalism in the United States. The city has elevated white guilt into a civic religion; its citizens have developed rituals, devotions, and self-criticisms to fight "systemic racism" and "white supremacy." The culminating expression of this orthodoxy is violence: street militias, calling themselves "antiracists" and "antifascists," smash windows and torch the property of anyone transgressing the new moral law.

We might be tempted to dismiss this as the work of a few harmless radicals "keeping Portland weird," but in recent years, their underlying ideology on race has become institutionalized. The city government has adopted a series of Five-Year Plans for "equity and inclusion," shopkeepers have posted political slogans in their windows as a form of protection, and local schools have designed a program of political education for their students that borders on propaganda.

ED Noor: Posting signs of support for protection does not guarantee freedom from mob violence.

I have spent months investigating the structure of political education in three Portland-area school districts: Tigard-Tualatin School District, Beaverton School District, and Portland Public Schools. I have cultivated sources within each district and obtained troves of internal documents related to the curriculum, training, and internal dynamics of these institutions. We can best understand the political education program in Portland schools by dividing it into three parts:theory,praxis (or practice),and power.

The schools have self-consciously adopted the "pedagogy of the oppressed" as their theoretical orientation, activated it through a curriculum of critical race theory, and enforced it through the appointment of de facto political officers within individual schools, generally under the cover of "equity and social-justice" programming. In short, 

they have begun to replace education with activism

The results are predictable. By perpetuating the narrative that America is fundamentally evil, steeping children in race theory, and lionizing the Portland rioters, they have consciously pushed students in the direction of race-based "revolution."

In the language of the Left, the political education programs in Portland-area districts constitute a "school-to-radicalism pipeline": a training ground for child soldiers.

ED Noor: The international worship of Miss "How Dare You!" Greta was calculated to rope in the adoration of young fans. They took great care to hide the hypocrisy of this child and her anarchist handlers. Greta encouraged millions to disobey. Her deep pessimism left deep scars in the minds and souls of her naive and emotion-driven followers.

This is not hyperbole: some of the most active and violent anarchist groups in Portland are run by teenagers, and dozens of minors were arrested during last year's riots. These groups have taken up the mantle of climate change, anticapitalism, antifascism, and Black Lives Matter ~ whatever provides a pretext for violent "direct action."

Contrary to those who believed that the end of the Trump presidency would bring a "return to normalcy," the social and political revolution in Portland has only accelerated under President Joe Biden. On Inauguration Day, teenage radicals marched through southeast Portland, smashing the office windows of the state Democratic Party and unfurling large banners with hand-painted demands: "We don't want Biden, we want revenge"; "We are ungovernable"; "A new world from the ashes." Intoxicated by revolution and enabled by their elders, Portland's kids are not all right. 

Demonstrators march in Southeast Portland during a protest on Inauguration Day 2021.

Tigard, Oregon, is a placid suburb southwest of Portland. A local shopping mall hosts a Macy's, a Dick's Sporting Goods and a Cheesecake Factory. The city's historic main street is a pastiche of coffeehouses, boutiques, repair shops, and restaurants. Historically, the city's political squabbles have concerned zoning and land-use issues ~ in other words, the typical politics of an affluent American suburb. Demographically, Tigard is not diverse; it numbers only 636 blacks out of a total population of 52,368, making up approximately 1 percent of residents.

Nonetheless, educators at the Tigard-Tualatin School District have gone all-in on the social-justice trinity of "diversity, equity, and inclusion." 

Last June, at the height of the nationwide unrest, Superintendent Sue Rieke-Smith and Board Chair Maureen Wolf signed a proclamation "condemning racism and committing to being an anti-racist school district." 

The preamble to the document recited the names of George Floyd, Breonna Taylor, and Ahmaud Arbery, and confessed that the district's "students of color, and Black students in particular, still regularly experience racism in [their] schools." To rectify this, the superintendent pledged to become "actively anti-racist," "dismantle systemic racism," implement a "collective equity framework," establish "pillars for equity," deploy "Equity Teams" within schools, create racially segregated "Student Affinity Groups," and use "an equity lens for all future curriculum adoptions."

Tigard-Tualatin School Board member Maureen Wolf (left) and Superintendent Sue Rieke-Smith 

The next month, the district announced a new Department of Equity and Inclusion and installed social-justice activist Zinnia Un as director. Un quickly created a blueprint, which I have obtained through a whistle-blower, for overhauling the pedagogy and curriculum at Tigard-Tualatin schools. The document calls for adopting the educational theories of Brazilian Marxist Paulo Freire, whose "pedagogy of the oppressed" (summarized in a 1968 book with that title) was originally designed to instill "critical consciousness" among impoverished South Americans and to forge the conditions for overthrowing the dictatorial governments of the era. (See Pedagogy of the Oppressor, Spring 2009.) 

Following Freire's categorizations, Un writes that the Tigard-Tualatin school district must move from a state of "reading the world" to the phase of "denunciation" against the revolution's enemies and, finally, to the state of "annunciation" of the liberated masses, who will begin "rewriting the world."  

Portland State’s Zinnia Un, the new director of equity and inclusion for Tigard-Tualatin School District

In her blueprint, Un describes the new oppressor as an amalgamation of "whiteness," "colorblindness," "individualism," and "meritocracy."

These are the values of capitalist society ~ but for Un, they are the values of white society, the primary impediment to social justice.

What is the solution to pathological whiteness? According to Un and the Tigard-Tualatin School District, the answer lies with a new form of "white identity development." 

In a series of "antiracist resources" provided to teachers, the Department of Equity and Inclusion includes a handful of strategies for this identity transformation, intended to "facilitate growth for white folks to become allies, and eventually accomplices, for anti-racist work." Couched in the language of professional development, the process assumes that

whites are born "racist," even if they "don't purposely or consciously act in a racist way."
The first step in the training document is "contact," defined as confronting whites with "active racism or real-world experiences that highlight their whiteness." The goal is to provoke an emotional rupture that brings the subject to the next step, "disintegration," in which he or she feels intense "white guilt" and "white shame," and admits: "I feel bad for being white." The training then outlines a process of moving white subjects from a state of "reintegration" to "pseudo-independence" to "immersion" to "autonomy." 

In the early stages, activities include "attending a training, joining an allies group, participating in a protest." Later, white subjects are told to analyze their "covert white supremacy," host "difficult conversations with white friends and family about racism," and use their "privilege to support anti-racist work."

At the final stage, trainers plumb their subjects' individual psyches to ensure that their "whiteness" has been banished.

Subjects must answer a series of questions to demonstrate their commitment:

"Does your solidarity make you lose sleep at night?

Does your solidarity put you in danger?

Does your solidarity cost you relationships?

Does your solidarity make you suspicious of predominantly white institutions?

Does your solidarity have room for Black rage?"

This is a pedagogy not of education but of revolution. It's also textbook cult indoctrination:

Convince initiates of their fundamental guilt;

present a remedy through participation in the group;

manipulate emotions to achieve compliance;

identify and organize against an amorphous scapegoat;

demand total loyalty to the new orthodoxy;

proselytize through personal circles;

isolate from old friends and family;

and keep the ultimate solution always out of reach.

A veteran teacher who requested anonymity, out of fear of reprisals, told me that the "big change" happened when the new superintendent and equity and inclusion director took over the district. Immediately, the focus shifted from academics to politics, and employees were expected to fall in line with the new ideology. The teacher described one professional-development training session that left some of her colleagues in a neighboring school devastated: 

"They had teachers actually crying because of their 'whiteness.' 

"Which brings us to the last plank in Tigard-Tualatin's antiracism program: enforcement. As soon as Un took over as equity and inclusion director, she formulated a new "hate speech" policy designed not just to prevent truly discriminatory speech but also to pathologize any political opposition to the new order. The cultural cues in the district are clear: teachers must support Black Lives Matter protests and oppose anything that smacks of conservatism.  

"I almost feel like we're walking around on eggshells. You have to be careful what you say," a veteran teacher told me. "I'm afraid of speaking up for fear I might lose my job. . . . I mean, what would happen if I said I'm a conservative Republican Christian? How would that go?"

When I asked how the new political education program had affected her personally, her voice broke:

"I don't want go back to work. I don't believe in this. It goes against my faith system. . . . We're all created as equals in God's sight, and this is just wrong, the way we're teaching our children. I don't have to be embarrassed because of my skin color."

Born as a small farming community with the arrival of the Oregon Central Rail Road in 1868, the City of Beaverton has since transformed itself into a busy and prosperous suburb. Commuters fight through traffic to the Nike corporate headquarters on Southwest Murray Boulevard, or to the Intel research laboratories in nearby Hillsboro. Like Tigard, which borders the city to the south, Beaverton is a predominantly white and Asian-American community; just 2 percent of the city's population is black. 

"I'm trying to give her an education," said antifascist radical Michael Reinoehl of his 16-year-old daughter, who often accompanied him to protests and riots before he murdered a Trump supporter in downtown Portland.

Beaverton shares something else with Tigard: its public schools have been consumed by the racial panic following George Floyd's death. Building on some of the same pedagogies and educational theories as in Tigard, Beaverton teachers designed and began teaching a new racial curriculum for every grade level, including kindergarten. 

The general language for these lessons seems innocuous: "diversity," "empowerment," "change-making," "culturally responsive teaching." Under normal circumstances, most parents would glance at the syllabus during parent-teacher night and forget about it. 

This year, however, because of the coronavirus lockdowns and remote-learning requirements,  

many parents kept closer tabs on their children's education and were alarmed by what they saw. The curriculum, they discovered, reveals its radicalism in the details.
ED Noor: During the earlier days of the lockdown, many of these teachers took to Twitter to complain about parents watching these classrooms. They pushed for removing the parents from the rooms in which the children were being taught. And some did refer to it as an agenda and most did NOT like the adults being privvy to these lessons.

One family that had moved to Beaverton partly for the city's highly rated public schools sent me a folder of lessons being taught to their third-grade child. The social studies module on race begins innocently enough: the teacher asks the eight- and nine-year-old students to think about their "culture and identity" and join her in "celebrating diversity," set alongside pictures of a world map and cartoons of smiling children. The subsequent lessons become more pointed. 

The teacher explains to students that "race is a social construct," created by privileged white elites who use these categories "to maintain power and control of one group over another." This, the teacher says, is "racism" that "can determine real-life experiences, inspire hate, and have a major negative impact on Black lives." 

The next module focuses on "systemic racism" and the history of the United States. The teacher tells the students that racism "infects the very structure(s) of our society," including "wealth, employment, education, criminal justice, housing, surveillance, and healthcare." To accompany the lesson, the teacher includes a video presentation in which the speaker directly accuses the children of being racist themselves:
"Our society speaks racism. It has spoken racism since we were born. Of course you are racist. The idea that somehow this blanket of ideas has fallen on everyone's head except for yours is magical thinking and it's useless."

The speaker then tells the students that if they don't convert to the cause, they will "affirm the status quo of certain bodies being allowed resources, access, opportunities, and other bodies being literally killed."

The final modules present the solution:

Students must immerse themselves in "revolution," "resistance," and "liberation."

The teacher introduces these principles through photographs of child activists, Colin Kaepernick, the Black Power fist, and Black Lives Matter demonstrations, as well as protest signs reading "White Silence = Compliance," "Black Lives > Property," "AmeriKKKa," and "Stop Killing Us."

The goal, according to the curriculum, is for students to become "change-makers" and "antiracist in all aspects of [their] lives."

They must actively fight "white supremacy, white-dominated culture, and unequal institutions," or they will be guilty of upholding these evils.

In the concluding lesson, the curriculum instructs the third-graders to "do the inner work to figure out a way to acknowledge how you participate in oppressive systems," "do the outer work and figure out how to change the oppressive systems," and "learn how to listen and accept criticism with grace, even if it's uncomfortable."

A parent who emigrated from Iran to the United States told me that the lessons were "absolutely unacceptable" and reminiscent of the political indoctrination in the Islamic Republic. "I moved here because this is America, because of the rights and the opportunities that we have. And this is not where I want my country to go," the parent explained. 

When I asked about her own childhood in Iran, she became emotional.
"I remember when we would line up in the morning in an assembly. We had to chant 'Death to America.' I remember being in elementary school and thinking, 'I don't want to chant this. I have aunts and uncles in America. I don't want them to die.'

Her husband sent a letter to the Beaverton School District, blasting the curriculum as "presenting racist material under the guise of 'antiracism.' “(When reached for comment, the Beaverton School District replied that it "does not advocate for overthrowing the United States.")

"They're trying to indoctrinate the children," the father observed. He believes that the intention is to turn child against parent. After the antiracism lessons, his child felt torn between school and family, sometimes crying in confusion.

"They're slowly going to get behind their defenses, get behind the parents' defenses, and create little social-justice warriors," the father said. "They're trying to hyper-empathize and hyper-emotionalize the children in order to get them to be more receptive to . . . some sort of revolution."

The parents decided to pull their child from the social studies program and now hope to transfer to another school next year. Though they were able to opt out of the program for now, they fear that, left unchecked, the campaign to turn children into the "pointed sword for revolution" could lead to wider social consequences. The mother reminded me that many Iranians initially supported the Islamic Revolution in order to depose the shah and usher in a better world, only to be bitterly disappointed. The revolutionaries promised a new utopia but ended up transforming their country into a tyranny.

"I'm fighting this at the school and even at my work, because I see this country going that way." 

Unfortunately, this kind of curriculum is fast becoming the rule in Oregon. In 2017, state legislators passed a bill overhauling the state curriculum and installing a mandatory "ethnic studies" program that reflects the emergent racial orthodoxy. As a term, "ethnic studies" is another euphemism that obscures more than it reveals. It connotes a cheerful pride in cultural tradition, but the actual discipline is rooted in cultural Marxism. 

According to drafts of the ethnic studies standards, teachers will require kindergaartners to learn the "difference between private and public ownership" of goods and capital and "develop understanding of identity formation related to self, family, community, gender, and disability." 

ED Noor: An extremely misleading image from the book "A is for Activist", a children's book. The elephant does not represent Communism as depicted; that is completely a leftists or Democrat tendency.

In first grade, they will learn:

~ how to "define equity, equality, and systems of power";

~ "examine social construction as it relates to race, ethnicity, gender, disabilities, and sexual orientation"; and

~ "describe how individual and group characteristics are used to divide, unite, and categorize racial, ethnic, and social groups."

In third, fourth, and fifth grade, students must deconstruct the U.S. Constitution, uncover "systems of power, including white supremacy, institutional racism, racial hierarchy, and oppression," and "examine the consequences of power and privilege on issues associated with poverty, income, and the accumulation of wealth." 

If the elementary school curriculum sets the premise that the United States is the great oppressor, then the middle school and high school curricula deliver the conclusion. The learning standards read like an old left-wing pamphlet:

~ students must internalize the principles of race-based "subversion, resistance, challenge, and perseverance";

~ they must fight against the "structural and systemic oppression" of capitalism, authority, religion, and government;

~ and they must commit to the "pursuit of social justice."

The internal documents for the Oregon Department of Education make it quite clear that the point of ethnic studies is not academic achievement; it's "social change." Education is the means; politics is the end.

If the cities of Tigard and Beaverton represent the categories of theory and praxis, Portland represents their result: power. In recent years, Portland has emerged as the leading hub of left-wing, Marxist, and anarchist movements. After George Floyd's death, Portland's radicals attacked police officers and laid siege to federal buildings. They armed themselves with rocks, bottles, shields, knives, guns, bricks, lasers, boards, explosives, gasoline, barricades, spike strips, brass knuckles, and Molotov cocktails. A year later, many downtown businesses remain closed, and insurance companies have either raised premiums or refused to issue policies because of the ongoing risk of property destruction. 

Meantime, Portland Public Schools has institutionalized the philosophy of social justice and codified political activism into every aspect of the bureaucracy. In the district's 2019 Racial Equity and Social Justice Plan, the administration pledged to make "antiracism" the district's "North Star" and to create "an education system that intentionally disrupts ~ and builds leaders to disrupt ~ systems of oppression." The superintendent hired a new equity czar and announced a "Five-Year Racial Equity Plan," which promises a dizzying array of acronyms and academic catchphrases like "intersectionality" and "targeted universalism." 

It's hard to overstate how entrenched the political ideology now is in the school system.

A veteran elementary school teacher who described herself as a longtime liberal told me that the district's "antiracist journey" began with good intentions a decade ago. But over time, the leadership has hardened "antiracist" principles into dogma. Today, she and other teachers must submit to mandatory antiracism training each week. "From the beginning, we were told that we couldn't question [the antiracism program]," she said.

"I called human resources and asked them if I needed to profess that I believe [in critical race theory] and if I had to teach from this perspective. And I was told that I need to understand it, I need to know all about it, [and] I could probably lose my job [if I didn't teach that way] if my principal is super into making sure that teachers are using this lens as they teach."

In one recent antiracism session, this teacher had to participate in a "line of oppression" exercise. The trainers lined up the teachers and shouted out various injustices (racism, homophobia, and so on), and asked teachers who would suffer from these harms to step forward. The trainers then divided the room into oppressed and oppressors, with straight white men and women forced to reckon with their identity in the oppressor category. The objective, according to the teacher, was to intimidate white teachers into submission through collective guilt and fear of being labeled a racist. 

Portland has become a factory of political radicalism, the culminating expression of which is violence ~ as seen in the ongoing riots and street battles during the summer of 2020.

The ideology of "antiracism" has permeated every department in the district. Even educators in the English as a Second Language (ESL) program have begun teaching the principles of critical race theory to immigrants and refugees.

According to a document that I obtained, ESL teachers are told to develop "counterstories" to the dominant American culture and to focus instruction on "advocacy for racial equity for emergent bilingual/multilingual students." As part of the curriculum, they are asked to teach immigrants that "racism in the USA is pervasive and operates like the air we breathe" and that "civil rights gains for people of color should be interpreted with measured enthusiasm." 

ED Noor: This image and the video clip I saw last year has been completely scrubbed from the internet. It is from a Floyd demonstration. 

To combat the pernicious influence of their own "Whiteness," the district recommends that white teachers adopt a series of affirmations, beginning with "getting to know myself as a racial being" and then "[deconstructing] the Presence and Role of Whiteness in my life and [identifying] ways I challenge my Whiteness." 

Finally, after shedding their racial limitations, the teachers can begin the work of "interrupting institutional racism" and "the perpetuation of White Supremacy."

ED Noor: Allow me an ignorant observation. What a load of hogwash.

This is a bewildering curriculum decision. Portland has a significant population of immigrants and refugees from countries such as Somalia, Ethiopia, Eritrea, Guatemala, and El Salvador. These families have escaped some of the most nightmarish conditions in the world, including civil war, genocide, starvation, and grinding poverty.

Portland is not perfect, but it is certainly a haven of peace and opportunity for the foreign-born. In my own experience with the Eritrean community in the Pacific Northwest, most families have fled civil war and spent years in refugee camps. They express nothing but gratitude for their new lives in the United States. 

Yet Portland schools are intent on teaching the children of this community that their adopted country is systematically racist and will deprive them of opportunity.

How does all this translate in the classroom? At Forest Park, Whitman, and Marysville elementary schools, a teacher named Sarita Flores, who runs the information technology program, has transformed her role into that of a political inquisitor. According to leaked internal documents and whistle-blower testimony, Flores holds weekly "antiracism" sessions in which white teachers are expected to remain silent, "honor the feelings of BIPOC" ~ black, indigenous, and people of color ~ and "make space for and amplify BIPOC educators."

In presentations resembling Soviet-era struggle sessions, Flores instructs teachers that they must "deepen [their] political analysis of racism and oppression" and "start healing with public apologies about [their] racism and then go back and apologize through an audit through an anti-racist lens."

During one of these sessions, Flores hosted an exercise resembling Orwell's Two Minutes Hate, in which minority teachers were allowed 90 seconds to berate their white colleagues.

During the exercise, Flores denounced one of her white female colleagues by screaming, "You make me feel unsafe, you make me feel unsafe" repeatedly for 90 seconds. Afterward, Flores boasted on Facebook that she had publicly humiliated a racist, despite providing no evidence of racism or misconduct. It was a pure display of racial dominance. (Flores did not return request for comment.)

For Flores and other teachers in the social-justice wing of Portland Public Schools, the only solution is revolution. During one presentation to teachers, Flores claimed that "an educator in a system of oppression is either a revolutionary or an oppressor." In a folder hosted on the district website, Flores shared a meme with teachers that justified the ongoing political violence in Portland:

"The root cause of every riot is some kind of oppression. If you want to end the riots, you have to end the oppression. If you want to end a riot without ending its root cause, your agenda isn't about peace and justice ~ it's about silencing and control."

Her message to students was similar. In a series of videos delivered to her elementary school students, Flores declared: 

"Black people were used as slaves in the U.S." and therefore students must become "justice fighters." 

At the height of the Portland riots, Flores released another video message telling the children that

"protesting is when people hold up signs and march for justice. You've trained for this moment all year: the fight for justice."

By high school, the basic education about "skin color" and "justice fighters" turns into advanced race theory and live-action street protesting. At Lincoln High, a wealthy public school with only 1 percent black student enrollment, some students take two full years of "critical race studies." 

The courses, taught by Jessica Mallare-Best, begin with training on racial identity, white supremacy, institutional racism, and racial empowerment, with the goal of providing "methods in which students can begin to be activists and allies for change." The following year, students take two semesters of critical race theory ~ studying white fragility, intersectionality, "whiteness as property," "the permanence of racism," "collective organizing," and "being an activist," with an eye toward training them to "do [their] part in dismantling white supremacy." 

The abstract becomes concrete, theory is transformed into action, and the young people of Portland come of age steeped in race analysis and revolutionary logic.  

ED Comment: The infiltration began in earnest in 2014: Dateline Wednesday March 19, 2014 - Portland Oregon: Portland Public Schools teachers participated in a training session where a controversial new curriculum including "Critical Race Theory," is explained.

The next step is obvious.

Children, endowed with conviction in their own moral purity, head to the front lines.

In 2018, Ockley Green Middle School invited "police abolitionist" Teressa Raiford to hold an assembly on social justice, after which she led hundreds of students into the streets to perform a "die-in" in the middle of an intersection ~ without seeking permission from or notifying their parents. 

During the Floyd protests, the teacher- and student-led protests accelerated. Children as young as five held a mock protest at Sabin Elementary School and raised the Black Power fist alongside their teachers. Middle school students in northeast Portland led a public march advocating for defunding the police. High school students marched through a neighborhood in southwest Portland ~ "the whitest part of the city" ~ demanding that residents provide "reparations" to blacks. 

Teressa Raiford

More than two millennia ago, Aristotle understood the connection between education and the political regime:
"That the legislator should especially busy himself about the education of the young would be disputed by no one, as the regime is damaged in cities where this is not done. The young need to be educated to the regime, since the character proper to each regime is what customarily preserves it and establishes it to begin with."

In Portland, the educators have abandoned this classical insight and implemented a revolutionary program ~ pedagogy, praxis, power ~ explicitly against the regime of the U.S. Constitution. They have discarded Aristotle for Marx and enlisted children as their revolutionary foot soldiers.

Violence has followed. The Youth Liberation Front, one of the most active and violent protest groups in Portland, was founded by teenagers and has recruited hundreds of young people to fight against the American regime. The group is organized into autonomous cells to avoid law-enforcement infiltration and has armed itself with shields, weapons, gas masks, and explosives.

The group organized a walkout of Portland high schools and then rioted for more than 100 consecutive nights following George Floyd's death. 

"We are a bunch of teenagers armed with ADHD and yerba mate," the group declared on social media. "We can take a 5 a.m. raid and be back on our feet a few hours later. We'll be back again and again until every prison is reduced to ashes and every wall to rubble."

Over the course of the summer, Portland and Multnomah County law enforcement arrested dozens of minors, including members of the Youth Liberation Front, for protest-related crimes, including rioting, burglary, property destruction, throwing rocks and bottles at police officers, brandishing a handgun at a crowd, setting fire to the police union headquarters, and stomping a man unconscious. 

Their teachers, too, have immersed themselves in the destruction. Over the course of the summer unrest, police arrested at least five school teachers for riot-related crimes:

~ Rose Addis, an award-winning Portland Public Schools elementary school teacher, was arrested for felony riot, disorderly conduct, and attempting to steal an officer's baton;

~ April Epperson, a Portland Public Schools elementary school teacher, was arrested for disorderly conduct and interfering with a police officer;

~ Jacob Soto, a Portland Public Schools middle school band teacher, was arrested for felony riot and interfering with a police officer;

~ Cody Porter, an avowed Communist and Multnomah County school instructor, was arrested for assaulting a federal officer; and

~ Hannah Fewster, a preschool teacher, was arrested for disorderly conduct and interfering with a police officer.

All except one were released immediately without bail; according to publicly available directories, at least two of the Portland Public Schools teachers appear to be still employed by the district. 

(Ed Noor: Lest ye forget, bail for most of these violent activists was covered by a fund donated by many celebrities most notably Kamala Harris.)

In one case, the eventual consequence of Portland's bad education was a grisly death. Throughout the summer, a 16-year-old girl armed with a metal baseball bat accompanied her 48-year-old father, antifascist radical Michael Forest Reinoehl, to protests and riots across Portland. In July, the elder Reinoehl was arrested for rioting and possessing a loaded gun in public; at a separate protest, he was shot in the arm during a violent confrontation outside a bar ~ all in his daughter's presence. As Reinoehl told reporters:

"I have my daughter here with me because I'm trying to give her an education. The fact is, she's going to be contributing to running this new country that we're fighting for. And she's going to learn everything on the street."

The following month, Reinhold hunted a Trump supporter through downtown Portland, lay in wait for him behind a parking garage, and then seized him from behind and fired two shots, with one bullet piercing the man's chest and killing him on the spot. Reinoehl fled to Washington State and, after an armed confrontation with law enforcement, was shot and killed by U.S. marshals.

Educators and parents in Portland are playing with fire. They have filled the heads of the young with dark visions of America and then told them to find fulfillment through revolution

But that revolution is devoid of positive values;

it is a war of negation, destruction, and death.

The child soldiers have been promised

"a new world from the ashes,"

but the real outcome, if they get their way,

would be a world of ruin ~ cold, empty, and salted over.

ED Noor: When you read of what these children are being taught from the start, it is amazing if they would ever understand true freedom. Or have a concept of optimism and the beauty of life. They are being condemned to a lifeless, joyless mode of mere existence. Utterly soul killing.

It's hard not to see this as a cynical game: teachers and administrators, ensconced in the public bureaucracy and secured by the public trust, engage in an absurd theater of cultural Marxism, spinning stories about the "pedagogy of the oppressed" to their privileged, suburban, predominantly white students. For all the talk about "liberation" and "critical consciousness," they are indoctrinating these children in a profoundly pessimistic worldview, in which racism and oppression pervade every institution, with no way out but revolution.

We have reached the strange reality

in which the state,

through the organs of education,

agitates for its own destruction.

Educators have condemned the entire structure of the social order and celebrated those who would tear it down. They might get what they wish for, though not in the way they imagine. The ancient Greeks warned about the degeneration of democracy into ochlocracy, or "mob rule," which occurs when the populace loses faith in constitutions and the rule of law. The result is anarchy.

In Portland, educators are shaping the character of the young into this regime of disorder. When the city's rioters chant "Whose streets? Our streets!" in call and response, we should heed them ~ and beware of what's to come. 


Christopher F. Rufo is a senior fellow at the Manhattan Institute and a contributing editor of City Journal. Sign up for his newsletter here.

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  1. After reading this I can understand why some people may decide to take direct action against some of these "teachers" & their leaders. With complicit/sympathetic D.A.'s not charging these child abusers (because that is what this is. Lets not kid ourselves.)when involved in riots, etc. who could blame people taking matters into their own hands.

    "We have reached the strange reality in which the state, through the organs of education, agitates for its own destruction" . . . I don't know where this statement is from but it cuts straight to the center of what's surely already underway. No wonder they wanted Trump gone
    Cheers Noor.
    PS I'd actually come back to finish looking at the weekends offerings - down to one computer at home . . . the wifes - but found this well worth the read. With a bright 7yo grandson the New Zealand Govt is currently bringing in a "revised' teaching of NZ history which looks like it's going to be going down the lines of white man bad, stole the land, oppressed the Maori. We have had reasonably good race relations here, but lately we are being inundated with BLM, schoolkids protesting global warming, & the beginnings of Critical Race Theory. Troubling times indeed.


Please. No spam. No hate spewing. Religious quotations not so much. If your comment is not posted, it was deemed offensive.



In Russia there comes the hope of the world, not as that sometimes termed of the communistic, or Bolshevik, no; but freedom,freedom! That each man will live for his fellow man! The principle has been born. It will take years for it to be crystallized, but out of Russia comes again the hope of the world. ~ Edgar Cayce, 1944, No. 3976-29

These pro-Israel people like pledges: they tried to force me to sign a pledge of loyalty to Israel. When I refused, it was trench warfare, hand to hand combat every day I was in the Congress, and the U.S. people never knew that I was fighting to remain independent for them. To make real peace and to find real justice. Here, they have the whole of the U.S. government making pledges to them!!! Unbelievable. ~ Cynthia McKinney, PhD

“The Talmud is to this day the circulating heart’s blood of the Jewish religion. Whatever laws, customs or ceremonies we observe ~ whether we are Orthodox, Conservative, Reform or merely spasmodic sentimentalists ~ we follow the Talmud. It is our common law.” ~ Herman Wouk


“Those who are incapable of attaining to supreme religious values include the black colored people and those who resemble them in their climates. Their nature is like the mute animals. Their level among existing things is below that of a man and above that of a monkey.” ~ Maimonides


“All of the anxious sighing, longing and hoping of their hearts is directed to the time when some day they would like to deal with us heathen as they dealt with the heathen in Persia at the time of Esther”. ~ Martin Luther



"If [Jews] are as wise as they claim to be, they will labour to make Jews American, instead of labouring to make America Jewish. The genius of the United States of America is Christian in the broadest sense, and its destiny is to remain Christian. This carries no sectarian meaning with it, but relates to a basic principle which differs from other principles in that it provides for liberty with morality, and pledges society to a code of relations based on fundamental Christian conceptions of human rights and duties." ~ Henry Ford


“It doesn’t even enter their heads to build up a Jewish state in Palestine for the purpose of living there; all they want is a central organization for their international world swindle, endowed with its own sovereign rights and removed from the intervention of other states: a haven for convicted scoundrels and a university for budding crooks.” ~ Adolf Hitler, Mein Kampf, Chapter 11


The real God of the Universe does not have “Chosen” in the first place because he is perfect as we understand and predilection is a human weakness. The Jews invented the OT to fool humanity as always. The real God of the Universe does not send any body to kill, destroy his own creation, to rape, to maim, to create misery and havoc on other people. Don’t you get it? the God in the OT is a monster, is another one of the many Gods in the dessert, those sacrifices offered to God are Satanic as their name and the Jews keep offering sacrifices to their God. Last year they immolated thousands of human beings in Gaza to their God Baal, Moloch, Azazel, Satan, Lucifer. ~Isaas, TUT


"I had been asked to sign a pledge for Israel when I first became a candidate for Congress and after refusing to do so my congressional career became trench warfare, hand to hand combat just to remain in the congress.

Ever since my refusal to sign that pledge for Israel the pro-Israel lobby let me know that my political net was in the hangman's noose it was the pro-Israel lobby they decided to tighten that noose." ~ Cynthia McKinney


"Himself a Jew, Marx has around him, in London and France, but especially in Germany, a multitude of more or less clever, scheming, agile, speculating Jews ~ such as Jews are everywhere: commercial or banking agents, writers, politicians, reporters for newspapers of all shades, with one foot in the bank and the other in the socialist movement, and with their arses sitted upon the German daily press ~ they have taken possession of all the newspapers ~ and you can imagine what kind of sickening literature they produce. Now, this entire Jewish world, which glut a single profiteering sect, a nation of blooksuckers, a single gluttonous parasite closely and intimately interlinked not only across national borders, but across all differences of political opinion ~ this Jewish world today stands for the most part at the disposal of Marx and, at the same time, at the disposal of Rothschild.


This may seem strange. What can there be in common between Communism and the largest banks? Ho-ho! The Communism of Marx seeks an enormous centralization of the state, and where such exists, there must inevitably be a central state bank, and where such a bank exists, the parasitic Jewish nation, which profiteers from the labour of others, will always find a way to prevail. In reality, for the proletariat, this would be a barrack regime, under which the working men and the working women, converted into a uniform mass, would rise, fall asleep, work, and live at the beat of the drum." ~ Bakunin (1814-1876)


“We entered the synagogue, which was packed with the greatest stinking bunch of humanity I have ever seen. When we got about halfway up, the head rabbi, who was dressed in a fur hat similar to that worn by Henry VIII of England and in a surplice heavily embroidered and very filthy, came down and met the General (Eisenhower)...The smell was so terrible that I almost fainted and actually about three hours later lost my lunch as the result remembering it." ~ General Patton in Germany, diary entry Sept 17, 1945

The U.S. Congress officially recognized the Noahide Laws in legislation that was passed by both houses. Congress and the President of the U. S., George Bush, indicated in Public Law 102-14, 102nd Congress, that the United States of America was founded upon the Seven Universal Laws of Noah, and that these Laws have been the bedrock of society from the dawn of civilization. They also acknowledged that the Seven Laws of Noah are the foundation upon which civilization stands and that recent weakening of these principles threaten the fabric of civilized society, and that justified preoccupation in educating the Citizens of the U.S. of America and future generations is needed. For this purpose, this Public Law designated March 26, 1991 as Education Day.”

Marxism, to which all branches of Socialism necessarily adhere, was originated by Jew Karl Marx, himself of rabbinical descent and has been dominated by them from the beginning. Marx did not actually originate anything; he merely “streamlined” Talmudism for Gentile consumption.” ~ Elizabeth Dilling

Every time anyone says that Israel is our only friend in the Middle East, I can’t help but think that before Israel, we had no enemies in the Middle East.” ~ Fr. John Sheehan, S.J.


The cruel canard ‘anti-Semitic’ does not apply for many reasons, not the least of which is the simple fact that the slanderous word itself is derived from language games for purposes of propaganda and in real world context has no validity. ~ Tom Valentine


Follow the path of the unsafe, independent thinker.

Expose your ideas to the dangers of controversy.

Speak your mind and fear less the label of 'crackpot'

than the stigma of conformity.

And on issues that seem important to you,

Stand up and be counted at any cost.

~ Thomas J Watson (1874-1956)


'There is no such thing, at this date of the world's history, in America, as an independent press. You know it and I know it. The business of the Journalist is to destroy truth; to lie outright; to pervert; to vilify; to fawn at the feet of mammon, and to sell his country and his race for his daily bread. You know it and I know it and what folly is this toasting an independent press? We are the tools and vassals for rich men behind the scenes. We are the jumping jacks, they pull the strings and we dance. Our talents, our possibilities and our lives are all the property of other men. We are intellectual prostitutes.' ~ John Swinton, former Chief of Staff, The New York Times, 1953



Historically, Jews had always thrived in nations and empires with multicultural, pluralistic and tolerant environments, while they fared badly in strong ethnic or nationalistic societies. European Jews have always been the emblematic stranger or ‘other’. Therefore, by definition, a society where the stranger is welcome is good for the Jews, although they have not always appreciated this link. The future of European Jewry is dependent on our ability to shape a multicultural, pluralistic and diverse society. ~ Göran Rosenberg, Jewish author and journalist


American Jews are committed to cultural tolerance because of their belief ~ one firmly rooted in history ~ that Jews are safe only in a society acceptant of a wide range of attitudes and behaviors, as well as a diversity of religious and ethnic groups. It is this belief, for example, not approval of homosexuality, that leads an overwhelming majority of U.S. Jews to endorse ‘gay rights’ and to take a liberal stance on most other so-called ‘social’ issues. ~ Charles Silberman, Jewish writer and journalist


The Jew … Judaizes … he provokes religious indifference, but he also imposes on those whose faith he destroys, his own concept of the world, of morality, and of human life. The Jews detests the spirit of the nation in the midst of which they live. ~ Bernard Lazare


We will legally define the Talmud as the basis of the Israeli legal system. ~ Benjamin Netanyahu


"Anti-Communism is Antisemitism." ~ Jewish Voice, July ~ August 1941.


We Jews, we, the destroyers, will remain the destroyers forever. Nothing that you will do will meet our needs and demands. We will forever destroy because we need a world of our own. ~ Maurice Samuels, You Gentiles. 1942.


According to the Talmud...."...When the serpent came unto Eve, he infused filthy lust in her (but) when Israel stood on Sinai, that lust was eliminated" ~ Talmud, Abodah Zarah 22b


As monstrous as it may seem, we are engaged in close combat between Israel and the Nations ~ and it can only be genocidal and total because it is about our and their identities. ~ Yitzhak Attia, Israel Magazine, April 2003


"Some may call it Communism, but I call it what it is: Judaism." ~ Rabbi Stephen Weiss.


It was hard for Satan alone to mislead the whole world, so he appointed prominent rabbis in different localities. ~ A Chasidic saying attributed to Nahman of Bratzlav, early 19th century


It is our duty to force all mankind to accept the seven Noahide laws, and if not ~ they will be killed." ~ Rabbi Yitzhak Ginsburg


"The Jews are called human beings, but the non-Jews are not humans. They are beasts." ~ Talmud: Baba mezia, 114b

"The Akum (non-Jew) is like a dog. Yes, the scripture teaches to honor the the dog more than the non-Jew." ~ Ereget Raschi Erod. 22 30

"Even though God created the non-Jew they are still animals in human form. It is not becoming for a Jew to be served by an animal. Therefore he will be served by animals in human form." ~ Midrasch Talpioth, p. 255, Warsaw 1855

Dear World, "I understand that you are upset by us here in Israel. Indeed, it appears you are very upset, even angry. So…it is because we became so upset over upsetting you, dear world, that we decided to leave you ~ and establish a Jewish State.” ~ Rabbi Meir Kahane, 1988


"A pregnant non-Jew is no better than a pregnant animal." ~ Coschen hamischpat 405

"The souls of non-Jews come from impure sprits and are called pigs." ~ Jalkut Rubeni gadol 12b

"Although the non-Jew has the same body structure as the Jew, they compare with the Jew like a monkey to a human." ~ Schene luchoth haberith, p. 250 b

"If you eat with a Gentile, it is the same as eating with a dog." ~ Tosapoth, Jebamoth 94b

"If a Jew has a non-Jewish servant or maid who dies, one should not express sympathy to the Jew. You should tell the Jew: "God will replace 'your loss', just as if one of his oxen or asses had died." ~ Jore dea 377, 1


"Sexual intercourse between Gentiles is like intercourse between animals." ~ Talmud Sanhedrin 74b


"It is permitted to take the body and the life of a Gentile." ~ Sepher ikkarim III c 25

"It is the law to kill anyone who denies the Torah. The Christians belong to the denying ones of the Torah." ~ Coschen hamischpat 425 Hagah 425. 5

"A heretic Gentile you may kill outright with your own hands." ~ Talmud, Abodah Zara, 4b

"Every Jew, who spills the blood of the godless (non-Jews), is doing the same as making a sacrifice to God." ~ Talmud: Bammidber raba c 21 & Jalkut 772


Treason to whiteness is loyalty to humanity. The goal of abolishing the white race is on its face so desirable that some may find it hard to believe that it could incur any opposition other than from committed white supremacists. ~ Noel Ignatiev, Harvard Magazine, Sep-Oct 2002


We intend to keep bashing the dead white males, and the live ones, and the females too, until the social construct known as ‘the white race’ is destroyed, not ‘deconstructed’ but destroyed.

Even if reason tells us, even shouts with all its force the very absurdity of this confrontation between the small and insignificant people of Israel [i.e., all Jewry worldwide, not just “the State of Israel”] and the rest of humanity… as absurd, as incoherent and as monstrous as it may seem, we are engaged in close combat between Israel and the Nations ~ and it can only be genocidal and total because it is about our and their identities. ~ Yitzhak Attia, Israel Magazine, April 2003


Any trial based on the assumption that Jews and goyim are equal is a total travesty of justice. ~ Rabbi Yitzhak Ginsburg, June 6, 1989:


In 1492 CE, Chemor, chief Rabbi of Spain, wrote to the Grand Sanhedrin, which had its seat in Constantinople, for advice, when a Spanish law threatened expulsion (after the fall of Muslim rule in spain).

This was the reply:

” Beloved brethren in Moses, we have received your letter in which you tell us of the anxieties and misfortunes which you are enduring. We are pierced by as great pain to hear it as yourselves. The advice of the Grand Satraps and Rabbis is the following:

1. As for what you say that the King of Spain obliges you to become Christians: do it, since you cannot do otherwise.
2. As for what you say about the command to despoil you of your property: make your sons merchants that they may despoil, little by little, the Christians of theirs.
3. As for what you say about making attempts on your lives: make your sons doctors and apothecaries, that they may take away Christians’ lives.
4. As for what you say of their destroying your synagogues: make your sons canons and clerics in order that they may destroy their churches. [Emphasis mine]
5. As for the many other vexations you complain of: arrange that your sons become advocates and lawyers, and see that they always mix in affairs of State, that by putting Christians under your yoke you may dominate the world and be avenged on them.
6. Do not swerve from this order that we give you, because you will find by experience that, humiliated as you are, you will reach the actuality of power.

------------ --------- --------- --------- --------- --------- --------- --------- ----
The reply is found in the sixteenth century Spanish book, La Silva Curiosa, by Julio-Iniguez de Medrano (Paris, Orry, 1608), on pages 156 and 157, with the following explanation: “This letter following was found in the archives of Toledo by the Hermit of Salamanca, (while) searching the ancient records of the kingdoms of Spain; and, as it is expressive and remarkable, I wish to write it here.” ~ vide, photostat facing page 80. ~ The above was quoted from Waters Flowing Eastward by Paquita de Shishmareff, pp. 73-74


“[1] When the Lord your God brings you into the land that you are about to enter and occupy, and he clears away many nations before you ~ the Hittites, the Girgashites, the Amorites, the Canaanites, the Perizzites, the Hivites, and the Jebusites, seven nations mightier and more numerous than you ~ [2] and when the Lord your God gives them over to you and you defeat them, then you must utterly destroy them. Make no covenant with them and show them no mercy” (Deut 7:1-2).


"Compassion towards the wicked is really wickedness. It is along these lines that Rabbi Levi opened his speech in honor of Purim: (Talmud, Megillah, 11a): "If you do not uproot the inhabitants of the Land, and allow them to remain - they will become thorns in your sides, and will cause trouble for you in the Land in which you dwell." (Bamidbar 33:55) The mitzvah, then of wiping out Amalek [Palestinians], actually stems from the value of compassion and kindness - compassion on all those whom Amalek threatens to exterminate. This mitzvah is an ongoing one, and valid even today. Today, too, there are those ~ driven by a deep-seeded anti-Semitism - who desperately wish to kill us. These are the people whom the Torah commanded us to obliterate, to leave no memory of them." ~ Rabbi Zalman Baruch Melamed


Nachman Abramovic demonized Palestinian children stating: “They may look young to you, but these people are terrorists at heart. Don’t look at their deceptively innocent faces, try to think of the demons inside each of them. I am absolutely certain these people would grow to be evil terrorists if we allowed them to grow. Would you allow them to grow to kill your children or finish them off right now? Honest and moral people ought to differentiate between true humans and human animals. We do kill human animals and we do so unapologetically. Besides, who in the West is in a position to lecture us on killing human animals. After all, whose hands are clean?”


"Wars are the Jews’ harvest, for with them we wipe out the Christians and get control of their gold. We have already killed 100 million of them, and the end is not yet." ~ Chief Rabbi in France, in 1859, Rabbi Reichorn


"The Communist soul is the soul of Judaism. Hence it follows that, just as in the Russian revolution the triumph of Communism was the triumph of Judaism, so also in the triumph of fascism will triumph Judaism." ~ Rabbi Harry Waton, A Program for the Jews and Humanity, p. 143-144


If a Jew is tempted to do evil he should go to a city where he is not known and do the evil there. ~ Moed Kattan 17a


The Jewish people as a whole will become its own Messiah. It will attain world domination by the dissolution of other races, by the abolition of frontiers, the annihilation of monarchy and by the establishment of a world republic in which the Jews will everywhere exercise the privilege of citizenship. In this New World Order, the “children of Israel” will furnish all the leaders without encountering opposition. The governments of the different peoples forming the world republic will fall without difficulty into the hands of the Jews. It will then be possible for the Jewish rulers to abolish private property and everywhere to make use of the resources of the state. Thus will the promise of the Talmud be fulfilled in which it is said that when the Messianic time is come, the Jews will have all the property of the whole world in their hands. ~ Baruch Levy in a letter to Karl Marx.


"My opinion of Christian Zionists? They're scum, but don't tell them that. We need all the useful idiots we can get right now." ~ Bibi Netanyahu


It was hard for Satan alone to mislead the whole world, so he appointed prominent rabbis in different localities. ~ A Chasidic saying attributed to Nahman of Bratzlav, early 19th century


Gentiles exist only to serve Jews as slaves. Goyim were only born to serve us. Without that they have no place in the world. Only to serve the people of Israel. Why are gentiles needed? They are only here to work. They will work, they will plow. They will reap. We will sit like effendi and eat. That is why gentiles were created,” Rabbi Yosef, Sha Party, Jerusalem Post, 2011


"An example of the use of the Jewish code words Esau and Jacob is found in a sermon preached by Rabbi Leon Spitz during the Purim observances in 1946 (quoted here from the American Hebrew of March 1, 1946) : "Let Esau whine and wail and protest to the civilized world, and let Jacob raise his hand to fight the good fight. The anti-Semite . . . understands but one language, and he must be dealt with on his own level. The Purim Jews stood up for their lives. American Jews, too. must come to grips with our contemporary anti-Semites. We must fill our jails with anti-Semitic gangsters. We must fill our insane asylums with anti-Semitic lunatics. We must combat every alien. Jew-hater. We must Harass and prosecute our Jew-baiters to the extreme limits of the laws. We must humble and shame our anti-Semitic hoodlums to such an extent that none will wish or dare to become (their) 'fellow-travelers'.


This is what Trotsky, a Jew, was preparing for the Russians for the implementation of Communism, which Marx based on the Babylonian Talmud for Gentiles:

"We should turn Her (Russia) into a desert populated with white Niggers. We will impose upon them such a tyranny that was never dreamt by the most hideous despots of the East. The peculiar trait of that tyranny is that it will be enacted from the left rather than the right and it will be red rather than white in color.

Its color will be red literally because we would spill such torrents of blood that they will pale all human losses of the capitalist wars and make the survivors shudder.


Remember my children, that all the earth must belong to us Jews, and that the gentiles, being mere excrements of animals, must possess nothing. ~ Mayer Amschel Rothschild on his deathbed, 1812


The largest overseas banks will cooperate with us most closely. If we win the Revolution and squash Russia, on the funeral pyres of its remains we will strengthen the power of Zionism and become a power the whole world would drop in the face of on its knees. We will show the world what real power means.

By way of terror and blood baths we will bring the Russian intelligentsia into a state of total stupor, to idiocy, to the animal state of being. So far our young men dressed in leather ~ the sons of watch repair men from Odessa and Orsha, Gomel and Vinnitza ~ oh, how beautifully, how brilliantly do they master hatred of everything Russian! With what a great delight do they physically destroy the Russian intelligentsia ~ officers, engineers, teachers, priests, generals, agronomists, academicians, writers!" ~ Secret Forces in History of Russia. U.K. Begunov 1995, p 148


One of the finest things ever done by the mob was the Crucifixion of Christ. Intellectually it was a splendid gesture. But trust the mob to bungle the job. If I’d had charge of executing Christ, I’d have handled it differently. You see, what I’d have done was had him shipped to Rome and fed him to the lions. They could never have made a saviour out of mincemeat!”~ Rabbi Ben Hecht


The only reason that Jews are in pornography is that we think that Christ sucks. Catholicism sucks.”~ Al Goldstein (publisher of Screw Magazine).


"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." ~ Rabbi Kook, the Elder, father of the messianic tendency of Jewish fundamentalism, said


"You have not begun to appreciate the depth of our guilt. We are intruders. We are subverters. We have taken your natural world, your ideals, your destiny, and played havoc with them. We have been at the bottom of not merely the latest Great War, but of every other major revolution in your history.

We have brought discord and confusion and frustration into your personal and public life. We are still doing it. No one can tell how long we shall go on doing it. Who knows what great and glorious destiny might have been yours if we had left you alone." ~ Marclis Eli Ravage, Century Magazine February, 1926.


"The United Nations is nothing but a trap-door to the Red World's immense concentration camp. We pretty much control the U.N." ~ Harold Wallace Rosenthal, Zionist, The Hidden Tyranny


Very soon, every American will be required to register their biological property (that’s you and your children) in a national system designed to keep track of the people and that will operate under the ancient system of pledging. By such methodology, we can compel people to submit to our agenda, which will affect our security as a charge back for our fiat paper currency.

Every American will be forced to register or suffer being able to work and earn a living. They will be our chattels (property) and we will hold the security interest over them forever, by operation of the law merchant under the scheme of secured transactions. Americans, by unknowingly or unwittingly delivering the bills of lading (Birth Certificate) to us will be rendered bankrupt and insolvent, secured by their pledges.

They will be stripped of their rights and given a commercial value designed to make us a profit and they will be none the wiser, for not one man in a million could ever figure our plans and, if by accident one or two should figure it out, we have in our arsenal plausible deniability.

After all, this is the only logical way to fund government, by floating liens and debts to the registrants in the form of benefits and privileges. This will inevitably reap us huge profits beyond our wildest expectations and leave every American a contributor to this fraud, which we will call “Social Insurance.”

Without realizing it, every American will unknowingly be our servant, however begrudgingly. The people will become helpless and without any hope for their redemption and we will employ the high office (presidency) of our dummy corporation (USA) to foment this plot against America.” ~ American traitor, the Jew Edward Mandell House giving a very detailed outline of the New World Order plans that were to be implemented gradually over time to enslave the American people ... A PLAN THAT HAS BEEN REPEATED IN CANADA, AUSTRALIA, BRITAIN AND ELSEWHERE.


"You throw a little Jewish on top of that, you got trouble. You got a bunch of wild, crazy energy.

"Sorry that doesn't sound hippie. Sorry that doesn't sound like communal jubilant fun. Sorry I'm not a Pepper. Sorry I didn't pop out of a soda-pop ad, and life is just one big fucking cabaret, because a lot of what propelled Van Halen, what compels me and propels me is precisely this element. It's fury. If you approach me with anti-Semetic preconceptions, I'm not here to re-educate. I come from a whole different school of thought. If you don't get it on the first try, fuck you.

"I once heard somebody say to the Van Halens, "You guys play the music; the Jew sells it." Well, you're fucking right. And now that I'm gone, Van Halen stinks. Okay?

"Want to know why some of my contributions to Van Halen sound like they do? Didn't come from a smiling place in my soul. Not at all.

"Nobody ever said to Mick Jagger, "So, Mick, you're Episcopalian, aren't you?" Nobody ever took Jimi Hendrix aside and said, "So, Jimi, you're a Baptist, aren't you?" Much less start off the interview that way.

"Every step I took on that stage was smashing some Jew-hating, lousy punk ever deeper into the deck. Every step. I jumped higher 'cause I knew there was going to be more impact when I hit those boards. And if you were even vaguely anti-Semetic, you were under my wheels, motherfucker. That's where the lyrics came from, that's where the body language came from, that's where the humor came from, and where the fuck you came from. All equally as important. You want to know the ingredients? Don't ask if you don't want to know.

"What you get from repression and what you get from hatred is fury, and fury was one of the main trigger points for the great Van Halen. What you see now is a bunch of buffoons waddling around at the family barbecue, and their wives admonishing the children saying, "Don't worry, Daddy's just had a few too many Coors Lights and he's imitating what he used to do for a living when he played music, honey."

"What's missing is the testosterone. What's missing is the fury. What's missing is the passionate convicted commitment. And I got a lot of mine from my religious background. So y'all best stop imagining the way Dr. Zorba looked, or some defenseless Hasidic Jew with a little yarmulke on his head, 'cause that ain't here for you." ~ David Lee Roth


Rabbi Isaac Wise, in The Israelite of America writes, “Masonry is a Jewish institution whose history, degrees, charges, passwords, and explanations are Jewish from beginning to end


“We infiltrated the Roman Catholic Church right from the very beginning. Why do you think the Pope, the Cardinals and all the Bishops wear yarlmulkahs? (skullcaps) The white race never figures this out. A thousand years later the white race began to wake up ... we had to come up with a plan B ... so we formed the Jesuits. There was a nice boy, Ignatius Loyola. He started the Jesuits.” (Loyola was Jewish. Research/read the Jesuit Extreme Oath) Regarding the Jesuits, quoting Rabbi Finkelstein


Does worship of the Talmud pervade Judaism globally? Herman Wouk, Orthodox Jew and famed author of The Cain Mutiny, affirms, “The Talmud is to this day the circulating heart’s blood of the Jewish religion. Whatever laws, customs, ceremonies we observe ~ whether we are Orthodox, Reform,Conservative, or merely spasmodic sentimentalists ~ we follow the Talmud. It is our common law.”

From Jews Must Liveby Samuel Roth, pg. 22. “The organ is diseased. This disease is a sort of moral gonorrhea known as Judaism, which, alas, seems to be incurable. If you have any doubts, look at any Jew ridden country in Europe. If you need to be further convinced, take a look at what is happening in the United States.”


“Every synagogue we Jews build in a Christian country is a finger of scorn we point at our hosts; a sore finger we stick into their eyes, like the leering of a senile old woman who does all sorts of foul mischief before you, and feels safe in the knowledge that you will not lay hands on her for fear of contamination.” ibid., pg.


Sen. Al Franken: One of the widely disseminated stories was that no Jews died in the collapse of the Trade Towers because they had received calls telling them not to go to work that day.

To tell you the truth, I got the Jew call. I had an office in the Trade Center where I used to do most of my writing. The call came from former New York mayor Ed Koch. “Al,” he told me, “don’t go to work on the twenty-third day of Elul [September 11, 2001.].”


Tell me, do the evil men of this world have a bad time? They hunt and catch whatever they feel like eating. They don’t suffer from indigestion and are not punished by Heaven. I want Israel to join that club. Maybe the world will then at last begin to fear us…Maybe they will start to tremble, to fear our madness instead of admiring our nobility. Let them tremble, let them call us a mad state. Let them understand that we are a wild country, dangerous to our surroundings, not normal, that we might go crazy, that we might go wild and burn all the oil fields in the Middle East, or that we might start World War Three just like that. ~ Ariel Sharon