The perfect figurehead for the left 0

As Che Guevara was a sadist, coward, racist, tyrant, and mass murderer, he is the perfect figurehead for the left.

Humberto Fontova writes at Canada Free Press:

Now you can carry around Che Guevara’s quotes on your IPhone—as just announced by the good folks at IPhone!… Among those we fear were overlooked:

The sadist and mass murderer:

“My nostrils dilate while savoring the acrid odor of gunpowder and blood…Crazy with fury I will stain my rifle red while slaughtering any surrendered enemy that falls in my hands! With the deaths of my enemies I prepare my being for the sacred fight and join the triumphant proletariat with a bestial howl!” (From Che’s own diaries, later immortalized as The Motorcycles Diaries, though we note that executive producer Robert Redford “overlooked” this unquestionably dramatic citation for his movie.)

“Hatred as the central element of our struggle!…Hatred that is intransigent….Hatred so violent that it propels a human being beyond his natural limitations, making him violent and cold- blooded killing machine…We reject any peaceful approach. Violence is inevitable. To establish Socialism rivers of blood must flow!… The imperialist enemy must feel like a hunted animal wherever he moves. Thus we’ll destroy him! These hyenas (Americans) are fit only for extermination. We must keep our hatred alive and fan it to paroxysm! The victory of Socialism is well worth millions of atomic victims!” (Thus spake the icon of flower-children.)

The coward:

“Don’t Shoot! I’m Che! I’m worth to you more alive than dead!” The plea was whimpered … on Oct. 8th 1967 in Quebrada de Yuro, Bolivia, as Che dropped his fully-loaded weapons. At the time, Che, dragging along his guerrilla charge Willi, was trying to slink away from a firefight when confronted by two Bolivian soldiers. That’s exactly two flunky Communist guerrillas facing two Bolivian soldiers, by the way. But then, Che’s bloodthirsty bluster … had a habit evaporating when facing men (or boys) capable of defending themselves. His stock-in-trade was blasting their skulls apart from five feet while they were bound and gagged. (Amazingly, Steven Soderbergh and Benicio del Toro overlooked any depictions of such guaranteed drama in their recent movie.)

The racist:

“The Negro is indolent and spends his money on frivolities and booze, whereas the European is forward-looking, organized and intelligent.”

“What will our Revolution would do for blacks?—why, we’ll do for blacks exactly what blacks did for the Cuban revolution. By which I mean:nothing!”

“The negro has maintained his racial purity by his well known habit of avoiding baths.” (“Viva Che!” bellowed Jesse Jackson while arm in arm with Fidel Castro in Havana in 1984. “I’m like Che with a bling!” sings rapper Jay Z.)

“Mexicans are a rabble of illiterate Indians.” (Note the numerous Che T-shirts and banners at May Day demonstrations by Mexican immigrants)

“Bolivian campesinos are simply Animalitos” (Note Bolivian President Evo Morales’s frequent genuflections to the ghost of Che Guevara and to his puppeteer, Fidel Castro.)

The tyrant:

“Youth must refrain from ungrateful questioning of governmental mandates. Instead they must dedicate themselves to study, work and military service. The very spirit of rebellion is reprehensible. ” (“Che is our fifth band member!” Rage Against the Machine’s Tom Morello)

How he is celebrated by the left:

Here’s a cold-blooded murderer who executed thousands … who stressed that “revolutionaries must become cold-killing machines motivated by pure hate,” … whose office in La Cabana had a window where he could watch the executions – and today his T-shirts adorn people who oppose capital punishment!

The inconsistency is also characteristic of the left. Leftism is the politics of emotion, not reason and logic.

Zinn writes histories 2

Sin writes histories, goodness is silent – Johann Wolfgang von Goethe.

Parents, beware of the history your children are being taught at school in America. In particular be on the alert for works by Howard Zinn. Here to explain why are two accounts of him and his aims:

From FrontPage, by David Horowitz:

Like [Noam] Chomsky, [Howard] Zinn has produced a corpus of work that is a cartoon version of American history in which the nation is pilloried as an evil empire. Zinn has even published a Chomsky-like tract of table talk on 9/11, blaming America and its alleged crimes in the Third World for the terrorist attack and characterizing the victim as a terrorist state. … His signature book, A People’s History of the United States is a raggedly conceived Marxist caricature that begins with Columbus and ends with George Bush. It has sold over a million copies, greatly exceeding that of any comparable history text. Like Chomsky’s rants, Zinn’s book has been embedded by leftist academics in the collegiate and secondary schools curricula. The New York Times Sunday Book Review gave it this imprimatur: “Historians may well view it as a step toward a coherent new version of American history.”  …

Like Chomsky, Zinn’s readership extends far into the popular culture as well. He was invoked as a “genius” by the lead character in the Academy Award winning film Good Will Hunting (the film’s co-writer and star Matt Damon grew up as a Zinn neighbor and enthusiast) and is an intellectual “guru” to movie and music celebrities. Both Chomsky and Zinn have been heavily promoted to rock music audiences by mega-bands Rage Against the Machine and Pearl Jam even while they are also icons of intellectual journals like The Boston Review of Books, which is edited by an MIT professor and Chomsky disciple.

The political agenda of A People’s History of the United States is already announced in its historical method. In an explanatory coda to his book Zinn explains to the reader that he has no interest in striving for objectivity, and that his intention is to view American history as a conspiracy of rich white men to oppress and exploit “the people.” The so-called “people” are naturally Indians and other minorities, especially blacks (“There is not a country in world history in which racism has been more important, for so long a time, as the United States”), women and the industrial proletariat.

Zinn begins his narrative not with the settling of North America, or the creation of the United States as one might expect, but with a long chapter on Columbus’s “genocide” against the native inhabitants, an event – which even if it had happened as Zinn describes it – was an act committed by agents of the Spanish empire more than a century before the English settled North America and nearly three centuries before the creation of the United States, which is also geographically well-removed from the scene of the crime. It is Zinn’s unintended way of announcing the tendentiousness of his entire project, which is really not a “history” of the American people, but an indictment of white people and the capitalist system.

From Townhall, by Michelle Malkin:

On Sunday, Dec. 13, the History Channel will air “The People Speak” — a documentary based on Marxist academic Howard Zinn’s capitalism-bashing, America-dissing, grievance-mongering history textbook, “A People’s History of the United States.” The film was co-produced and bankrolled by Zinn’s Boston neighbor and mentee Matt Damon. An all-star cast of Bush-bashing liberals, including Danny Glover, Josh Brolin, Bruce Springsteen, Marisa Tomei and Eddie Vedder, will appear. Zinn’s work is a self-proclaimed “biased account” of American history that rails against white oppressors, the free market and the military.

Zinn’s objective is not to impart knowledge, but to instigate “change” and nurture a political “counterforce” (an echo of fellow radical academic and Hugo Chavez admirer Bill Ayers’ proclamation of education as the “motor-force of revolution”). Teachers are not supposed to teach facts in the school of Zinn. “There is no such thing as pure fact,” Zinn asserts. Educators are not supposed to emphasize individual academic achievement. They are supposed to “empower” student collectivism by emphasizing “the role of working people, women, people of color and organized social movements.” School officials are not facilitators of intellectual inquiry, but leaders of “social struggle.”

Zinn and company have launched a nationwide education project in conjunction with the documentary. “A people’s history requires a people’s pedagogy to match,” Zinn preaches. The project is a collaboration between two “social justice” activist groups, Rethinking Schools and Teaching for Change.

Rethinking Schools recently boasted of killing a social studies textbook series in the Milwaukee school system because it “failed to teach social responsibility.” A Rethinking Schools guide on the September 11 jihadi attacks instructs teachers to “nurture student empathy” for our enemies and dissuade students from identifying as Americans. “It’s our job to reach beyond this chauvinism.” And a Rethinking Schools guide to early childhood education written by Ann Pelo disparages “a too-heavy focus on academic skills” in favor of “social justice and ecological teaching” for preschoolers.

Teaching for Change’s objective, in Obama-esque fashion, is to train students not to achieve actual proficiency in core academic subjects, but to inspire them to “become active global citizens.” Today’s non-achieving aspirants are tomorrow’s Nobel Peace Prize winners, after all.

No part of the school curriculum is immune from the social justice makeover crew. Zinn’s partners at Rethinking Schools have even issued teaching guides to “Rethinking Mathematics: Teaching Social Justice by the Numbers” — which rejects the traditional white male patriarchal methods of teaching computation and statistics in favor of p.c.-ified number-crunching:

“‘Rethinking Mathematics” is divided into four parts. The first part is devoted to a broad view of mathematics that includes historical and cultural implications. Part Two includes nine classroom narratives in which teachers describe lessons they have used that infuse social justice issues into their mathematics curriculum. Included here … an AP calculus lesson on income distribution. The third part contains three detailed classroom experiences/lessons. These include a physical depiction of the inequitable distribution of the world’s wealth, the results of a student investigation into how many U.S. presidents owned slaves, and a wonderful classroom game called ‘Transnational Capital Auction’ in which students take on the role of leaders of Third World countries bidding competitively for new factories from a multinational corporation. …

Our students will continue to come in dead last in international testing. But no worries. With Howard Zinn and Hollywood leftists in charge, empty-headed young global citizens will have heavier guilt, wider social consciences and more hatred for America than any other students in the world.