The Big Money Behind the Push for 1619 Project Education

Many people have become aware of how Mark Zuckerberg’s Center for Technology and Life nonprofit foundation influenced the 2020 elections.

But few are aware of how his company, Meta, and other far-left companies are also underwriting 1619 Project educational indoctrination programs for future voters. Taxpayers help subsidize these efforts. Those who profit are the world’s largest publisher, Penguin Random House, and the global media company, the New York Times, whose newspaper has the second-highest circulation in the nation.

The New York Times, a for-profit company, had its product promoted by a nonprofit company, the Pulitzer Center, which designed the prepackaged curriculum and pushed it, unvetted, into 3,500 schools immediately after the 1619 Project was published as a special issue of the August 18, 2019, New York Times Magazine. Coincidentally, Sam DolnickNew York Times assistant managing editor, sits on the board of the Pulitzer Center. The Pulitzer Center also posts promotional materials, such as editor Jake Silverstein’s op-ed touting the 1619 Project books and webinars on teaching the 1619 Project, where subscriptions for the newspaper are pushed to teachers.

Penguin Random House, which published The 1619 Project: Born on the Water, a picture book, and The 1619 Project: A New Origin Story, a pseudo-scholarly, 500-page neo-Marxist expansion of the magazine (copyright held by the New York Times) also enjoys the services of the Pulitzer Center to market its books to educators and librarians, and to fight laws intended to keep it away from students.

Penguin Random House also exploits nonprofit opportunities to sell its books. Markus Dohle, the CEO of the German group Bertelsmann that owns Penguin Random House, donated $500,000 via the nonprofit Dohle Book Defense Fund to PEN America to fight “censorship.” As Daniel Greenfield has written, Penguin Random House specializes in publishing racist “anti-racist” tracts by Robin DiAngelo, Ta-Nehisi Coates, and Ibram X. Kendi, and pushes them into schools. Kendi’s screed, “Progress,” which refers back to his own book Stamped, appears in The 1619 Project: A New Origin Story. Before publishing The 1619 Project books, Penguin had quickly produced a collection edited by Kendi and Keisha Blain (University of Pittsburgh history professor, who, in the Nation claimed that the “obsession over critical race theory is a new manifestation” of  “anti-Blackness and anti-intellectualism”). Four Hundred Souls: A Community History of African America, 1619-2019, featured short knock-off essays by contributors to the 1619 Project and mostly far-leftists, such as Donna Brazile, the Democrat Party-Clinton operative, New York Times columnist Jamelle Bouie, radical academics Robin D.G. Kelley and Peniel Joseph, Sherrilyn Ifill, Barbara Smith (on the Combahee River Collective), Black Panther and Communist Angela Davis (on “The Crime Bill”) and “Black Lives Matter” founder, Alicia Garza. Most recently, Greenfield has exposed how the company is remaking Dr. Seuss into an avatar of social justice.

Prior to release of the two 1619 Project books in November, the publisher had set up a deal for getting “woke” followers of Hannah-Jones to buy copies and donate them to schools and libraries, where laws addressing curriculum do not apply. This was through a nonprofit,, which was largely funded by Penguin Random House. By March 1, more than 6,000 books had been bought and donated through retailers at

The Pulitzer Center, which has enjoyed the largesse of Democrat donor Pierre Omidyar and funding from the Zuckerberg Foundation, has served as the clearinghouse for 1619 Project educational materials.

The Pulitzer Center also helped Penguin Random House by running a pilot program that gave advance copies of the book to 35 educators in fifteen states and the District of Columbia. Last month a post-pilot education conference  hosted by the Pulitzer Center revealed how these two books are intended to be used. (Penguin Random House has also provided free, downloadable educational guides written by Learning for Justice, the educational arm of the Southern Poverty Law Center.) Penguin Random House, which certainly wants to get its books to every student, provided the moderator, Allan Spencer.

The webpage for the conference describes Meta, “formerly Facebook,” as “lead supporter” for the 1619 Project Educational Materials Collection at the Pulitzer Center. Additional funding comes from “Humanity United, the Trellis Fund, the Art for Justice Fund, Open Society Foundations [Soros], The Rockefeller Brothers Fund, and the Charles Stewart Mott Foundation.” The 1619 Project creator, Nikole Hannah-Jones, has appeared on several of the Pulitzer Center webinars (alongside teachers union president Randi Weingarten and others) to encourage and instruct teachers on using the materials. Teachers have received $5,000 grants to implement the materials and write lessons.

A good part of the Pulitzer Center’s mission these days is “resisting” state laws against the use of the 1619 Project in classroom instruction. So efforts are being made to get the books to other students and in other ways—such as in libraries, and after-school and prison programs. One of the sessions involved a Stetson University program advertised as offering “quality liberal arts education” to inmates at Florida’s Tomoka Correctional Institution. The presentation by  Andy Eisen, who teaches history, and Pamela Cappas-Toro, professor of World Languages and Cultures, offered a view into the three-day “mini-unit,” Public History and The 1619 Project, created by the non-profit Community Education Project program. As one of the assignments, involving inmate-students collecting information about their sugar consumption from products in the commissary and linking results back to sugar plantations that relied on slave labor revealed, the program has little to do with history, languages, or the liberal arts. It follows, instead, the 1619 Project mantra, that every injustice in the world—down to availability of sugary snacks in a prison commissary—has its roots in slavery.

From Texas, a state that has passed anti-CRT/1619 Project bills, Amanda Vickery, professor of education at the University of North Texas, served on the panel, “Teaching the Next Generation of Teachers, The 1619 Project Books in Schools of Education,” and was commended for her bravery and dedication to “resistance.” She described how she used the free copies in classes for her future teachers. As typical, the idea of historical accuracy was not even broached. Instead, Vickery expressed the reigning 1619 Project idea that history is merely an expression of “power,” with competing narratives, and the importance of students telling their own stories. (Such standards presumably justify the (false) claim in the picture book that “white people” went into Africa and kidnapped “mommies” and “daddies” in order to make them slaves.)

Unfortunately, a number of history professors are supporting the 1619 Project. Not surprisingly, as revealed in The 1619 Project: A New Origin Story, such Marxists as Gerald Horne and Eric Foner have advised the 1619 Project from the beginning! Johns Hopkins University history professor Martha S. Jones has jumped on board, contributing essays to both book collections, on  “The American Revolution” and “citizenship,” and making frequent appearances. She gave the keynote address at the conference, but revealed the ahistorical purpose; the 1619 Project, she told teachers, was meant to “challenge us to engage in a powerful thought experiment.”

A number of teachers shared how they used the materials in their classes (one of which was described as 99 percent black with most of the students lagging several grades in reading ability). One teacher used the Project to help instill in her students the idea that they were descended from African “kings and queens” (though not apparently that kings and queens in Africa owned slaves which were often sacrificed in funeral rituals for royalty).

As one reader told me about the use of the 1619 Project in his child’s high school class, the aim is to set students against each other by race. Criticisms or disagreements are cast as evidence of the student’s racism. I advised the student to use the sources in my book, Debunking The 1619 Project, to rebut the claims being made.

Everyone from kindergarteners to inmates are being targeted for indoctrination by companies that are profiting from an alliance with non-profits funded by left-wing political operatives—and taxpayers, against their wishes and the law. Taxpayers subsidize what these companies would normally contribute to the tax base but which they loop into tax-free subsidies to market their own products, as Penguin Random House does with Diverse Books and the Dohle Book Defense Fund. Education professors use class time in state universities to push Random House’s books to future teachers. Woke librarians eagerly accept donated books.

Recently, Hannah-Jones on Twitter asked professors to share how they use the 1619 Project. A sampling of the responses is alarming. In addition to being used in history and education courses, the 1619 Project is infusing English, paralegal studies, sociology, public health policy, and who knows what else.

Alarmingly, according to The 1619 Project: A New Origin Story, more 1619 Project books are in the works. It may seem amazing that the one magazine issue has had such an impact. But it should not be, when you consider that two of the biggest and most powerful media companies in the world are behind it.

Mary Grabar, Ph.D., is a resident fellow at the Alexander Hamilton Institute for the Study of Western Civilization and the author of Debunking The 1619 Project: Exposing the Plan to Divide America and Debunking Howard Zinn: Exposing the Fake History That Turned a Generation against America.

‘It’s everywhere’: Parents Group Fights Left-wing Indoctrination in Schools

A group of parents alarmed by what they see as left-wing indoctrination sweeping through K-12 schools on Tuesday announced a new online clearinghouse of information designed to help families navigate what’s happening in their children’s classrooms.

Nicole Neily, president of the group, Parents Defending Education, said parents are hungry for information to fight back against a curriculum that increasingly promotes racial and social justice ideology.

“There’s this feeling among some that this is just a New York and California thing, but it’s not; it’s everywhere,” she said. “It’s in private schools and parochial schools

Schools across the country have adopted classwork and instructional models based on critical race theory, which teaches that the U.S. legal and governance systems are inherently racist and retain economic and political power for Whites by oppressing people of color.

In some classes, students are divided into groups according to their status as “oppressors” and “victims,” “privileged” or “resistors,” based on immutable characteristics such as the color of their skin.

The lessons have sparked a series of legal challenges in state and federal courts by parents and students.

Supporters contend the curriculum is a necessary rejoinder to decades of White supremacist thinking that has permeated society. They say the goal must be “anti-racist” rather than not racist and that their approach will educate children about advantages they have been given or handicaps they have been burdened with by systemic racism.

Parents Defending Education describes itself on its website this way: “Parents Defending Education is a national grassroots organization working to reclaim our schools from activists imposing harmful agendas. Through network and coalition building, investigative reporting, litigation, and engagement on local, state, and national policies, we are fighting indoctrination in the classroom — and promoting the restoration of a healthy, non-political education for our kids.”

Ms. Neily said thousands of parents are unaware of what’s going on or are deeply disturbed by it but unsure how to fight back, leaving them feeling alone and helpless. She envisions as a network of concerned parents who can swap horror stories and seek political or legal solutions.

The website features an “IndoctriNation Map” map, where parents can look up scores of school districts and “learn about parents organizations, incidents and FOIAs.” As more information is gathered, new flags will be posted on the map, the group says.

The “Deep Dive” section of the site provides links to news accounts of lawsuits and other issues that arise in response to the critical race theory wave.

Much of the information targets public schools, Ms. Neily said, though critical race theory has spread far and wide.

Some of the tiniest schools in the U.S., from the Dalton School in New York City to Harvard-Westlake in Los Angeles, where America’s richest families send their children, have made headlines recently for lumping their students into sinister or sympathetic groups based on their race.

“If you want to send your kid to Social Justice Country Day, you’re free to do so, but we must do what we can to not allow the imposition of these top-down solutions,” Ms. Neily said.

Asra Nomani, a former Wall Street Journal reporter who serves as Defending Education’s vice president of strategy and investigations, said she believes a tipping point is approaching in education.

“Our country is in a crisis today because of ideologues pumping divisive, polarizing ideas into our classrooms, teaching them to our children,” she said. “Educators have a moral duty to teach our kids how to read, write and think — not dictate what they must think,” she said. “As parents, we must stand together to defend education, challenge radicalization and inspire our children with positive values.”

Many parents feel at sea when they discover what is happening and need a tool to navigate waters that critical race theorists leave deliberately murky, said Christopher Rufo, a national advocate against critical race theory who advises Parents Defending Education.

“Parents across the country are mobilizing against critical race theory in schools,” he told The Washington Times. “All Americans should stand against the principles of race essentialism, collective guilt and neo-segregation.”

The group has filed motions to intervene in court cases, such as one in New York brought by Integrate NYC Inc., which advocates for more critical race theory. The lawsuit charges that New York City’s magnet schools and gifted programs are racist because they do not include enough Black and minority students.

It is one of several lawsuits in the courts pushing for more critical race theory or objecting to its implementation. Some state legislators are looking at laws that would ban education materials and practices based on critical race theory.

It is telling, Ms. Neily said, that critical race theory materials are often slipped into curricula with a minimum of discussion or parental involvement, which creates another reason for a kind of one-stop shopping site for opponents.

“Sunshine is the best disinfectant, and we need to encourage people to show up and demand answers to what in a lot of cases amounts to emotional abuse of children,” she said. “It’s actually a small group of people who want this, and we need to shine a light on what is happening.”

The Washington Times

Indoctrination: The Left’s Attack on our Public Schools

To learn more about the Freedom Center’s campaign to halt indoctrination in K-12 schools, please visit our website, To subscribe to the Stop K-12 Indoctrination newsletter CLICK HERE. To donate to our campaign to stop K-12 Indoctrination CLICK HERE.

Our public schools have traditionally been the cornerstone of our country’s democratic values, teaching students how to think, not what to think. But in recent years, these most important institutions of instruction have been subverted by left-wing radicals.

Today’s K-12 classroom is a war zone. The left has used its control of teachers’ unions, teacher training schools in the universities, and textbook publishing to launch an all-out effort to indoctrinate students as young as kindergarten age with “correct thinking” on subjects ranging from the perdurability of white racism and the “fluidity” of gender to the evils of “Islamophobia” and the coming man-made Armageddon of climate change.

To combat this onslaught, the David Horowitz Freedom Center has initiated a campaign called Stop K-12 Indoctrination. Its fundamental principle is that students should be taught how to think, not what to think. Its centerpiece is a Code of Ethics that works, in collaboration with state legislators, to forbid teachers from using the classroom to advance an ideological agenda. Its flagship publication is a weekly newsletter, under the editorship of Sara Dogan, that reports from the educational battlefront.

The subjects covered by the Stop K-12 Indoctrination newsletter show the extent of the left’s penetration into American public education and the ambition of its indoctrination effort:

• The teacher in a Virginia high school fired for refusing to use male pronouns for a biologically female student who identifies as transgender.

• The teacher in Janesville, Wisconsin, who showed a leftist video in class titled “Why the Rich Love Destroying Unions” produced by the al Jazeera Media Network.

• The text assigned by the public high school in Newton Massachusetts funded by the Saudi Arabian oil company Aramco that states, among other things, that there is a “Hollywood Jewish campaign” to portray Arabs negatively in films and that Jerusalem is “Palestine’s capital.”

• The textbook for first graders in Elk Grove California that glorified California Governor Gavin Newsom, then running for office, as a “Champion for Peoples’ Rights” because of his support for gay marriage.

• The public charter school in Atlanta that dropped the morning recital of the Pledge of Allegiance in favor of a “Wolf Pack Chant” because the Pledge is insufficiently “inclusive.”

Indoctrination: The Left’s Attack on our Public Schools is a compendium of these and several dozen other tales which reveal the devastating scope of the Left’s corruption and takeover of our once-proud public school tradition.

These are educational horror stories. But they show that the left’s attempted takeover of the nation’s public schools can succeed only if it is allowed to take place in the dark. That is why the Stop K-12 Indoctrination newsletter is so important. The steady light it shines on this sinister effort is both a disinfectant and also a battle cry for concerned parents, education advocacy groups, and state officials who have the ability to ensure that our nation’s classrooms are places of objective and unbiased learning.

“Great Spirits” versus “Useful Idiots”By NORA DIMITROVA CLINTON

How was I to resolve the irreconcilable dilemma between my passionate love for scholarship and my gut-wrenching disappointment with those American intellectuals who condoned communist crimes?

Excerpted from the author’s book, Quarantine Reflections across Two Worlds.

“Without freedom of thought, there can be no such thing as wisdom; and no such thing as public liberty, without freedom of speech; which is the right of every man, as far as by it, he does not hurt or control the right of another: and this is the only check it ought to suffer, and the only bounds it ought to know.” – Benjamin Franklin, “Silence Dogood, No. 8, 9 July 1722”

I got my Ph.D. and then my first job as a classics research associate. It was a golden time: I got married, my son was born, and I had an attractive job writing scholarly books and articles and teaching classical languages. I was even fortunate to co-establish a charitable foundation with my husband and provide a modicum of help to my beloved country of birth.

After the completion of my research appointment, whose bliss had endured for seven years, I started applying for professorial positions. I sent but a handful of applications, only for opportunities that truly interested me. Although classics departments had been somewhat spared from turning into ideological conveyor belts promoting modernized Marxist dogmas and penalizing dissenters, a growing contingent of classicists taught unproven subjective theories at the expense of good old-fashioned training in facts, documents, and languages. I had no passion for disseminating such theories, having published extensively in the field of ancient documents on stone.

Finally, a dream job opened up at Berkeley for a tenure-track professorship of epigraphy—the study of writing on hard surfaces. I was invited for an interview and then to deliver a lecture—a delightful experience in a breathtaking paradise on Earth, which beckoned, sun-kissed, luscious, and laid-back, even in January. I ended up being a runner-up for the job, which in retrospect was a blessing in disguise.

While my academic hosts wined and dined me as a promising job candidate, for which I felt most obliged, they invariably took me to the Freedom of Speech Café, where I received a powerful dose of anti-American sentiment. I love and admire America, and this made my blood boil. I politely underscored that freedom of speech was a privilege this country had continually enjoyed; if socialist intellectuals wanted to experience its real absence, they should relocate to a communist country.

How was I to resolve the irreconcilable dilemma between my passionate love for scholarship and my gut-wrenching disappointment with those American intellectuals who condoned communist crimes? My parents had been academics, and I had dreamed of becoming one myself since the age of six. At that age, I wrote my first “dissertation,” which consisted of a title page; ten pages with educational illustrations

I meticulously drew and redrew, accompanied by detailed captions; and a judicious conclusion. The impetus had come from my beloved mother’s Ph.D. dissertation, which she defended at that time. Her example inspired me to produce a dissertation of my own, a term I childishly assumed derived from the word for dessert, since it served as the crowning achievement, the cherry on top of someone’s doctorate. I grew up with a profound sense of admiration for all those “great spirits,” who, according to Einstein’s prophetic adage, “always encountered violent opposition from mediocre minds.” I felt incredibly blessed, at all academic institutions I attended, to have learned from such great spirits, who regarded facts as sacrosanct, while encouraging free thought and curiosity. To them I owe eternal thanks.

How different these honorable scholars and scientists were from the cookie-cutter proponents of pro-communist dogma and anti-American platitudes, who had replaced objective knowledge with ignorant propaganda. While constructive criticism of one’s government stimulates democracy, the Marxist intellectuals at Western universities engage in a destructive rewriting of history that defies the principles of scholarship.

Were these the same duty-bound Americans in whom millions of Eastern Europeans placed their hope of deliverance— that they will “tear down this wall” one day, gallop in on white horses, and rescue us from Big Brother? In 1986, Ivailo Petrov published Wolf Hunt, a profound and intrepid portrayal of the communist persecution of Bulgarian peasants, who lost their land, livestock, livelihood, and often lives. One of the novel’s main characters utters the wishful prophesy that the Americans will come: “If they don’t come in our time, then they’ll come in our children’s or our grandchildren’s time. This world wasn’t created yesterday, it has its way of doing things. What was again will be.” [1] Among Bulgarian dissidents, these words assumed a life of their own, repeated from mouth to mouth—whispered at first, then timidly voiced, and at last boldly proclaimed. My disillusionment with mainstream intelligentsia continued to intensify. One professor I knew, who earned a six-figure salary, was an unabashed self-proclaimed communist, who enjoyed a luxurious house with acres of majestic pines and an emerald pond. He incessantly directed invectives at the United States and sang “The Internationale” at his bon-vivant soirees, after distributing gaudy pink brochures with this dreadful anthem’s lyrics to his unfortunate guests.

The French have fittingly labeled this phenomenon “left caviar” or “champagne socialism.” Just think of George Bernard Shaw, who shamelessly propagated eugenics and genocide, offered to assist Hitler and Mussolini, and lauded Stalin’s extermination camps as though they were a quaint holiday arrangement of voluntary duration. Even more eloquent is the term “useful idiots,” allegedly coined by Lenin to describe Western intellectuals and journalists who were sympathetic to the communist regime, yet despised by its leadership for their naiveté, while being ruthlessly used by it to manipulate free-world media and impressionable young minds. I kept arguing with useful idiots, to the point of painful exasperation, and finally relinquished a successful academic career, appalled by their hypocrisy and ingratitude.

My education and the noble minds who sought to impart their wisdom to me will always be a part of my soul. I never regretted my decision to bid farewell to academia, or rather, what has become of it, and set sail on uncharted seas that guided me to a new vocational harbor I now treasure every day—but let this be the subject of another book.

Read Quarantine Reflections across Two Worlds by Nora Clinton.

The Birth of Cancel Culture and the Death of Education

If today’s poisonous cancel culture is ever to be remedied, the cause must be understood.

When deliberating the origin, most just point to America’s universities and say, “they did it.”  And, clearly, that’s where the programming occurs, but it doesn’t explain why.  

Selwyn Duke recently noted that vanguard leftists have “indoctrinated the young in schools to transform them into foot soldiers in the leftist campaign of civilizational rape.”  Those foot soldiers are today’s cancel culture warriors.

But why did old-time educators morph into purveyors of cancel culture hate?  How did it happen?

The Vietnam War did it.  Or, more precisely, the campus antiwar activities did. 

Most are familiar with the undergraduate student deferments used to dodge the draft in the 1960s.  Less well known were the ones for graduate school, in place until 1968.  Those led to a 3-fold increase in Ph.D. degrees — men only — in the ‘60s compared to the previous decade.  The increases prior to that were a couple percent per decade.

And where are most Ph.D. awardees employed?  At universities.

Since their motivation was to avoid government service, it’s not surprising they would espouse principles not supportive of America.  Their negative views undoubtedly spilled over into their teaching, thereby providing foundational cancel culture training — Woke Philosophy 101; Introductory Victimology 202; Mobology 303: Advanced Bullying — identified as such or not.    

Perhaps even more concerning, though, was another draft dodging option — K-12 teaching deferments.  Guys lacking the academic credentials or financial resources for graduate school could add the education courses necessary to become teachers just to avoid the draft.  Obviously, more students qualified for that dodge than the Ph.D. route.  

How’s that for the wrong motivation to “teach” … to instruct America’s youth?

That gets straight to the point Duke made about “indoctrinated the young in schools.”  And, appallingly, this has been going on now for a half century.

Having anti-America messaging in the classroom at an early age would certainly make the kids more receptive to woke cancel culture programming in college.  Since many draft dodgers probably taught for 30-40 years, that’s a lot of brainwashing of America’s hope for the future.

Not much hope there.  Of course, these were males only; women weren’t eligible for the draft.  Equal rights weren’t totally equal back then.

Nonetheless, woke proselytization — K-12 through terminal advanced degrees — likely met all prescribed equal opportunity parameters; i.e., both men and women imparted cancel culture loathing.  However, on the female side, my analysis is more qualitative.  I can’t explain why women were so vested in the cause at the time, despising America and all those who served. 

My introduction to the female “hate America” mentality occurred soon after returning from Vietnam while I was finishing my undergraduate degree.  Enjoying a beer in a college bar, a coed noticed the small American flag on my jacket.  She pointed at it saying if I had any idea what war was all about, I wouldn’t wear it.

Considering I had (still have) a piece of shrapnel in my left lung, I suggested I might know a bit more about war than she did.  Instantly, hatred burned in her eyes — she visibly despised my very being.  That look has stayed with me 50 years.

How could someone hate me — in the blink of an eye — for being drafted and damned near dying in Vietnam?

If that was the only time it happened, I’d write it off as an anomaly, but there were multiple instances that same year.  It even occurred two decades later at the university where I was a faculty member.  I was having a cordial conversation with the head of human resources when she found out I’d been in combat in Vietnam.

Bam!  It was as if I’d spit in her face; rabid rage flashed in her eyes.


Regardless, Vietnam draft dodgers and allied haters of those who serve assumed control of U.S. universities decades ago.  They and their trainees vilify America and American patriots, making national pride an alien concept on most college campuses.  The few remaining won’t hold out much longer.

Woke cancel culture is the haters’ venomous creation and developing an antivenin won’t be easy.  

First, freedom-loving Americans must stand their ground and refuse to be cancelled.  The hate-filled woke can only function in mobs; individually they’re cowards.  Confront them and they’ll have no power. 

Fixing America’s education system will be a long war of attrition at best, but knowing the cause is essential to achieving the desired outcome.  And success will come down to basic supply and demand economics — education consumers not spending their money at grossly anti-America universities.  All have anti-America faculty, but some fewer than others.

It’s the almighty tuition dollars, folks.  You control those payments, so control them!

R.W. Trewyn, PhD has been a university faculty member for 42 years, working in central administration the past 26 years.

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The Dystopian Western World

As the second decade of the 21st century comes to an end, democracy and free speech no longer exist in the Western World. In all its respects, Western civilization no longer exists.

In the United States, which poses as the model for democracy, a presidential election has just been stolen in full view of everyone. There is expert testimony by qualified experts about how the voting machines and software were used to bias the vote count for Biden. There are hundreds of signed affidavits of eyewitnesses who saw the fraudulent use of mail-in ballots to boost Biden’s vote count. We know for facts that dead people were voted, illegal aliens were voted, out of state residents were voted, and some precincts had more votes cast than there are registered voters and even residents in the precincts.

Despite the abundance of evidence, except for members of state legislatures in some of the swing states, no one is acquainted with the evidence. The presstitutes speak with one voice and deny that any evidence exists. So do the Democrat election officials in the Democrat-controlled counties in the swing states where the presidential election was stolen. The courts have refused to even look at the evidence. The presstitutes misrepresent the courts’ refusals to examine the evidence as the judiciary’s ruling against the validity of the evidence despite the fact that no court has looked at the evidence.

The level of hostility of Biden supporters toward those who protest the electoral fraud is extraordinary. Biden supporters threaten Trump supporters with loss of employment and with arrest and prosecution. Tucker Carlson on Fox News reviews the extraordinary situation here.

Radicalized blacks, unaware that they are being used by the Establishment, see the stolen election as their chance to rule and to displace white people. That the winner is the Establishment is beyond their grasp.

It is obvious that if the evidence of election theft were bogus, the media would seize the opportunity to discredit President Trump and his supporters’ claims of electoral fraud by investigating the evidence for that purpose.

The Supreme Court knows that that the evidence is real. Being an Establishment institution, the Court does not want to damage America’s reputation by ruling that the election was stolen. Moreover, the Supreme Court Justices know that the American Establishment and its presstitutes would not accept a decision that the election was stolen. The Supreme Court understands that the Establishment intends to rid government of a non-establishment president who is hostile to the Establishment’s agendas, which include globalism, destruction of the American middle class, war, more profit and power for the ruling class, and fewer civil liberties for the governed class.

The American Establishment includes the Republican Party. In order to protect its agendas—war and US hegemony, the concentration of income and wealth, the elimination of the middle class which gave stability to the country and limited the ability of the Establishment to exercise complete control, and the overthrow of the First Amendment and our other civil liberties which limited the Establishment’s ability to control all explanations—the Establishment is willing to pay the price of the destruction of public confidence in American institutions. The Establishment assumes that it can use the ensuing conflict to its advantage. The country will be further split apart and less able to unite against the Establishment’s self-serving agendas.

Conservatives blame the presstitutes for the Russiagate hoax that for three years kept Trump from his agenda and the subsequent attempt to impeach Trump over false charges that he bribed the Ukrainian president. In actual fact, these efforts to destroy an elected president of the United States were orchestrated by the CIA and FBI. It was CIA director John Brennan who alleged Trump was a traitor in league with the Russians, and it was FBI director James Comey who contrived false indictments and false prosecutions of General Flynn, Roy Cohn, Paul Manafort and Roger Stone hoping to extract in exchange for leniency false testimony against Trump. It is difficult for patriotic conservatives to get their mind around the fact that the CIA and FBI, which they think protect Americans against Russian and Chinese communists and Muslim terrorists, are in fact internal enemies of the people of the United States.

Except for a few Internet websites unknown to the majority of the people in the Western world, the only information people in the West receive is controlled explanations that serve the agendas of the Establishment. Consider Covid, for example. All experts who are critical of lockdowns, mask mandates, the suppression of effective treatments and the focus on vaccines, and who are skeptical of the seriousness of the pandemic are censored by the print and TV media and by Facebook, Twitter, and Youtube. As far as I can tell, there are more real experts—and by experts I do not mean doctors and nurses brainwashed in their training by Big Pharma—who are skeptical of the agenda of public health authorities than experts who support lockdowns and vaccines.

The presstitutes serving Fauci portray the dissenting experts’ views as “conspiracy theory.” But clearly Dr. Kamran Abbasi, executive editor of the British Medical Journal and editor of the Journal of the Royal Society of Medicine, is not a conspiracy theorist. As I recently reported, he has this to say:

“Science is being suppressed for political and financial gain. Covid-19 has unleashed state corruption on a grand scale, and it is harmful to public health. Politicians and industry are responsible for this opportunistic embezzlement. So too are scientists and health experts. The pandemic has revealed how the medical-political complex can be manipulated in an emergency—a time when it is even more important to safeguard science.

“The UK’s pandemic response relies too heavily on scientists and other government appointees with worrying competing interests, including shareholdings in companies that manufacture covid-19 diagnostic tests, treatments, and vaccines. Government appointees are able to ignore or cherry pick science—another form of misuse—and indulge in anti-competitive practices that favour their own products and those of friends and associates.” 

Yet in place of such expert informed opinion, Western peoples only hear the ignorant propaganda from the bought-and-paid for whores on CNN, NPR, MSNBC, New York Times, Washington Post, and the rest of the paid liars.

There can be no democracy, no accountability, when people only have controlled explanations that serve the ruling agendas.

The disrespect for free inquiry, the only known basis for the discovery of truth, is so powerful today throughout the Western world that even in the West’s most famous universities—Oxford and Cambridge—censorship is entrenched. Any student, especially a privileged “person of color” can brand any scientific fact, any historical fact, any expressed view or opinion to be “offensive.”

Those found to be the most offensive are white people whose statues and memorials are being taken down at both Oxford and Cambridge. The founder of the famous Oxford University Rhodes Scholarships himself has been erased. Cambridge University’s white academics and administrators have accepted a person of color as their political commissar to control their lectures, choice of words, and reading lists in order to ensure that no truth can emerge that might be declared by some ignorant student “offensive.” Of course, white students cannot complain that it is offensive to denigrate the white creators of British accomplishments as racists. The use of political commissars to control what can be spoken was the way Stalin controlled Russia. This Stalinist practice has now been institutionalized throughout the Western world in schools, universities, media, corporations, and government.

Oxford University, in an act of contrition, has proudly announced that admission to Oxford will no longer be based on the outmoded and racist concept of merit. Oxford University declared that the university is reserving 25 percent of its annual admissions to those unqualified to be at Oxford.

How are those unqualified to be at Oxford to succeed in graduating? According to Oxford, before they begin on their degree studies they will be given up to two years in remedial preparation so that they become qualified to attempt receiving a degree. In other words, they will be coached through the process. Such an act of contrition cannot possibly be permitted to fail.

In other words, Oxford has abandoned merit and is discriminating against those students who displayed merit (and their parents who fostered merit) in favor of those who did not. Twenty-five percent of those qualified to be at Oxford will not be permitted to be there in order that those not qualified to be there can be. This is what “affirmative action” amounts to.

Cambridge has abandoned academic freedom and subjected the knowledge of its distinguished faculty to censorship in subservience to the idea that truth can hurt feelings and be offensive. A university that values feelings more than truth is not a place where learning can take place.

In the event you think I am exaggerating the direness of the situation, here is an emeritus professor at the University of Kent in Canterbury explaining the factual situation.  The situation is so bad that even the professor himself is trapped in his opponents’ use of language. He refers to the truths under attack as the “dissident views.”

In the Western World the policing and censorship of thought and expression has now been institutionalized. As the native-born white inhabitants of these countries have no right or privilege to censor the attacks on them, they are set-up for second class citizenship leading eventually to extermination. Their civilization will proceed them in extermination. Indeed, it is already gone. White people are people without a culture and without a country.

Paul Craig Roberts, UNZ Review