Debunking "One Million White Ethnic Scholarships ..." by Chris de Morsella

As I write this, the fourth result of googling for "White Scholarships" is the article: One Million White Ethnic Scholarships Don’t Trouble Student Group Protesting Minority Scholarships by Chris de Morsella. This article is so deceptive and dishonest I feel compelled to correct the record by analyzing its claims in detail.

I'm planning on following up this post with a general discussion of racial and ethnic scholarships and their current anti-White bias, and will link it here when complete.

Here's the content of Mr. de Morsella's article with some comments and analysis interspersed:

• bold emphasis is mine
• the strange layout of the first paragraph follows the original article's format (I believe it to be a formatting error):
  

The Daily Free Press, the student newspaper at Boston University, recently ran

an article covering the activities of a Republican student group that was seeking to draw attention to what they call the “worst form of bigotry confronting America today,” Boston University’s College Republicans are circulating an application for a “Caucasian Achievement and Recognition Scholarship” that requires applicants be at least 25 percent Caucasian. Joe Mroszczyk president of the student group, Boston University College Republicans, told the college's BU Today Web

site " We think giving out a scholarship based on any race is crazy" I would ask Joe is it “crazy” only when the targeted ethnic groups are people of color? To expose the glaring hypocrisy and double standards that Joe is self-righteously engaging in I did a quick Internet search on various “white” ethnic scholarship search terms and got large number of hits. If Joe is so opposed to scholarships that have an ethnic focus, I would suggest he include in his noble crusade ethnic scholarships for students from the following ethnicities as well:

Number of returned results on Google for the following searches:

• Polish-American scholarships ~ 57,100
• Irish American scholarships ~ 131,000
• Italian American scholarships ~ 223,000
• Jewish scholarships ~ 808,000
• German American scholarships ~ 142,000

So Mr. de Morsella claims that the number of google search results corresponds to the number of scholarships! Note the title of his essay: "One Million White Ethnic Scholarships..." and these numbers, like 808,000, are the source of his "million" White scholarships!

I've done the following google searches in early March 2009. Mr. de Morsella's article was published in 2006.

for polish american scholarships: (no quotes): 143,000 hits [2006 article: 57,100 hits]
for Italian American Scholarships (no quotes): 322,000 hits [2006 article: 223,000]
for "Italian American Scholarships" (with quotes): 1660 hits

So clearly Mr. de Morsella was NOT using quotes in his google search three years ago, since the quoted results yields so few hits.

for black or african american scholarships: 1,200,000 hits

In the interests of more diverse diversity, let's use Mr. de Morsella's "methodology" to look for some more scholarship categories :

for martian american scholarships: 9,300 hits

Hey, not too shabby. I expected there to be ZERO scholarships for Martian-Americans, but according to Mr. de Morsella's "methodology", there are nearly TEN THOUSAND!!!

for martian scholarships : 32,800 hits (Marvin will be happy since he is NOT an American)
for porno scholarships: 199,000 hits (teenage interest in college just shot up over 50%!)
for pencil scholarships: 244,000 hits

One QUARTER OF A MILLION scholarships JUST for PENCILS!!! My Number Two pencils have just left for a pub crawl to celebrate their good fortune!

for desk scholarships: 1,030,000 hits

OVER A MILLION!!! I just sent my desk to catch up with my pencils!

Wow. So far I've found OVER ONE AND HALF MILLION scholarships and although I should probably keep looking to help populate safe educational spaces with a rich tapestry of oppressed and underrepresented communities (many Pencil Americans are brutalized every day. SNAP!), I'll leave further discoveries to others so I can get this post out the door.

In order to further illustrate the gross hypocrisy that underlies the incendiary claims made by Mr. Mroszczyk, I have compiled a small sampling of the plethora of white ethnic scholarships.

Note the continuing demonization of Mr. Mroszczyk, the College Republican. Mr. de Morsella is perfectly willing to stridently and, I believe, unfairly, attack the motives and character of those who disagree with him. He continues this throughout the rest of the article as you will see below.

Click here to view a sampling of white/ethnic scholarships.

I will now list the full contents of this page here. The rest of the original post will resume below.

BEGINNING OF SAMPLING PAGE. ORIGINAL POST INTERRUPTED.

Partial List of Scholarships for White Americans

The following is a short assortment of scholarships with a white ethnic focus. This is a casual compilation intended to demonstrate the wide availability of scholarships that are tailored and targeted for white students based on their ethnic origin. There are literally many hundreds of thousands and perhaps many millions of scholarships like these that are available for students with various white ethnic origins.

It is not a comment against these types of scholarships! ~ In fact, this web site sees nothing wrong with ethnicity being a criteria for some scholarships, including scholarships that are geared towards various white ethnic groups.

In fact, Mr. de Morsella's comrades have a HUGE problem with the existence of White scholarships. I will analyze this in more detail in my upcoming post which I will link here. Here's an article that demonstrates the controversy. Of course, Mr. de Morsella's original post was in response to this exact story.

By the same token, we also see nothing wrong in scholarships that are geared towards non-white ethnic groups and other diverse groups such as woman, GLBT, national origin, age, veteran, language speakers, people with disabilities, geographical area etc.

Given the fact of the wide availability of white/ethnic scholarships we seriously question the motives of those who are so loudly outraged at scholarships with a non-white minority focus.

I dispute the "wide availability of white/ethnic scholarships". Much of the rest of this post will analyze this in more detail, including Mr. de Morsella's supposed evidence below.

~~~

• Pulaski Merit Scholarships - Polish
• Abraham Fellowship - Jewish
• Mitchell Scholarships - Irish
• Irish American Scholarship Fund
• UWM Polish-American Scholarship
• Association of Italian American Charities Dr. Frank C. Marino Memorial Scholarship
• Polish-American FREEDOM FOUNDATION Lane Kirkland Scholarship Program
• Trans-Canada Alliance of German-Canadians - Scholarship
• Jewish War Veterans National Scholarship Program
• Walter N. and Frances Hnatiuk Scholarship - Ukranian
• The Kosciuszko Foundation's Tuition Scholarships for Polish Americans
• Marinelli Scholarship - Italian
• Irish-American Scholars Program
• Starkoff Fellowship- Jewish
• Polish-American Congress Scholarship
• Augustus Society Italian Scholarships
• Kosciuszko Foundation Tuition Scholarship - Polish
• Deutscher Brüderliche Bund Scholarship - German
• Petryshyn Memorial Scholarship - Ukranian
• Norman R. Peterson Italian Scholarship
• Ethel Marcus Memorial Fellowship - Jewish
• Polish Scholarship Fund, Inc.
• National Italian American Foundation Assunta Luchetti Martino
• Scholarship for International Studies
• Anna and Charles Stockwitz Fund - Jewish
• Charles and Louise Rosenbaum Scholarship Loan Fund - Jewish
• B'nai Brith Women of Greater Hartford Scholarship
• Massachusetts Federation of Polish Women's Clubs Scholarships
• Jewish Social Service Agency of Metropolitan Washington
• Levie Educational Fund Scholarship - Jewish
• American Council for Polish Culture Scholarship Challenge Grant
• George L. Graziado Fellowship for Business - Italian
• Marcus and Theresa Levie Educational Fund - Jewish
• The Roothbert Fund - Jewish
• Polish American Club Scholarship
• Jewish Foundation for Education of Women Scholarship
• Jewish War Veterans of the USA - Scholarship
• National Italian American Foundation George L. Graziado Fellowship for Business
• National Italian American Foundation Merrill Lynch Scholarship
• Jewish Welfare Board Scholarship
• Amelia Greenbaum Scholarship Fund - Jewish
• National Italian American Foundation National Italian American Foundation
• National Italian American Foundation Alexander Defilippis Scholarship
• Encouragement Scholarship -Jewish
• Vincent Viceglia Fellowship- Italian
• Free Sons of Israel - Jewish Scholarship
• Polish American Arts Association Scholarship
• Frank L. Weil Memorial Scholarship - Jewish
• Adele Kagen Scholarship Fund - Jewish
• National Italian American Foundation Bolla Wines Scholarship
• Rhode Island Polonia Scholarship

OK. So I count 51 items on the list. But actually the "Assunta Luchetti Martino" line is continued on the next line with the "Scholarship for International Studies", so there are actually 50 items.

19 of 50 items are Jewish. I sampled the requirements for five of the Jewish scholarships and they ALL required the applicant to be JEWISH. That is NOT available to most Whites, since Jews are only 2% of the American population while non-Jewish and non-Hispanic Whites are around 66% of the population. In fact the Jewish scholarships do NOT have a White racial requirement but a Jewish religious or ethnic one. This leaves 31 non-Jewish scholarships in his list.

Jews don't really count as White because they usually fiercely assert a separate identity, including a sense of superiority to Whites and contempt for Christianity. If I had to make a wild guess, I'd say perhaps 60+% of Jews feel this way, but this is an experimental question to be determined by evidence. Also, historically and currently, many powerful sections of the Jewish community work against the interests of non-Jewish Whites, including being instrumental in overturning the national origin quota in 1965, which was the sine qua non in destroying traditional America.

Many of the remaining items are NOT restricted by ethnicity. I did a sample of around 15 and 9 were NOT restricted to Whites. Some USED to have ethnic requirements in the past, but now are open to ANY student (e.g. Deutscher Brüderliche Bund is open to anyone who takes one year of German). If you drill into the list, you'll see most are very modest, like $250-$2000 one time scholarships. You can get a sense for how big or notable many of these scholarships are by noting that Mr. de Morsella's article frequently appears right at the top of any google search for these scholarships even though he just mentions these scholarships as one line each in his post.

Among the ones I sampled that were NOT restricted to Whites OR White ethnic descent are: Mitchell Scholarships, Irish American Scholarship Fund, Irish-American Scholars Program, Marinelli Scholarship, UWM Polish-American Scholarship, Dr. Frank C. Marino Memorial Scholarship (preference but not requirement for Italian descent) and Deutscher Brüderliche Bund Scholarship. Two didn't even apply to Americans!

Look at the winners of 2009-2010 Mitchell Scholarship. There is a Black and likely an Asian Muslim, a Hispanic and at least one Jew. Reading the requirements demonstrates NO ethnic or racial requirement.

The Irish American Scholarship fund is another that doesn't seem active anymore (as of 2009 the current year on their web page and application is 2006). There is no ethnic requirement and the only mention of anything vaguely ethnic is the following question:

List the names of any Irish organizations in which you or your family are members:

The Irish American Scholars Program is a national program available through many universities and enables study at universities in Northern Ireland. Again, an analysis of the program requirements indicates NO ethnic requirement whatsoever. It just involves study in Northern Ireland.

The UWM Polish-American Scholarship does NOT require Polish ancestry:

4. of Polish ancestry, OR studying Polish language, history, society, or culture, OR significantly engaged with Polish culture.

Trans-Canada Alliance of German-Canadians appears to requires attending a provincial CANADIAN University, if it's still active, since latest reference applied to 2001 and the parent organization doesn't seem to mention the scholarship on its website. This is NOT an American scholarship.

The Lane Kirkland Scholarship DOESN'T EVEN APPLY to Americans but is to train leaders from Eastern Europe and Central Asia at Polish Universities!

Mr. de Morsella seems to have the utmost confidence in google, yet he seems too lazy or dishonest to actually google the details of all these supposedly White ethnic scholarships that frequently are NOT.

Naturally his list includes NOTHING for WASPs or other long established Whites in America.

Of course SOME of the items in his list DO have an ethnic requirement, like Italian or Ukranian descent, but even here there is NO racial requirement in the six or so that I sampled, so most if not all of the actual ethnic scholarships in his list can be given to non-Whites as long as they have the required descent: a Black, Hispanic or Asian person of 1/8th Polish or 1/4th Italian descent would qualify by the stated requirements, e.g. the requirements for the Augustus Society: "You must be of Italian Descent". Or consider the Order of the Sons of Italy who require at least one Italian or Italian-American grandparent. There are NO racial restrictions in that requirement.

Another example is the National Italian American Foundation which has two categories of scholarships:

General Category I:

Italian American students who demonstrate outstanding potential and high academic achievements. Area of study: open.

General Category II:

Those students from any ethnic background majoring or minoring in Italian language, Italian studies, Italian American studies or a related field, who demonstrate outstanding potential and high academic achievements.

And here is how they define Italian American:

Q What qualifies an applicant as "Italian American"?

A To be considered "Italian American" for the NIAF scholarship program, the student must have at least one ancestor who has emigrated from Italy (any region).

Note: with this definition, a non-White with a great-great grandmother from Italy would qualify (1/16 Italian).

This is UNLIKE the myriad of explicitly racial and ethnic scholarships that exist for Blacks, Hispanics, Asians, etc, but NOT for Whites. Particularly charming are the convoluted lists designed to mean "everybody BUT a White". Hahaha, that's so clever! It sails right over the heads of dumb White folks!

That's a real accurate and honest list of "White" or "White ethnic" scholarships you've got there, Chris! NOT!!!

Another major difference is how all of these modest White ethnic scholarships are financed by private interests, like community ethnic organizations or a trust from an estate, while hundreds of famous, large corporations contribute many millions of dollars to non-White ethnic scholarships every year, including some with substantial fringe benefits, like the google scholarships.

How many corporations are financing White ethnic scholarships? BARELY ANY.

How does the number and value of corporate White-only scholarships compare to the size and value of minority-0nly scholarships? MASSIVELY DISPROPORTIONATE IN FAVOR OF ANYBODY BUT HIDEOUS WHITES.

This fellow, Mr. Mance, falls hook, line and sinker for Mr. de Morsella's phony list of supposedly White scholarships and adds some more of his own. At least Mr. Mance goes to the trouble to link to the scholarships and pick out some requirements, although he still neglects to consider that descent from a nationality is NOT the same thing as a racial requirement, so that "Finnish descent" could apply to a non-White of 1/16 Finnish descent. Also, even some of the requirements he lists are NOT ethnic but sometimes just involve being a member of an ethnic organization. e.g.

Cajun French Music Association Scholarship — “to apply for this scholarship, applicant must be a member, or a child, grandchild, or great-grandchild of a member in good standing of the Lafayette Chapter of the Cajun French Music Association.”

How is that any kind of ethnic requirement? There are several more in HIS list with HIS quotes that don't have ANY ethnic requirements.

END OF SAMPLING. ORIGINAL POST RESUMES.

Scholarships that are targeted towards some ethnic group or another literally number in the millions. The overwhelming majority of these ethnic-scholarships are NOT targeted towards minority groups. These awards are usually NOT for groups that HAVE been historically disadvantaged in our society – but rather they target various white ethnic groups such as those listed above.

This phenomenon of white outrage at scholarships that target traditionally disadvantaged ethnic groups – a rage that is mute when it comes to the vast majority of ethnically targeted scholarships that are geared towards various white ethnicities is ignorant, ugly and unfounded.

I dispute his statement that "the overwhelming majority of these ethnic scholarships are NOT targeted towards minority groups". As show above, his list was highly deceptive and did not contain White-only scholarships. Below I will analyze another source that discusses White scholarships to get a sense of how many White scholarships there actually are. The results demonstrate his statement is bollocks, just like everyone knows.

Again, notice his vicious smearing of anyone that dares dispute the anti-White party line.

Currently there seem to be fewer and fewer scholarships that target minorities. I know this because we publish scholarship opportunities on our web site The Multicultural Advantage. In it we list scholarships, grants, and other opportunities for, not only minorities, but also for women, veterans, international students, older students, GLBT's, disadvantaged students, and students with disabilities. With each new year it is getting harder to find opportunities for minorities as these programs are being dropped as a result of the pressure being applied. Part of the reason scholarships that target disadvantaged minorities are being dropped is that this hypocritical white backlash only sees ethnic or race when they are non-white and ignores ethnic and race when it is white.

It isn't a HYPOCRITICAL backlash at all. Some Whites are sick of being pretty much the only group promoting a "color-blind" society while other groups are shamelessly ethnocentric and brazenly anti-White. They are resisting the blatant anti-White double standards that govern all the major institutions of our "civil" society. But, please, keep on demonizing and oppressing Whites because soon more and more will start "believing their lying eyes" instead of the false, hypocritical, anti-White propaganda war that dominates our society (Hollywood, advertising, media, academia, K12 education, government, etc). I myself gave up on the so-called color-blind society around two years ago because I realized it's a con game and Whites are the chumps.

I feel that it is time for a healthy backlash against this backlash that simmers in a veritable witch’s brew of misdirected anger and cloaked racism. There is nothing that evil about scholarships that have ethnic or racial focus. I doubt, for example that Joe gets hot under the collar regarding the numerous scholarships that exist for the descendents of Polish immigrants or those that are there for Irish, Italian or Jewish Americans or any number of other “white” ethnic groups. This leads me to seriously question why does this loud young Republican reserve his indignation, exclusively for the significantly smaller number of scholarships that exist for disadvantaged ethnic and racial groups.

Again. This is a lie. There are almost NO scholarships exclusively for Whites. Details further below. Almost all scholarships that Whites actually receive are open to ANYONE.

There is no consistency or integrity in this overly affected outrage, of his. It is false, and seems to me at least, to be motivated by something much darker than some righteous quest for justice or fair play.

About the Author: Chris de Morsella is Chief Operating Officer of The Multicultural Advantage, a web site that provides resources designed to help professionals from diverse backgrounds succeed in the workplace and employers increase their diversity recruiting effectiveness. Chris is our global diversity and immigration commentator. Though his roots are in technology leadership, working on key projects within companies like Microsoft, Associated Press and Thompson Publishing, his work has been focused on diversity staffing issues for over five years. Having worked in the United States, Europe, Asia and Latin America and being able to speak English, Italian and Spanish gives him some interesting perspectives on global diversity issues.

So Mr. de Morsella claims Mr. Mroszczyk exhibits bad faith ("affected outrage") and then continues his article-long impugning of his motives and character. Mr de Morsella questions his integrity? That's pretty rich considering the sleazy, deceptive and dishonest piece of agitprop he wrote!

Anybody who doesn't agree with him must be an evil racist. But we now know he is either a world-class gibbering idiot too lazy to check the details of his supposedly Whites-only scholarships OR intentionally deceptive and dishonest. I'm voting mostly for the latter, since his background and some other statements he's apparently made on the web demonstrate he's fairly intelligent, i.e. far too intelligent to honestly believe that google hits represent actual scholarships or are closely correlated with the number of such scholarships.

Speaking for myself, as one who sincerely believed in the color-blind society from childhood in the 1970s until around 2007, I feel genuine outrage because I'm fed up with the anti-White bias that dominates our society and pretends that the only reason Blacks or Hispanics don't achieve the same outcomes as Whites is from malevolent White racism. The ugly reality is that different groups have different abilities (e.g. American Blacks have an average IQ of 85 compared to the White average of 100 and an Ashkenazi Jewish average of around 113-115) and different cultural traits (e.g. Blacks have over 70% illegitimacy rate and less devotion to education than Whites). These differences ALSO contribute to the difference in outcomes.

If this country is so White-centric, then why are Jews and Asians doing so much better than Whites? Why is there a constant stream of politically correct animus towards Whites and Christians throughout our culture and media? I'll discuss this in more detail with references in my upcoming companion post which I'll link to here when it's complete.

Why compare Whites to Blacks when both Asians and particularly Jews have EVEN BETTER OUTCOMES than Whites? Look at the numbers of Jews attending various elite universities: THAT'S DISPROPORTIONATE! Where's the liberal and diversicrat outrage for 2% of the population taking 38% of Northwestern, 33% of Washington University (St. Louis), 30% of Yale, 28% of the University of Pennsylvania, 25.5% of Harvard, 25% of Brown, Columbia and Cornell, 21% of NYU, 18.3% of Michigan, etc? (NOTE: these are all outstanding schools and nearly all outstanding schools have more than 2% Jews: do your own search: e.g. Illinois at Urbana-Champaign is about 10% Jewish as is UC Berkeley: Those are large campuses that are 5 times disproportionate).

Actual White Scholarships: Some Details

Anyone wanting to compare the relative frequencies of ethnic scholarships can start by looking at the different lists at nextstudent.com. Whites have 1 page of 6 items, four of which are NOT restricted only to Whites. Compare this with the list of African-American scholarships: 26 PAGES of 50 items per page. Wow. That's parity. Hispanics have 22 pages. Asians have 16 pages. Sure, some of these may not be exclusive, but many of them are and most are designed explicitly to exclude Whites.

The White list includes the following items:

Bert A. Reinero Scholarship

COBA Culturally Diverse Student Scholarship

David Fischer Minority Scholarship

Francis Eppes Scholarship

Gertrude McDaris Ruskin & Sidney H. Ruskin Scholarship Fund

Werner Scott Scholarship

Here are the details for the scholarships NOT limited to Whites of these six:

1) COBA Culturally Diverse Student (p. 8 of text)
2) David Fischer (applies to Eckerd College)
3) Francis Eppes
4) Gertrude McDaris Ruskin & Sidney H. Ruskin Scholarship Fund

According to this page:

David Fischer Minority, established in 2001 in honor of St. Petersburg Mayor David Fischer to help increase diversity among the Eckerd College student body.

An analysis of the demographics of Eckerd college indicates it is predominantly White (at least 1407 out of 1835), so increasing diversity means more non-Whites.

So 3 of the six are NOT limited to Whites in any way and an additional one is for either Cherokee or Anglo-Saxon descent. Only TWO of six are actually purely restricted to Whites. Sure this list may not be an exhaustive listing of all racial scholarships, but it reasonably accurately reflects the great disparity between White and non-White scholarships.

Conclusion

The Civil Rights Act of 1964 was sold as the creation of a new color-blind society where everyone was to be judged on the content of their character and NOT on the color of their skin. Almost immediately explicit discrimination was implemented via affirmative action and we've been living in an increasingly Orwellian society filled with doublethink and outright hypocrisy (i.e. supposedly we're "equal opportunity" while having blatant double standards that favor EVERY non-White minority, even groups and individuals that have NO history in the county and just got off the plane).

A reasonable argument could be made for favorable treatment for groups that were mistreated in the past like Blacks, Native Americans and those specific Hispanics and their descendants that were historically present within the US with some proportionality to the degree of mistreatment and the degree of membership within the mistreated group. But it is utterly unfair to give special benefits to foreigners or ethnic groups that have no history in this county during the era of mistreatment at the expense of the traditional population.

Another consideration is that substantial favorable treatment has already been granted for many decades and the cold hard reality is that a substantial part of the outcome disparity between different racial and ethnic groups arises from innate biological differences and chosen cultural differences. By facing these painful truths more constructive and effective social policy can be developed to benefit our struggling citizens.

It's become clear that multiculturalism doesn't really "celebrate" other cultures so much as it hates Whites and is driven by a desire to marginalize and ultimately eliminate Whites.

If the multiculturalists and our ruling elites keep pushing anti-White hatred and discrimination, then Whites should push back hard and advocate just as aggressively for their own racial interests like Blacks, Hispanics, Asians, Jews and every other group.

Opposing the Left: Higher Education

Introduction

When I refer to the Left, I'm referring to what I believe to be the "evil Left". I'm not saying that everything or everyone on the Left is evil or wrong, but I do think that many of the people and doctrines like Cultural Marxism and multiculturalism are primarily motivated by an animus to Whites instead of a true dedication to justice or fairness. So for simplicity, instead of constantly saying "evil Left", I'll just say "Left".

Higher education holds part of the "brain" of the Left that propagates multicultural, anti-White and other Cultural Marxist ideologies to our institutions and power centers, like government, Mainstream Media, Hollywood, corporations, non-profit organizations, ethnic activist organizations, the diversity industry, K12 education and others. The academic Left leads the Cultural Marxist indoctrination our intellectual and cognitive elites.

Many departments within the social sciences and humanities have essentially been captured by the Left with many of these "scholars" acting primarily as promoters and activists. Many departments restrict entry to like-minded comrades or blackball right-wing dissenters. Whiteness Studies is a particularly egregious example.

Weakening the academic Left should pay large, cascading dividends.

Higher Education is too Expensive

Traditional higher education is ridiculously expensive for the learning it provides and is inflexible by requiring physical presence at a specific time and place. This expense has grown well beyond inflation for decades. One fraction of the high cost comes from the physical and administrative overhead of the modern university, while another is the subsidizing of faculty research using undergraduate tuition, which is usually unfair for the students, since high-powered professors usually leave most teaching to graduate students. Another portion of the cost arises from diverting money to fund the Left and its pet causes, including employing Leftist ideologues as "scholars" to formulate Leftist ideology and engage in activism, and funding activist campus organizations serving as training grounds for Leftists starting on their Long March through our societal institutions.

An Alternative: VECS

Higher education is on the brink of a revolution displacing a noticeable fraction of existing academia with an alternative system we can call the Virtual Education and Certification System (VECS), since hopefully it will vex the Left. VECS will be an online alternative that is cheaper and more flexible by separating learning from the certifying of student mastery.

A major business opportunity exists to replace the current "manual" and "physical" education with "automated" and "virtual" education. This emerging business will be both profitable and save students money, time and inconvenience. Some businesses are already in this market but not with the depth and sophistication I believe possible. The University of Phoenix is probably the largest virtual university, while many traditional universities, like the University of Illinois at Urbana-Champaign actively court online students.

Some of the communications and collaborative technologies to fully implement the vision still need to be developed and deployed but should be available over the next decade or so.

VECS would dramatically extend the current online offerings by splitting the learning process from the process of certifying mastery of a subject. A quality education with nearly all the benefits of the current system plus additional benefits could be had more cheaply for most students. Statistically, most students don't really take advantage of resources like instructor's office hours or even lectures. Students would only pay for what they use.

There has been a recent trend favoring inexpensive community colleges for non-elite students that offers some lower cost competition to VECS, although I think VECS would offer better for less. Community colleges could also team up with VECS to provide physical facilities as needed.

The First Half: Student Learning

Students could learn at their own pace using whatever sources they desire. Extensive high-quality lectures would be available. Many different versions of each course could be developed by the most exceptional teachers targeting students of varying ability and diverse learning styles. Students can choose presentations that best match their needs, or a combination of lessons if needed. e.g. $50 for whole semester of lectures and $1-3 per individual lecture depending on how many are purchased (discount for purchasing more). An active, electronic book might cost $40, since no physical books need to be manufactured. Course costs would likely vary depending on popularity, lecture creation costs, size of target audience, etc.

Since this course content is sold to a mass audience and is electronic, it can be enhanced incrementally at relatively low cost and the scholars and staff creating it will receive higher status and monetary rewards than traditional faculty. The existing system is very labor inefficient where, typically, many non-stellar lecturers create many middling variants of similar course materials. VECS would encourage the most outstanding and effective teachers to create reusable learning materials.

There could also be some flexibility in coverage of materials so highly intelligent students could cover a broader range of material more deeply.

The virtual approach wouldn't work well for a few specialized subjects or classes, like laboratory intensive courses, hands-on engineering, etc, but ways to get around this could be devised, including sophisticated computer simulations, partnering with existing institutions, corporations, government or creating regional campuses that students can visit occasionally to perform capital-intensive work. Some subjects can be left wholly to traditional universities if they're too hard to virtualize.

Fortunately, the virtual approach works well for ALL the politicized humanities and social sciences, and all of the general curriculum courses that such politicized instructors currently use for indoctrinating non-majors. The displacement of part of traditional academia with VECS would starve funds from an important fraction of the Left. For example, if over 30% of current Whiteness Studies and ethnic studies professors had to find new jobs, they couldn't use academia to leech off of the non-elite Whites they despise and want to marginalize.

By creating new virtual institutions, many non-Leftist scholars currently shut out of market, might be employed and spend part of their time doing anti-Leftist and alternative research. Also, because fewer of our intelligentsia would be marinated in Leftist dominated environments, hopefully more non-Leftist scholars and professionals could be cultivated. A goal to is provide a traditional, high-quality education emphasizing communication and reasoning skills, so the student can work and think independently.

A functional online library could be created or licensed either directly from content publishers or existing libraries. If they refused to do so, either minimal fair use sources could be created for instructional purposes or the internet and local libraries could be used as needed for library research. Once VECS became large enough, existing libraries or content producers would eventually compete for this market share. e.g. student library fee of $25-$300/year, with the $300 fee referring to serious scholarly use of library resources by a graduate student. I consider that number an high upper limit. Google Books, before it was partially locked down recently, demonstrated the feasibility of digitizing millions of books and making them easily searchable and browsable. In fact Google Books already provides a large usable library if you restrict your sources to those having expired copyrights.

New Tools for Student Teacher Interaction

One part that existing online universities don't really get right are the various interactions between instructors and students. I imagine a sophisticated set of tools to create learning networks that link students with peers and varying levels of grad student or professor for one-on-one or group discussion and projects. Students could build long-term relationships with preferred teachers or they could contract out as needed with anyone available. Commonly students would choose a set of teachers as special mentors who would take an interest in their progress and act as mentors and possible career references.

Tools could be created to match student to teacher very flexibly. For example, if a student or a small study group wanted to ask some questions at 3 AM they could put out a search request for anyone available for a certain subject with a proposed price. The teachers could've set their profile ahead of time to match the appropriate courses, minimum acceptable price and their availability. The student would only see the results of available teachers without necessarily being able to browse the teachers availability (to protect privacy if desired). The student could then look over the teacher's ratings and decide whether to hire the teacher. Procedures could be devised to deal with student dissatisfaction. Records of the interaction could be kept to audit complaints. Most would behave reasonably to protect their reputations because both students and teachers could be rated as troublemakers if they act up too much.

For example, students could pay $10-$200/hour for instructional consulting depending on desired expert level, ranging from a junior or senior tutor, graduate student, postdoc, or OK, good, great or outstanding professor and so on. All these folks could have ratings like on Amazon based on student satisfaction and they could market themselves to different categories of student (e.g. very patient with slow students, average students, outstanding high-IQ students, etc).

Since most students don't spend much time directly interacting with professors, such one-on-one time can be purchased as needed. For example, during a course a student may spend $190 for one-on-one time as follows: $30 for 2 hours with a $15/hour senior plus $160 for 2 hours with a $80/hour professor. Notice that this is more exclusive time than most current students get and the cost is modest compared to traditional course costs. The student has complete control of how much money to spend and how to allocate their spending.

For recitations, a small group of 10 students could split the costs of a one hour weekly discussion session with an $100/hour professor: $10/student over say 12 weeks yields $120/student for the class. Of course, instead of being constrained to a single one hour recitation, it could be broken up into two 30 minute sessions per week so people who can't always make the live session could submit questions that might be addressed by the professor or group.

Students that wanted to save some money might prefer to spend somewhat less to view prerecorded recitations. Students and professors who offered their recitation for sale could receive some compensation for any use of their recitations.

Of course recitations aren't mandatory. They're just a way for a group of students to encourage group learning with a high-value expert at a lower cost since they're sharing the bill. And there really is no specific timetable for learning, but many students might prefer to adhere to a rigid schedule to avoid procrastination and laziness.

Students can also create peer support groups that are essentially free, or perhaps they periodically hire a senior or a grad student to answer some of their questions or discuss the material at a very low per student cost (e.g. $16/hour divided by 4 students is $4/hour). So 15 hours of this assistance over the course of a class would cost only $60 per student.

Some Rough Cost Estimates

Most traditional universities are charging about $800 to $4000 per class when total costs are included (excluding room & board). The high-end numbers represent expensive private universities, including the big-name elites like MIT and the low-end numbers represent state subsidized universities. Those numbers leave a lot of room for undercutting. A basic package of training materials, instructional time and certification test might run $300-$800 so it would usually even undercut the in-state tuition of many state supported colleges. Poor students can trade off the costs of assisted learning for using free course materials and more individual and peer work to eliminate all instructional costs. But most students probably would prefer to benefit from top-notch commercial instructional materials and the personal assistance from experts for a few hundred dollars per course. Of course if students are not prepared for the certification test, they would likely fail and need to retake it. That is no different than the current system except that retaking a certification test would be much cheaper than retaking a traditional class.

Student Networking

Another facet of traditional education missing from current online universities is the socialization and human networking which is probably the most significant factor in elite education, like the Ivies. Part of this could be recreated through collaborative online communities working through common projects and having an infrastructure for peer support and socializing. It may also be possible to create or frequent local meeting places for students to study together, socialize and network, at least within or near cities. Also, there could periodically be regional meetings allowing some socialization with peers. e.g. having periodic meetings 100-200 miles away. Modern social networking technologies will likely partially replace socialization from attending traditional universities by allowing similar peers to be discovered locally and cultivated.

Since students passing certifications would also be proven achievers (discussed below), there would likely be interest from the local business and professional community in mentoring or networking with these students.

The Second Half: Certification

Now let's consider the certification half, since we're separating training from the certification of student mastery, unlike current universities. It's well known that current universities are suffering a plague of grade inflation since they've relaxed traditional educational standards in favor of profiting from the "educational industry complex" which can't afford to disappoint high-paying customers. So modern college transcripts really aren't taken all that seriously by the business world, since, typically, most students are getting A and B grades for showing up for class and making a modest effort, unlike fifty years ago when higher education was more restricted to the cognitive elites and grading was more severe.

Objective and Trustworthy Tests

High-quality, reliable certification tests would provide a far more objective and trustworthy measure of student mastery than the current unreliable system. Different certification vendors could exist, and based on the quality of their result, they might have varying acceptance by the marketplace. I'm most interested a vendor providing genuinely reliable and competent assessment of the student's mastery in many subjects. The tests could include fairly elaborate testing processes including multiple choice, short answers, essays, work products, problem solving, computer demonstration, audio and video answers, creative works and oral exams. I fully expect that for nearly all certification tests professionals would grade exams requiring a demonstration of student work or essays, just like at a good university, with only a modest fraction of a test being machine gradable answers. This would make student cheating much harder, because even though there may not be an infinite set of questions, if they're able to master the very large set of questions, they essentially know the subject anyway. Small details can be changed for many sorts of questions to make memorization nearly impossible. And over time additional questions can be added into the wider pool eventually creating such a large set that it wouldn't really help most students unless they had an eidetic memory.

Since most of the grading would involve some subjective judgment, sets of 3-5 independent graders would typically each score these subjective questions and an overall grade would be calculated. If there is unusual disagreement between graders, more attention would be applied to the deviations. Auditors would periodically review the full grading system to make sure it is reasonably consistent and fair. Questions would be designed to eliminate the need for students to inject any personal details, like race, ethnicity or sex, unless that was important for the subject. Fairly detailed grading standards would be developed and published to make the system as objective as possible. Full records would be privately kept for long periods to help insure the system is as consistent and fair as possible.

College Curricula Define Standard Courses

Modern college curricula could be used as a baseline for standardizing certification test coverage. Some states are already creating standards to systematize in-state transfer of course credits. Detailed specifications of course content and test expectations could be published. There might be some flexibility in the range of material covered so that as long as the student showed they had a reasonable mastery of a good subset of the material, that would be adequate for passing. For example, in one block of 10 questions the student must choose 5 to answer. Scores could be assigned based on the proficiency demonstrated. Also, the student could choose among a few variations of the course that emphasizes different sets of material if that makes sense for the subject matter.

Different tests could be targeted to different levels of student (e.g standard, superior, elite) and the level would be included in the transcript. This corresponds to the quality and difficulty range of existing universities and regular versus honors courses. The upper reaches of student achievement could also be tested if desired. e.g. proficiency at the 99.9 percentile level, by having fairly difficult tests that spread out the full range of student mastery. Certification tests could be spread out over multiple sittings, like two three hour exams, or classes could be certified in smaller units, e.g. certifying each half of a semester course separately.

Standardized Testing Centers

There would be standardized testing centers where the student is filmed while taking the test to prevent cheating (that record would be deleted after the results are certified and the student approves the result, thereby waiving rights to sue, etc). Typically the tests might be $150-$300 per class. Since the certification costs are not staggeringly high and some tools would be provided to help the student assess whether they're ready to take the test, the pressure shouldn't be overwhelming, since they can always take the test later. Some accommodation might be made for students who have severe problems with high-stakes testing, although they should bear that extra cost and that should be noted on their transcript.

Complicated Certification Tests Just Cost More (and are Rare)

In some cases it might make sense for the certification to include ongoing supervised work or testing, for example, for a project involving significant initiative or creativity. Again, this is likely to be statistically rare so the higher costs wouldn't be too burdensome compared to the total educational costs. For example, some supervision and testing demonstrating that the student created a large computer program. That might be needed once or twice for a computer science degree. Technology may be usable to record the student creating their work product as proof of authorship.

There can even be high-value oral exams before three professors using the high-quality video infrastructure normally used for student/teacher collaboration. Complicated exams like this would be the exception and might cost over $500 since, for example, it may involve one hour from a $120/hour professor and one hour each from two $80/hour professors, plus additional costs. Again, this sort of test would be rare.

Certification has the virtue of allowing self-motivated students to achieve recognition of their mastery at any time with no overhead other than testing costs.

Some General Impacts

VECS would probably impact the lower tiers of academia more than the elites, although I would hope several non-Leftist elite virtual universities would be created, supporting many scholars critiquing the Left and formulating alternative ideas, as well as supporting non-partisan objective scholars. Hopefully, scholars could create new virtualized and localized educational communities where they could perform their research while making money training and certifying students without all the soul-draining administrative tedium required by current universities. Hopefully they could recreate much of the value of a research community through gathering in common localities or using the new collaborative and communication tools. They could also be adjunct at traditional universities, particularly as VECS gains acceptance and traditional universities want a piece of the pie.

If scholars could be paid around $50-$200/hour for around 10-20 hours per week for one-on-one teaching or recitation with very low adminstrative overhead, and received funds for student certification, their research, e.g. by foundations or the government, and consulting out their intellectual skills, then they could still have some reasonable time for academic research while living a reasonably comfortable life. Many scholars don't have that opportunity today given the shenanigans Big Education pulls like using legions of adjunct faculty. Popular teachers may be able to make salaries like $300+/hour for teaching groups (e.g. weekly lectures or discussions with groups of 15 for $20/hour per student).

The overall effect would likely be to reduce some employment of scholars in academia and education, since some previous labor would be eliminated by automation. But this may also free up student funds to support more one-on-one and small group discussions built around a standardized lecture package, so employment may not drop precipitously but instead be redirected to higher-quality interactions for the students. Education would be more affordable, efficient and flexible. Particularly effective teachers would command a larger consulting rate and be in high demand.

VECS works particularly well for training undergrads since they normally don't get that much attention from professors at many universities. With this model they could get that attention if they needed it at a lower cost than traditional universities. Adult and non-traditional students would be drawn to the flexibility and low cost, since they may have commitments precluding traditional full-time attendance.

Since this new form of education could deliver better training and better measurement of mastery with significantly lower costs and greater flexibility, I would expect market pressure to draw some significant fraction of students toward this option. And since business would gain a much better estimation of student abilities, they would have more confidence in these certification results. Market acceptance of certification would provide all the needed legitimacy to increase market share. Small business can lead the way in accepting these new certifications, since they would have practical value and small businesses may want to help weaken our out-of-control elites.

Communities should be strengthened since fewer youth need to leave to get a quality education, and career transitions will be easier and cheaper, which is helpful in dynamic and unstable economy.

Also, the same logic and some of the same infrastructure could be used to provide a wider set of pragmatic career training. As suggested by Charles Murray in his book Real Education, too many students attend four year colleges that aren't good fits for their abilities, interests or career prospects. It makes more sense to channel lower ability students into more pragmatic, focused training that doesn't waste their time and money.

In fact this entire scheme might be transferrable to K12 education and might point the way to reducing the baneful influence of the Cultural Marxists and teachers unions.

Some Concerns

One concern is student and instructor privacy. For example, a politician wouldn't want his fiery student discussions about overthrowing the system and reeducating the masses to leak out on the web. There can likely be both legal and technical approaches to mitigating privacy concerns.

For example, all audio and video streams could add a wide set of dynamic watermarks that vary per user, so if the data is leaked in the future, there would hopefully be way to track down the source of the leak, even if it had undergone some distortion trying to mask the source. By a wide set of dynamic watermarks, I mean that hundreds or thousands of relatively insignificant changes are made to the data in such a way that intelligibility is preserved, but the data has been customized in a way that is hard to hide even with substantial data transformation. This is a speculation on my part; I don't know if this is technically feasible.

Legal protections for networking privacy could be established to restrict use of any leaked data with penalties for people who misuse illegally leaked data, e.g. to humiliate someone.

Students could choose to maintain more privacy by not disclosing their real names and using an avatar instead of live video. There may soon be photorealistic or cartoon-like video avatar technology that monitors your behavior and causes your avatar to mimic your motions, like facial expressions or lip movements. Voice obfuscation could transform your voice to be unrecognizable or to sound like Bugs Bunny or Jack Nicholson.

Another concern is that the contract instructor labor will be fulfilled largely by cheaper foreign labor, e.g. from India, China or Eastern Europe, undercutting American scholars. That is a distinct possibility.

Another objection might be that a few corporations will dominate VECS and enforce Leftist ideology in the training materials. e.g. engaging in biased grading of essay exams if they don't regurgitate Leftist shibboleths or subtexts. As long as a certification system delivers high-quality skill, ability and knowledge assessments, the market will accept it, so traditionalists could create alternatives if needed. My hope is that non-Leftists can get a foothold in these emerging fields and prevent them from being politicized. The main goal is to break the current ideological near monopoly in academia.

Another concern is that widespread adoption of VECS would seriously damage our University R&D. This is a valid concern. Our R&D has been under strain for many reasons, including outsourcing of R&D by corporations, offshoring of manufacturing, insourcing of many foreigners at lower wages to act as research scientists and engineers, and other factors. So this is added to the massive list of indicators of decline we need to oppose. Academia should not believe they'll be spared while the rest of society goes down in flames. Average students and their families will fight against the current research funding rent-seeking done on their backs.

Conclusion: Like it or not, here it comes

Regardless of whether VECS is a wise change to our education system, and I do believe it will be a valuable addition, based on the large gains in productivity and lower cost, this sort of change will occur whether we want it or not. It won't displace all existing institutions, but it will likely shrink the existing system noticeably. Higher Education can't continue its stratospheric rise in costs without consequences or competition. And given the policies of our elites to offshore increasingly skilled labor and insource foreign professionals to drive down domestic wages, the trumpeted value of ultra-expensive higher education is in doubt. Many students and their families will gladly abandon $100,000 debts for a more flexible and pretty much just-as-good $12,000-$25,000 education.

Whiteness Studies: Noel Ignatiev Also Critiques Jews

This is the first of several posts I intend to write on Whiteness Studies, a recently developed "scholarly" field that is actually populated exclusively with committed, Leftist, anti-White activists.

More disturbing is the widening power these activists and their allies wield through the placement of cadres or fellow travelers within institutions, or other forms of influence like diversity industry "training" (i.e, reeducation) in universities, K12 education, corporations, military, government and the broader society, frequently using public funds.

Noel Ignatiev is one of the Jewish leaders of the Whiteness Studies movement, a co-founder of the journal Race Traitor and the notorious source of several widely-cited, genocidal-sounding quotes. He's not a "hypocritical Jew" since he holds somewhat similar beliefs critiquing Israel, Zionism and anti-Semitism (details below).

Below is the "What We Believe" statement from the homepage of the racetraitor.org site with some particularly incendiary quotes bolded:

The white race is a historically constructed social formation. It consists of all those who partake of the privileges of the white skin in this society. Its most wretched members share a status higher, in certain respects, than that of the most exalted persons excluded from it, in return for which they give their support to a system that degrades them.

The key to solving the social problems of our age is to abolish the white race, which means no more and no less than abolishing the privileges of the white skin. Until that task is accomplished, even partial reform will prove elusive, because white influence permeates every issue, domestic and foreign, in US society.

The existence of the white race depends on the willingness of those assigned to it to place their racial interests above class, gender, or any other interests they hold. The defection of enough of its members to make it unreliable as a predictor of behavior will lead to its collapse.

RACE TRAITOR aims to serve as an intellectual center for those seeking to abolish the white race. It will encourage dissent from the conformity that maintains it and popularize examples of defection from its ranks, analyze the forces that hold it together and those that promise to tear it apart. Part of its task will be to promote debate among abolitionists. When possible, it will support practical measures, guided by the principle, Treason to whiteness is loyalty to humanity.

The editors publish things in RACE TRAITOR because they think that publishing them will help build a community of readers. Editorial opinions are expressed in editorials and unsigned replies to letters.

Here's another aggressive, genocidally-worded exhortation:

Every group within white America has at one time or another advanced its particular and narrowly defined interests at the expense of black people as a race. That applies to labor unionists, ethnic groups, college students, schoolteachers, taxpayers, and white women. Race Traitor will not abandon its focus on whiteness, no matter how vehement the pleas and how virtuously oppressed those doing the pleading. The editors meant it when they replied to a reader, "Make no mistake about it: 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."

This Occidental Observer editorial disputes Ignatiev's claims of innocence in using genocidal language. He claims to not want genocide against Whites but rather to radically reorder society.

Ignatiev is a Communist desiring the revolutionary transformation of the US.

Here's the conclusion of his pamphlet Introduction to the United States: An Autonomist Political History:

A revolutionary strategy is, in short, a strategy of dual power. It is the treating of revolution as an act for today, as a part of the continuous struggle, instead of a dream to be indefinitely postponed in the interest of "realism".


From what we have said so far it should be evident that we regard the struggle against white supremacy as the most advanced outpost of the new society and the key ingredient in a revolutionary strategy. The waging of that struggle among whites is the main distinctive task of STO, as befits its character as an organization made up of white people.

Here's the Google Book Link. The pamphlet was originally published in 1980 and then reprinted in 1992.

More recently, from an interview conducted on St. Patrick's Day in 1996:

Now if there were five or ten per cent counterfeit whites around—people who looked white but really weren’t—then, I think, the white skin would lose its value. The judge, the school principal, the cop, the social worker, the personnel officer at the plant—and all of the other people who implement and carry out the racial tracking of our society—would no longer be sure about how to perform their function. The white race would undergo some kind of fission or self-destruction, and we would open up to the possibilities that could transform this country from the nightmare that it has been into the dream that it might be.

And from: Abolutionism and "White Studies": (last paragraph)

The task of the nineteenth century was to abolish slavery. The task of the twentieth century was to end legal segregation. The next task facing the American people is the abolition of the white race as a social category. The movement to abolish slavery stimulated women's rights and other reform movements. The Civil Rights movement helped give birth to the counterculture and various oppositional movements. Today nothing offers a greater likelihood of revolutionizing the political climate than a comprehensive challenge to whiteness and its ways.

It should be recognized that although Ignatiev is a self-described non-believing Jew, he forcefully denounces some of the most important Jewish interests as understood by many Jews:

• The right of Israel to exist as a Jewish state
• The use of anti-Semitism accusations to restrict debate about Israel and Jewish influence
• The causes of Anti-Semitism being only evil Gentiles

He loudly condemns Zionism and considers Israel a racist state. His proposed solution is a unified non-sectarian Palestine including both Jews and Palestinians without any legal favoritism for Jews, and with Palestinians having the Right of Return, full legal rights and financial assistance. Obviously very few Jews accept this solution, since it destroys their conception of Israel as a Jewish ethnostate, and, in the real world, Ignatiev's proposed solution would likely lead to the eventual subjugation or genocide of most Israeli Jews. Of course, Israel is in an extremely difficult long-term strategic position no matter what approach they take, particularly with the fast-approaching proliferation of weapons of mass destruction.

Hilariously, he uses the example of South Africa to reassure Israelis to gamble on the good faith of the Palestinians for their survival:

...the establishment of majority rule did not cause the gods to weep or the earth to open and swallow the people...

I wonder why didn't he use Zimbabwe as a heartwarming example of post-racial brotherhood?

Of course South Africa is puttering along behind Zimbabwe by one or two decades but is following the same, drearily predictable descent.

Following are several quotes demonstrating his beliefs:

1) Israel as racial state:

Israel is a racial state, where rights are assigned on the basis of ascribed descent or the approval of the superior race. In this respect it resembles the American South prior to the passage of the Civil Rights and Voting Rights acts, Ireland under the Protestant Ascendancy, and, yes, Hitlerite Germany. But in its basic structures it most closely resembles the old South Africa. It is therefore not surprising that Israel should have developed a close alliance with South Africa when that country was still under apartheid.

2) Jewish Influence in the US:

Is one permitted to say above the level of a whisper that U.S. policy toward Israel has something to do with Jewish influence in the U.S.? Perhaps Nobel Peace Prize winner Bishop Desmond Tutu of South Africa can get away with it: "The Israel government," he observed, "is placed on a pedestal [in the U.S.] People are scared in this country to say wrong is wrong because the Jewish lobby is powerful-very powerful" (Guardian 29 April 2002). Not only does Zionism shape U.S. policy, it stifles discussion of alternatives. To cite a personal example: Two years ago a PBS reporter interviewed me on the eve of the UN-sponsored conference on racism about to be held in S. Africa. I made some remarks about Israel, and afterwards I asked her if she would use what I said. "Of course not," she replied. "I agree with you, and so do all the journalists I know, but we can't run any criticism of Israel without following it by at least ten refutations." Harvard Professor Daniel Pipes and Martin Kramer of the Middle East Forum have begun a website, Campus Watch," to denounce academics deemed to have shown "hatred of Israel." Students are to inform on professors.

3) Sources of anti-Semitism:

If I accomplish nothing else in this talk, I hope to create space for some who are repelled by Israeli actions but are held back from condemning Zionism by a desire not to be antisemitic.

Does what I have just said mean that I dismiss the possibility of a revival of anti-semitism? No, it does not. History shows that anti-semitism ebbs and flows, and that it may return. Time prevents me from exploring that history in any depth; let me instead recommend two books: The Jewish Question by Abram Leon and The Origins of Totalitarianism by Hannah Arendt (in particular the first part, "anti-semitism"). For now I will say only that anti-semitism (or more accurately anti-Jewish sentiment) is rooted neither in human nature or Christian theology; it is the product of social relations, including the historic concentration of Jews as representatives of commerce in non-commercial societies. The peculiar occupational distribution of European Jews led members of the dispossessed classes among the non-Jewish population to direct their animosity toward the Jews as the visible agents of oppression. "anti-semitism," as the 19th-century German Socialist August Bebel put it, "is the socialism of fools." It is not beyond historical explanation (as is implied by a term like "The Holocaust," which takes anti-semitism out of history and relocates it the realm of natural phenomena).

4) His proposed solution to the Israel/Palestine conflict:

What solution, therefore, do I propose? A simple and moderate one: within historic Palestine, the area between the Mediterranean Sea and the Jordan River, live ten million people. I propose that there be established there a single state, in which every person who declares his intention to live there and adopt citizenship be recognized as a citizen and have one vote. I propose further that the special advantages given to Jews be terminated, that the Palestinians who were forced into exile after 1948, and their descendants, be granted the right to live there, and that the state undertake practical measures to make it possible for them to do so by building housing and extending to them to right to rent or buy, if necessary providing funds to help them. I propose further that both Hebrew and Arabic be declared official state languages to be taught in the schools, that all residents be granted the right to publish newspapers and maintain cultural institutions in any language they choose, that the special position of Orthodox Judaism be ended and that the state declare freedom of worship and make no law respecting an establishment of religion or prohibiting the free exercise thereof.

Ignatiev has also authored a five-page entry on Zionism for the Encyclopedia of Race of Racism that has been roundly condemned by many Jewish groups. This link contains a critique and a link where someone uploaded a PDF file from a photocopy of the full entry.

Future posts will consider some ideas for coping with the White-hating Left.

Some Jews Supportive of White Advocacy

This post will hold a list of Jews and Jewish Organizations that are supportive of White Advocacy.

As I discover more, I'll update this list.

This initial list is pretty small because I've just started researching this topic so I'm sure there are plenty more to be added.

[THIS LINE IS A PLACE HOLDER FOR A LINK TO A FUTURE POST ABOUT WHY WHITE ADVOCACY IS NECESSARY SINCE OUR SOCIETY HAS BECOME UNFAIRLY BIASED AGAINST WHITES]

Let me know if other categories would make sense. Feel free to leave suggestions in the comments.

I particularly thank the empathetic Jews willing to see how Gentiles might be ticked off at the anti-White and anti-Christian actions of some Jews and who try persuading their brethren to question and change their anti-White positions. They give me hope that we can all work together to create a just, mutually beneficial society.

Organizations/Publications/Web Sites:

• The Jewish Task Force
  

Bloggers and Writers (address the Jewish Question in good faith):

• Kvetcher
• latté island
• Marcus Epstein
• Paul Gottfried
  
• Nicholas Stix
  

Bloggers (not sure if address the Jewish Question):

Bloggers (seemingly unwilling to confront the Jewish Question):

• Lawrence Auster (View From the Right)

[NOTE: I've put Mr. Auster here because my perception in reading a good fraction (? 80%+) of his writing over the last two years or so, is that he seems to casually dismiss critics of Jewish influence without confronting their arguments. I haven't had time to dig into his archives yet and I notice he's just put up a post, "Anti-Semitism--a collection" covering some of his interactions with possible and actual anti-Semites. I'll try digging through these in the near future and see if and how he has dealt with what I think of as reasonable arguments concerning disproportionate Jewish influence. One of my questions is how does Mr. Auster define anti-Semitism (I'm not sure right now).

I am a free-speech advocate who believes the healthiest way to deal with some of the extreme conspiracy theory among various groups of both the Left and Right is to openly and thoroughly discuss the issues, provide evidence, critique fallacies, etc. Of course this can be a very time consuming process so I understand if a particular people like Mr. Auster don't wish to do this over and over.

In time I'd like to see some collaborative sites that enable large groups of people to analyze the honesty and truthfulness of various topics, including books like The Critique of Culture, The Israel Lobby and U.S. Foreign Policy, etc. Some of these books are extensively documented so it would be possible to have a group of people scan the full context of all the original sources and post them on a web site to provide such an audit that people of good faith can judge. I would think that such a scanning would constitute fair use under US copyright law.]

Update 2009-04-08: Added Paul Gottfried