Teaching White Genocide

by Douglas Mercer

IN THE BOOK Teaching White Supremacy, glorious tales are recounted of how American history used to be taught in America. The author is a paid-up member of the Jewish-run “elite,” so he ladles words like “vile” and “garbage” on such teaching. Of course it was no such thing; it was the educational outcropping of a sane and sober people who had yet to be drowned in full-scale Jewish ideology. Back before the Second World War, high school textbooks taught that John Brown was a dangerous madman; that Reconstruction was an act of vicious revenge; that as far as the Negro slaves were concerned they never had it so good; that the Klan was necessary in order to quell the Congoid violence unleashed by the carpetbaggers and scalawags; that abolitionism was a vile doctrine; that William Lloyd Garrison was Public Enemy Number One; that Uncle Tom’s Cabin was histrionic propaganda; that Blacks were inferior and always would be inferior; and that every facet of Southern culture and politics after the Civil War could be more than justified given the existential threat of the Negro.

Those were the days.

The book tells us that a version of this, albeit much watered down, was taught in American secondary schools even through the late 1960s. They had to tone it down, but still, all over the country, it was assumed that Robert E. Lee was a national (and not merely a sectional) hero; that the South had its reasons; that both the South and the North strove in valiant battle; and that (thought slavery was bad) the Black man’s presence posed a complex problem. It was round about then that the Jews decided to oppose us with real vengeance and began to churn out textbooks filled with horrid lies. Soon enough it was all James Loewen and Howard Zinn; and the American past was depicted as a charnel house of horrors. And now the Jews are fully in control of what American students in public schools can and cannot know, and in California they are going in for the kill. The state is already dead, but that won’t stop the kikes from desecrating the corpse.

The Los Angeles Unified School District requires its high school students to become anti-racist leaders by learning about black liberation and the four I’s of oppression, according to school curricula. In 2021 the state of California passed a law requiring high school students to take some form of an ethnic studies course in order to graduate. In order to satisfy the requirement, all members of the class of 2027 and beyond must take courses that emphasize components of critical race theory by focusing on those who have ancestral roots and knowledge, who have resisted and survived settler colonialism, racism, white supremacy, cultural erasure, as well as other patterns, structures, and systems of marginalization and oppression.

The minds of our children are a battleground; of course the vast majority of students there are not our children, most have gotten the Hell out, let us hope — but even one White victim is far too many. Now the Black and the Brown student will be told that any problem he has can be laid at the doorstep of the White man. It’s an ideological “get out of jail free card,” a permanent jubilee year where the non-White are depicted as long-suffering stalwarts who, of course, never did anything wrong. To say that they “survived settler colonialism and racism” is preposterous; it was White settlers that made this country, that piled up the wealth that gave the non-Whites everything they ever had, and everything they have now — and did nothing to deserve. Without the “settler colonialism” of racially conscious Whites (“racism” in their glossary) they’d still be swinging from the trees in Africa or ripping out hearts in Teotihuacan. The structures and systems that the White man created turned out to be their meal ticket, when we foolishly let them avail themselves of what we created. This is not the standard view of things in the Current Year, but any objective investigation will reveal it to be true.

The requirement can be completed with different courses: Some options include Intro to Ethnic Studies, African American Studies, African American History, American Indian Studies, Asian Pacific Islander Desi American Studies, and Mexican American Studies. Essential questions posed to students in the African American course include “How have concepts such as imperialism, colonialism, mercantilism, White supremacy, and hegemony influenced Black/African American culture and experience?” and “What is the way forward for Black liberation?” It highlights systemic racism and continued patterns of marginalization as well as how slavery and ensuing experiences have prepared black people to be leaders who will shape how the future unfolds.

You will notice in this vibrant palette of colors, one is rather conspicuously missing: White. You can learn all about forty acres and a mule, those smallpox blankets, the sorrowful woes of your pig-tailed coolie, the travails and race-exclusion of those burly Samoans, the Zoot Suit Riots, but then in the grand scheme of things those are footnotes to footnotes and addenda to the addenda, and afterthoughts to the afterthoughts, and blown out of proportion in any case. No, this is a Rosencrantz and Guildenstern view of history, where the bit players are focused on and the real story occurs behind the arras. You won’t learn about how the White man nobly sailed the ocean blue with his ever-present derring-do and conquered a continent; how the wagons moved irrepressibly West; how the Indian wars were won; how the rivers were forded and the passes shot though; how the trails were blazed; no, none of that, because that was all the work of the White-faced devils. We created a gleaming and progressive and future-oriented civilization that was the model and marvel of the world. Remove that and what are you left with? What great tales are left to tell? A paltry nothing, and a pittance which deserves not the name of real history. A lady who refused to move on a bus, the cries at Wounded Knee, and the horrors of Operation Wetback. It’s a poor thing but it is their own. The tragedy is that the Jews try high-handedly to convince our students that this poor excuse for history somehow is America. But it is nothing of the sort. The fact is that in our schools we used to teach the supremacy of the White race — but now they teach White Genocide.

A project for the course includes finding a pressing issue in the African American community and identifying a person in the community who possesses the power to address the issue, writing a business letter, and acting on the response they receive. The course on Native Americans is set to evaluate scholarly sources to consider the impact of US policy on the American Indian population and whether or not these policies had the intent of genocide on American Indian peoples. It focuses on settler colonialism and Americanizing the American Indian.

You can be sure that any satirical White student who picked as his pressing issue in the Black community the issue of rampant Black crime, or rampant Black fatherlessness, would get the bum’s rush to the principal’s office — if not the sheriff’s office. Personally I think Negro laziness and shiftlessness would be a good issue to broach. The problem with that is that there is no person in “the community” with the power to address the issue, as they are all so damn lazy and shiftless — and they often don’t even have the brains to read something as imposing as a business letter. And everyone knows the business letter, with its rigid formality and logical structure, is the very height of “White racism.” As for the Red man, I’m sorry to say that those policies did not have the intent of genocide; had they, there would be no Indians left today to bellyache about it. Rather, in the pragmatic and too-individualistic manner of the White man, the policies were an ad hoc way to clear them the Hell out (but if some stragglers were left by the wayside they were fine with that), or sometimes an ad hoc way to assimilate them. Of course, such non-comprehensive non-solutions in the end proved to be a terrible mistake. If you doubt that, just look at the ethnic studies guidelines today in California.

In the APIDA class, students are asked to define white supremacy and describe the exoticizing and exploitation of APIDA communities for the purpose of White gaze, profit, U.S. imperialism, etc. as well as problematize conqueror narratives and develop counter-narratives. The course cites an article from the Nation, a far-left magazine, for close reading. Anti-Asian hate and resistance is another theme from the APIDA course, which asks students to examine how race is a social construct that is imposed upon marginalized communities in order to maintain power for privileged classes.

Of course it was the Blacks who went on that recent anti-Asian tear of crime and murder, but this course won’t breathe a word of that. No sooner were the Koreans and Chinese and other Asians getting hit left and right by the Congoids than the Jew-aligned anti-White activists among the Asians and Blacks got in cahoots to suppress that fact and began to “march against White supremacy.” Really, that’s what happened. Those activists know that no good can come to them if word gets out that it’s the feral Negro causing all the problems. For really it’s those Homo erecti who are the locus classicus of all their gripes, grievances, and grifts. They were there first in the limelight of victimhood. The Jews drooled right away when they saw the opportunity for growth that your schvartzes and silverbacks offered them on a silver platter (slavery, Jim Crow, you know the drill), and they ran and milked them for all they were worth. Once the model was in place, any old colored could come in and ape the apes and start hitting the emotional erogenous zones of guilt-ridden Whites. It’s way too time-honored and time-tested, and thus far it’s never failed them once. You just pick something supposedly horrible that happened to you in the past (massacres, deportations, red-lining, what have you, no matter) and watch the Jew-extracted manna rain down on your people.

Intro to Ethnic Studies also explores white supremacy and discourages assimilation into American culture by asking students to describe how communities of color have been able to retain their cultural practices, language(s), and beliefs in spite of attempts to assimilate them. It also pushes the four I’s of oppression, which are ideological, institutional, internalized, and interpersonal. The fourth unit is on social movements, built on the understanding that white supremacy and related power structures concede nothing without demand and resistance.

If you want to know what a culture values, you could do a Hell of a lot worse than look at secondary school textbooks; it is the transmission belt between generations; it’s supposed to be the way the past is translated into the future — but you’ll notice in our case that there has been a severance and an interruption; all of a sudden our past stands mute and has lost its natural voice; it can no longer speak to the future. Now the conveyance has been hijacked and wrested from our control. It is now in the hands of our deadliest enemies.

We no longer speak to our own children through our schools and textbooks. They have smuggled in their own narratives and their own stories, and only their perverted and distorted version of the past is given to students. And any White child who is required to stand there and suffer all that will thereby be indoctrinated to hate his own people, and will be lost to us. How many of our young people — indeed, how many generations of them — have been thus bedeviled by our enemies? Nearly all of them in living memory! How many slip away from us without them even knowing it? The minds of our children are not now so much a battlefield as a blank canvas upon which our enemies may write what they wish. Until, that is, we build our numbers, build our organization, build our community, and rescue our precious children from their deadly grasp

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