Homosexuality

"Re-education occurs in the school curricula, which now include such treasures as Black History Month and Gay, Lesbian and Transgender History Month, where history is rewritten on the flimsiest (and even non-existent) evidence that national icons such as Florence Nightingale and William Shakespeare were homosexual" [Anthony Browne, The Retreat of Reason, p. 17].

Slavery

"After two decades with some rather stunning successes, we took time to step back to evaluate our experience fighting to abolish slavery. Here's what we learned: A major flaw in the human rights community needs to be addressed. The history of the modern day abolitionist effort is a history of small, dedicated passionate groups of people, fighting slavers and slaving nations - while the large, well funded human rights organizations sat on the sidelines, or in the case of Sudan, actually hindered our work. I spent more than a decade unravelling why this was the case: how could the very people who led the fight against apartheid in South Africa turn their heads away from the plight of black slaves in North Africa who suffered much worse oppression? The short answer is what I have called, 'the human rights complex'. Briefly: Western rights groups consist mainly of decent white people who are motivated to fight evil committed by people who are like themselves. The vast majority of slave-owners are non-white. If human rights organizations are embarrassed to point out, much less fight hard against awful behaviour by non-whites, they cannot be counted upon to be an important force in a movement to abolish slaves around the world. Any effort to free the some 27 million people who are today in bondage, without addressing this human rights flaw, is destined to remain relatively small, no matter how heroic" [source].

"Compare the USA's short Colonial slave history to that of the history of Arabs (Islamic and Pre-Islamic) who colonized North and east Africa, who hunted, enslaved, tortured and killed Ethnic Africans for several thousands of years before the same geographical Arabs started/opened the slave trade to Colonial America who merely (in comparison) bought slaves for servitude. M.E. Arabs have a history of thousands of years of human slavery, which even continues today in the M.E.'s 'modern world'" [source].

"Europe did not have a monopoly on slavery. Muslim traders also exported as many as 17 million slaves to the coast of the Indian Ocean, the Middle East, and North Africa. [Slavery was a] horrible, nasty trade in human beings. Who could disagree? Eventually it was stopped, not least because of the great work of a British man - William Wilberforce" [source].

Social Studies

"The fifth grade Houghton Mifflin social studies text called America Will Be ... includes a series of lessons that idealize Native American beliefs and lifestyles, then asks students the following 'Critical Thinking' question: 'The Creeks [Native Americans in the Southeast] and the Europeans had different ideas about how the land should be used. Compare the Creeks' ideas with those of the Europeans. Which ideas do you think are better? [Emphasis mine - EMcD] Explain your opinion.'  The Teacher's Edition shows the correct opinion, which is the predetermined outcome: 'Creeks believed land belonged to everyone and couldn't be individually owned. They believed in a respectful use of the land so it would continue to provide food and forest resources. Europeans believed that land was a commodity to be bought and sold and owned by individuals for their own benefit. They cleared forests to make room for farms to make a profit. Students who agree with Creek ideas might cite reasons such as this - clearing forests caused valuable topsoil to be blown away and a loss of trees that produce the oxygen people need.'  Since students reading these misleading suggestions usually receive negative information about European settlers and idealistic images of native American lifestyles, they are hardly equipped to resist the convincing conclusion. Committed to doomsday environmental scenarios that fuel the demand for a global government and earth-centered religions, educators hide the fact that Native Americans often burned forests to expand their cornfields and that 'forest growth in America exceeds harvest by a wide margin'." [source].

Statism / Capitalism / Collectivism / Society

"The creation of a vast State bureaucracy [in Germany, but also applied to in the Western world] had created an influential class of people who were, in economic terms, parasitic on capitalism (they were paid for out of taxes), but in social terms antagonistic to it; a class which was jealous of its own power, disdainful of the commercial classes (and later envious of their growing prosperity); a class of administrators and planners whose entire reason for existence was predicated on limiting the freedom which capitalism tends to encourage, and needs in order to flourish. ... The modern State did not arise in order to 'curb the cruelties' of capitalism. Far from it. It arose specifically to preserve the privileges of the existing ruling classes against the democratic, liberating, enriching and levelling forces of capitalism" [source].

"In her malevolently-misquoted speech about society, Margaret Thatcher expressed her judgement very clearly. She said 'There is no such thing as society' and so suffered the hysterical wrath of Marxists, the left wing press, the BBC and the academic sociologists who make a fine living out of their worship of the abstracted concept 'society'. But she went on to say that we are individuals in families and in all kinds of benign associations and groups and that we have a responsibility to one another. In other words, Margaret Thatcher paraphrased that most hated thing, Christian morality..." [source].

"'The whole direction of politics in the last 30 years' [Margaret Thatcher] contested in 1981, 'has always been towards the collectivist society. People have forgotten about the personal society. And they say: "Do I count, do I matter?"'  It was a boldness of expression that led to her infamous 'no such thing as society' assertion to Woman's Own magazine in 1987. In fact, the phrase has been so taken out of context as to have had its meaning reversed. She was criticising those who did nothing to help other people by using the excuse that it was up to 'society' to do it. Her following sentence was, 'There is a living tapestry of men and women and people, and the beauty of that tapestry, and the quality of our lives, will depend upon how much each of us is prepared to take responsibility for ourselves and each of us is prepared to turn round and help by our own efforts those who are unfortunate.'  Far from being an ode to selfishness, it was an appeal for good neighbourliness" [source].

Empire / Colonialism / Imperialism / Leftist 'Guilt'

"General Sir Charles Napier ... was the English Viceroy in India in the 1850s. A Hindu priest had come to him to complain about the prohibition of Sati by British authorities. ... After listening to the Hindu priest, General Napier replied: 'Be it so. This burning of widows is your custom; prepare the funeral pile. But my nation has also a custom. When men burn women alive we hang them, and confiscate all their property. My carpenters shall therefore erect gibbets on which to hang all concerned when the widow is consumed. Let us all act according to national customs.'  No suttee took place then or afterwards" [source].

"After fifteen years of celebrating diversity in Blair's Britain, General Sir Charles Napier today would have been reduced in the ranks to Private Napier due to his lack of sensitivity to different but equally valid cultural choices, while letters criticising British 'Colonial Imperialism' would have appeared immediately in the Guardian. It's a brilliant quote. Someone should send it to Theresa May, together with a picture of a backbone" [Comment at: source].

"When upper-caste Hindus forced Indian untouchables to work as scavengers and carry human excreta in wicker baskets on their heads, it was Christian missionaries, not Leftist activists, who touched them and told them God had created them in his image and likeness. Christianity was the only liberating solution to the worst form of racism the world has ever seen - the Hindu caste system. It was Christianity and capitalism, not Hinduism and socialism, that transformed India from a s***hole to an economic and educational powerhouse" [source].

"Personally, I am proud of the role that Britain has played throughout the ages in the cause of freedom. This is the nation that brought common law, democracy, industrialisation (which has caused a massive increase in life expectancy and quality of life) and good governance to billions of people across the globe. This is the nation that abolished slavery, that confronted political hegemony, that defied fascism" [source].

"[Nelson] Mandela began as a terrorist and never turned his back on monsters like Arafat and Castro, whom he considered brothers in arms. When he was released from prison by de Klerk, he showed unexpected statesmanship, counselling reconciliation rather than revenge, no small achievement in a country in which the 'liberation' movement (led by Mandela's wife and party) placed oil filled inner tubes around the necks of former comrades and set them on fire. But if a leader should be judged by his works, the country Mandela left behind is an indictment of his political career, not an achievement worthy of praise - let alone the unhinged adoration he is currently receiving across the political spectrum. South Africa today is the murder capital of the world, a nation where a woman is raped every 30 seconds, often by AIDS carriers who go unpunished, and where whites are anything but the citizens of a democratic country which honors the principles of equality and freedom. Liberated South Africa is one of the epic messes the Left created and promptly forgot about" [source].

For more on Revisionism please also see here and here

Putting Socialism to the Test: One

Original author unknown. Reproduced here.

"An economics professor at a local college made a statement that he had never failed a single student before, but had recently failed an entire class. That class had insisted that socialism worked and that no one would be poor and no one would be rich, a great equaliser.

"The professor then said: 'OK, we will have an experiment in this class on socialism. All grades will be averaged and everyone will receive the same grade so no one will fail and no one will receive an A.'

"After the first test, the grades were averaged and everyone got a B. The students who studied hard were upset and the students who studied little were happy. As the second test rolled around, the students who studied little had studied even less and the ones who studied hard decided they wanted a free ride too so they studied little.

"The second test average was a D!  No one was happy.

"When the third test rolled around, the average was an F.

"As the tests proceeded, the scores never increased as bickering, blame and name-calling all resulted in hard feelings and no one would study for the benefit of anyone else.

"To their great surprise, AL FAILED and the professor told them that socialism would also ultimately fail because when the reward is great, the effort to succeed is great, but when government takes all the reward away, no one will try or want to succeed. It could not be any simpler than that.

Conclusions:

• You cannot legislate the poor into prosperity by legislating the wealthy out of prosperity.
• What one person receives without working for, another person must work to contribute.
• The government cannot give to anybody anything that it doesn't first take from somebody else.
• You cannot multiply wealth by dividing it.
• When half of the people get the idea that they do not have to work because the other half is going to take care of them, and when the other half gets the idea that it does no good to work because somebody else is going to get what they work for, that is the beginning of the end of any nation.

Putting Socialism to the Test: Two

From an email published on 09 February 2011. Reproduced here.

"For Conservative read Tory or Republican (right wing & capitalist). For Liberal read Democrat, Labour, Libdem or Green (left wing and socialist)."

"A young woman was about to finish her first year of college. Like so many others her age, she considered herself to be very Liberal, and among other liberal ideals was very much in favour of higher taxes to support more government programs: i.e. redistribution of wealth.

"She was deeply ashamed that her father was a rather staunch Conservative, a feeling she openly expressed. Based on the lectures that she had participated in, and the occasional chat with a professor, she felt that her father had for years harboured an evil, selfish desire to hoard wealth.

"One day she was challenging her father on his opposition to higher taxes on the rich and the need for more governmental programs.

"The self-professed objectivity proclaimed by her professors had to be the truth and she indicated so to her father.  He responded by asking her how she was doing in college.

"Taken aback, she answered rather haughtily that she had a Grade Point Average of 4.0, and let him know that it was tough to maintain, insisting that she was taking a very difficult course load and was constantly studying, which left her no time to go out and party like other people she knew. She didn't even have time for a boyfriend, and didn't really have many college friends because she spent all her time studying.

"Her father listened and then asked: 'How is your friend Audrey doing?'

"She replied: 'Audrey is barely getting by. All she takes are easy classes, she never studies and she barely has a GPA of 2.0.  She is so popular on campus; college for her is a blast. She's always invited to all the parties and lots of times she doesn't even show up for classes because she's too hung over.'

"Her wise father asked his daughter: 'Why don't you go the Dean's office and ask him to deduct 1.0 off your GPA and give it to your friend who only has a 2.0.  That way you will both have a 3.0 GPA and certainly that would be a fair and equal distribution of GPA.'

The daughter, visibly shocked by her father's suggestion, angrily fired back: 'That's a crazy idea, how would that be fair!  I've worked really hard for my grades!  I've invested a lot of time and a lot of hard work!  Audrey has done next to nothing toward her degree. She played while I worked my tail off!'

The father slowly smiled, winked and said gently: 'Welcome to the Conservative side of the fence.'

If anyone has a better explanation of the difference between Conservative and Liberal I'm all ears."

The Frankfurt School

"The Frankfurt School believed that as long as an individual had the belief - or even the hope of belief - that his divine gift of reason could solve the problems facing society, then that society would never reach the state of hopelessness and alienation that they considered necessary to provoke socialist revolution.

Their task, therefore, was as swiftly as possible to undermine the Judaeo-Christian legacy. To do this they called for the most negative destructive criticism possible of every sphere of life which would be designed to de-stabilize society and bring down what they saw as the 'oppressive' order. Their policies, they hoped, would spread like a virus - 'continuing the work of Western Marxists by other means' as one of their members noted.

To further the advance of their 'quiet' cultural revolution ... the [Frankfurt] School recommended (among other things):

(1) the creation of racism offences,
(2) continual change to create confusion,
(3) the teaching of sex and homosexuality to children,
(4) the undermining of schools' and teachers' authority,
(5) huge immigration to destroy identity,
(6) the promotion of excessive drinking,
(7) emptying of churches,
(8) an unreliable legal system with bias against victims of crime,
(9) dependency on the state or state benefits,
(10) control and dumbing down of media,
(11) encouraging the breakdown of the family.

One of the main ideas of the Frankfurt School was to exploit Freud's idea of 'pansexualism' - the search for pleasure, the exploitation of the differences between the sexes, the overthrowing of traditional relationships between men and women. To further their aims they would:

(a) attack the authority of the father, deny the specific roles of father and mother, and wrest away from families their rights as primary educators of their children,
(b) abolish differences in the education of boys and girls,
(c) abolish all forms of male dominance - hence the presence of women in the armed forces,
(d) declare women to be an 'oppressed class' and men as 'oppressors'."

"Woe unto them that call evil good, and good evil;
that put darkness for light, and light for darkness; that put bitter for sweet, and sweet for bitter!
Woe unto them that are wise in their own eyes, and prudent in their own sight!"
(Isaiah 5:20-21)

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