In the vocabulary of the militant international Left, the word “peace” is a code word for “pro-tyranny” and “anti-freedom”.

This comes from a must-read article, titled The Peace Racket, by Bruce Bawer in City Journal (reprinted in the current issue from Summer 2007):

We need to make two points about this movement at the outset. First, it’s opposed to every value that the West stands for—liberty, free markets, individualism—and it despises America, the supreme symbol and defender of those values. Second, we’re talking not about a bunch of naive Quakers but about a movement of savvy, ambitious professionals that is already comfortably ensconced at the United Nations, in the European Union, and in many nongovernmental organizations. It is also waging an aggressive, under-the-media-radar campaign for a cabinet-level Peace Department in the United States. Sponsored by Ohio Democratic congressman Dennis Kucinich (along with more than 60 cosponsors), House Resolution 808 would authorize a Secretary of Peace to “establish a Peace Academy,” “develop a peace education curriculum” for elementary and secondary schools, and provide “grants for peace studies departments” at campuses around the country. If passed, the measure would catapult the peace studies movement into a position of extraordinary national, even international, influence.

The Peace Racket’s boundaries aren’t easy to define. It embraces scores of “peace institutes” and “peace centers” in the U.S. and Europe, plus several hundred university peace studies programs. …

At the movement’s heart … are programs whose purported emphasis is on international relations. Their founding father is a 77-year-old Norwegian professor, Johan Galtung, who established the International Peace Research Institute in 1959 and the Journal of Peace Research five years later. Invariably portrayed in the media as a charismatic and (these days) grandfatherly champion of decency, Galtung is in fact a lifelong enemy of freedom. In 1973, he thundered that “our time’s grotesque reality” was—no, not the Gulag or the Cultural Revolution, but rather the West’s “structural fascism.” He’s called America a “killer country,” accused it of “neo-fascist state terrorism,” and gleefully prophesied that it will soon follow Britain “into the graveyard of empires.” …

Fittingly, he urged Hungarians not to resist the Soviet Army in 1956, and his views on World War II suggest that he’d have preferred it if the Allies had allowed Hitler to finish off the Jews and invade Britain.

Though Galtung has opined that the annihilation of Washington, D.C., would be a fair punishment for America’s arrogant view of itself as “a model for everyone else,” he’s long held up certain countries as worthy of emulation—among them Stalin’s USSR, whose economy, he predicted in 1953, would soon overtake the West’s. He’s also a fan of Castro’s Cuba, which he praised in 1972 for “break[ing] free of imperialism’s iron grip.” …

His all-time favorite nation? China during the Cultural Revolution. Visiting his Xanadu, Galtung concluded that the Chinese loved life under Mao: after all, they were all “nice and smiling.” While “repressive in a certain liberal sense,” he wrote, Mao’s China was “endlessly liberating when seen from many other perspectives that liberal theory has never understood.” Why, China showed that “the whole theory about what an ‘open society’ is must be rewritten, probably also the theory of ‘democracy’—and it will take a long time before the West will be willing to view China as a master teacher in such subjects.”  [See our post, Mao in the White House, October 15, 2009, for glimpses of what Mao's China was really like.]  …

Galtung’s use of the word “peace” to legitimize totalitarianism is an old Communist tradition. …

The people running today’s peace studies programs give a good idea of the movement’s illiberal, anti-American inclinations. The director of Purdue’s program is coeditor of Marxism Today, a collection of essays extolling socialism; Brandeis’s peace studies chairman has justified suicide bombings; the program director at the University of Missouri authorized a mass e-mail urging students and faculty to boycott classes to protest the Iraq invasion; and the University of Maine’s program director believes that “humans have been out of balance for centuries” and that “a unique opportunity of this new century is to engage in the creation of balance and harmony between yin and yang, masculine and feminine energies.” (Such New Age babble often mixes with the Marxism in peace studies jargon.)

What these people teach remains faithful to Galtung’s anti-Western inspiration. First and foremost, they emphasize that the world’s great evil is capitalism—because it leads to imperialism, which in turn leads to war. …

Students acquire a zero-sum picture of the world economy: if some countries and people are poor, it’s because others are rich. They’re taught that American wealth derives entirely from exploitation and that Americans, accordingly, are responsible for world poverty.

If the image of tenured professors pushing such anticapitalist nonsense on privileged suburban kids sounds like a classic case of liberals’ throwing stones at their own houses, get a load of this: America’s leading Peace Racket institution is probably the University of Notre Dame’s Joan B. Kroc Institute for International Peace Studies—endowed by and named for the widow of Ray Kroc, founder of McDonald’s, the ultimate symbol of evil corporate America. It was the Kroc Institute, by the way, that in 2004 invited Islamist scholar Tariq Ramadan to join its faculty, only to see him denied a U.S. visa on the grounds that he had defended terrorism. [He has since been granted a visa by Hillary Clinton - JB.] …

What’s alarming is that these [peace studies] students don’t plan to spend their lives on some remote mountainside in Nepal contemplating peace, harmony, and human oneness. They want to remake our world. They plan to become politicians, diplomats, bureaucrats, journalists, lawyers, teachers, activists. They’ll bring to these positions all the mangled history and misbegotten ideology that their professors have handed down to them. Their careers will advance; the Peace Racket’s influence will spread. And as it does, it will weaken freedom’s foundations.

Christianity brought a thousand years of darkness down on Europe. Historically it proved to be one of the three cruelest creeds ever to afflict poor suffering mankind (the other two being Islam and Socialism in all its ruinous forms.)

The best thing that ever happened to the human race was the Enlightenment.

Joel Mokyr, professor of Economics and History at Northwestern University, has an article in City Journal which reminds us what it did for us all.

Here are parts of it:

The most hardy and irreversible effect of the Enlightenment [is]: it made us rich. It is by now a cliché to note how much better twenty-first-century people live than even the kings of three centuries back. In thousands of large and small things, material life today is immeasurably better than ever before. …  And without sounding too cocky about how progressive history is, or too triumphalist about Western culture as the crowning achievement of human development, I would like to suggest that what generated all this prosperity was the growth of certain ideas in the century after the British Glorious Revolution of 1688. …

The writers and thinkers whose work we call the Enlightenment were a motley crew of philosophers, scientists, mathematicians, physicians, and other intellectuals. They differed on many topics, but most of them agreed that improvement of the human condition was both possible and desirable. This sounds trite to us, but it is worth pointing out that in 1700, few people on this planet had much reason to believe that their lives would ever get better. For most, life was not much less short, brutish, and nasty than it had been 1,000 years earlier. The vicious religious wars that Europe had suffered for many decades had not improved things, and though there had been a few advances — the wider availability of books, for instance … — their impact on the overall quality of life remained marginal. An average Briton born in 1700 could expect to live about 35 years, spending his days doing hard physical work and his nights in a cold, crowded, vermin-ridden home.

Against this grim backdrop, Enlightenment philosophers developed a belief in the capability of what they called “useful knowledge” to advance the state of humanity. The most influential proponent of this belief was the earlier English philosopher Francis Bacon, who had emphasized that knowledge of the physical environment was the key to material progress: “We cannot command Nature except by obeying her,” he wrote in 1620 in his New Organon. The agenda of what we would call “research and development” began to expand from the researcher’s interest alone … to include the hope that one day his knowledge could be put to good use. In 1671, one of the most eminent scientists of the age, Robert Boyle, wrote that “there is scarce any considerable physical truth, which is not, as it were, teeming with profitable inventions, and may not by human skill and industry, be made the fruitful mother of divers things useful.” The idea spread to other nations. …

To bring about the progress that they envisioned—to solve pragmatic problems of industry, agriculture, medicine, and navigation—European scientists realized that they needed to accumulate a solid body of knowledge and that this required, above all, reliable communications. They churned out encyclopedias, compendiums, dictionaries, and technical volumes—the search engines of their day—in which useful knowledge was organized, cataloged, classified, and made as available as possible. One of these tomes was Diderot’s Encyclopédie, perhaps the Enlightenment document par excellence. The age of Enlightenment was also the age of the “Republic of Science,” a transnational, informal community in which European scientists relied on an epistolary network to read, critique, translate, and sometimes plagiarize one another’s ideas and work. …

The idea of material progress through the expansion of useful knowledge — what historians today call the Baconian program — slowly took root. The Royal Society, founded in London in 1660, was explicitly based on Bacon’s ideas. Its purpose, it claimed, was “to improve the knowledge of naturall things, and all useful Arts, Manufactures, Mechanick practises, Engines, and Inventions by Experiments.” But the movement experienced a veritable spurt during the eighteenth century, when private organizations were established throughout Britain to build bridges between those who knew things and those who made things. …

More and more manufacturers sought the advice of scientists and mathematicians …

The Baconian program proved unusually successful in Britain, and hence it led the world in industrial innovation. There were many reasons for this, not the least of them England’s union with Scotland in 1707. … The Universities of Edinburgh and Glasgow were the Scottish Enlightenment’s versions of Harvard and MIT: rivals up to a point, but cooperating in generating the useful knowledge underlying new technology. They employed some of the greatest minds of the time—above all, Adam Smith. The philosopher David Hume, a friend of Smith’s, was twice denied a tenured professorship on account of his heterodox [ie atheist] beliefs. In an earlier age, he might have been in trouble with the law; but in enlightened Scotland, he lived a peaceful life as a librarian and civil servant. Another Scot and friend of Smith’s, Adam Ferguson, introduced the concept of civil society. Scotland did not just produce philosophers, either; it also exported to England many of its most talented engineers and chemists, above all James Watt. …

Optimism continued to abound about the potential of useful knowledge to improve the world. In 1780, one of the greatest figures of the Enlightenment, Benjamin Franklin, wrote in a letter that “the rapid progress true Science now makes, occasions my regretting sometimes that I was born so soon. It is impossible to imagine the Height to which may be carried, in a thousand years, the Power of Man over Matter…”

The age of Enlightenment, of course, was also the age of Newton, whose discoveries made it possible to understand the movement of heavenly bodies. …

Advances in medicine proved similarly sporadic. Enlightened physicians were passionate about progress. How could they not be? Twenty out of every 100 babies perished in their first year; many young and talented women and men died prematurely of dreaded disease; adult life was often a sequence of disfiguring and debilitating sicknesses. “I see no reason to doubt that, by taking advantage of various and continual accessions as they accrue to science, the same power will be acquired over living, as it is at present exercised over some inanimate bodies,” wrote Thomas Beddoes, a learned English medic, in 1793. And there was at least one major success story in his lifetime: Edward Jenner’s discovery of the smallpox vaccine three years later. …

The Enlightenment’s contributions to long-term economic growth were not merely scientific, moreover. Many economists … have begun to see Enlightenment economic and political ideas as central to the process. … The idea that trade normally benefits both sides led to the growth of free trade after 1815 and was central to the establishment of free-trade areas in Europe and elsewhere after 1950. That understanding grew out of the Enlightenment and the thinking of such intellectual giants as Smith and Hume.

Even more important was the Enlightenment notion of freedom of expression. In our age, we think of technological change as natural and obvious; indeed, we consider its absence a source of concern. Not so in the past: inventors were seen as disrespectful, rebelling against the existing order, threatening the stability of the regime and the Church, and jeopardizing employment. In the eighteenth century, this notion slowly began to give way to tolerance, to the belief that those with odd notions should be allowed to subject them to a market test. Many novel ideas were experimented with, especially in medicine, in which new ways to fight disease were constantly being proposed and tried … Words like “heretic” to describe innovators began to disappear. …

The Enlightenment, sadly, did not end barbarism and violence. But it did end poverty in much of the world that embraced it. Once the dust settled after the upheavals and violence of the French Revolution, Europe entered a century of economic growth (known as the pax Britannica) punctuated by a few relatively short and local wars. By 1914, countries that had experienced some kind of Enlightenment had become rich and industrialized, while those that had not, or that had resisted it successfully (such as Spain and Russia), remained behind. The “club” of rich countries formed the core of the industrialized world for most of the twentieth century. …

As unlikely as it may seem, then, a fairly small community of intellectuals in a small corner of eighteenth-century Europe changed world history. Not only did they agree on the desirability of progress; they wrote a detailed program of how to implement it and then, astoundingly, carried it through. Today, we enjoy material comforts, access to information and entertainment, better health, seeing practically all our children reach adulthood (even if we elect to have fewer of them), and a reasonable expectation of many years in leisurely and economically secure retirement. … Without the Enlightenment, they would not have happened.

As David Hume did, so also Baruch Spinoza (not mentioned by Mokyr, but hugely important to his theme) unlocked the chains of religion – Christianity, Judaism, and belief in the supernatural generally – that bound mankind in superstitious dread, for those who let them.

The ideas of freedom and tolerance that inspired, and are enshrined in, the Constitution of the United States are essentially Enlightenment ideas.

Now, countering the real progress that the Enlightenment launched, socialist “progressivism” is threatening freedom, the gift of the Enlightenment out of which all others proceed.

And even more threatening is the ideology of Islam: a darkness never penetrated by the Enlightenment.

Will we let either or both succeed in bringing back the darkness?

Within living memory, Britain was an imperial power, its empire so vast that the sun never set on it.

The sun has set, however, not only on Britain’s greatness but on its common-sense.

Here are two illustration of the country’s deplorable decay, told by Melanie Phillips:

Zenna Atkins [chairman of the Office for Standards in Education] said … “If every primary school has one pretty naff [bad] teacher, this helps kids realise that even if you know the quality of authority is not good, you have to learn how to play it…. If kids can manage to cope with one bad teacher that’ll be a good learning lesson for them in life – it is not necessarily an absolute disaster.” …

Can this woman think at all? What, indeed, were her qualifications for this post? … Illiterate at the age of 11, expelled from school and to have failed English O level – totally flunked it, with an unclassified ‘U’. Three times. Ms Atkins’s academic career is marvellously inglorious – she left school with an O level in biology – for the woman now in charge of the nation’s educational standards.

Next:

The Chief Inspector of Probation, Andrew Bridges [said]: ”Murders and other serious crimes committed by prisoners released early from jail may have to be ‘accepted’ by the public as part of attempts to keep down the cost of the criminal justice system.” …

Some reoffending — even if it involved “serious” new crimes — could be the price that society had to pay for trying to cut down on the huge cost of the country’s rising prison population, said Mr Bridges …  While acknowledging that prison reduced crime, he described it as a ‘rather drastic form of crime prevention’ and said it was time to consider dealing with more offenders in the community.

He claimed that the public could never be perfectly protected and that the cost of a ‘small amount’ of reoffending could be outweighed by the ‘benefit’ of financial savings to the public purse …

Melanie Phillips concludes:

So Britain has an education regulator who believes that every pupil needs a useless teacher, and a probation regulator who believes the public will just have to get used to being murdered, attacked or burgled.

British  governments, no matter what political party is in power, do not care much for fulfilling their primary duty of protecting the citizenry: they much prefer to use the public purse to provide luxurious living for non-working immigrant Somalians  - see our post below, Where beggars can be choosers.

At Townhall today, George Will expresses this opinion:

There are legislative miles to go before the government will be emancipated from its health care myopia, but it is not too soon for a summing up. Whether all or nothing of the legislation becomes law, Barack Obama has refuted critics who call him a radical. He has shown himself to be a timid progressive.

His timidity was displayed when he flinched from fighting for the boldness the nation needs — a transition from the irrationality of employer-provided health insurance. His progressivism is an attitude of genteel regret about the persistence of politics.

On this judgment we cannot agree with George Will (unless he is intending to be ironic, which we suspect and hope he is).

Obama is insisting almost hysterically on health legislation being passed, no matter what horrors it foists on the people of the United States provided only that it delivers control of a sizable portion of the economy into the hands of his government.

Now one has only to read what has been published about Obama’s parents, upbringing, and career to see that he is a born, bred, and thoroughly committed Marxist radical. Why otherwise would he appoint radical leftists, including self-confessed Communists of various stripes, some of them Maoists, to advisory posts and “Czardoms” in the White House?

And while this sort of thing, reported and discussed by Scott Wheeler, is happening under his administration, it’s hard to believe he has faded into nothing more dangerous than a “timid progressive”:

A Marxist group that has demanded the “destruction” of the U.S. and issued a call “to bring this government down” is the recipient of stimulus funds from the Obama American Recovery and Reinvestment Act of 2009 (ARRA). This same group, the Brecht Forum, has also called for the complete takeover of insurance companies and farms [!] in America.

The controversial stimulus bill, as ARRA is better known, provided funds for the New York State Council on the Arts (NYSCA), which promptly granted the New York City-based Brecht Forum $5,000 in 2009 and $9,000 in 2010. The NYSCA had previously announced in 2008 that due to state budget cuts it would no longer be able to fund 573 organizations that it had previously funded. One of the groups on the list to be slashed was the Brecht Forum. After NYSCA secured $399,000 in stimulus money, the Brecht Forum once again had funding.

The Brecht Forum is host to the New York Marxist School and displays this statement on their website:

“Can society be changed significantly for the better? What kind of changes would be needed? and, Who could bring about such changes?” …

In 1975, a group of civil rights, community, labor, and student activists came together to found The Brecht Forum’s New York Marxist School. They saw the study of Marxism as central, not as a dogma but as a living current of thought and as a vital tool for understanding capitalist society.

In a September 2009 lecture at the Brecht Forum, Jed Brandt, a longtime communist, political activist and outspoken atheist [at least he has this much common sense - JB] offered the following instructions:

“We have to bring this Government down! We have to help destroy this system and that requires increasing the alienation that working people and oppressed people feel. The way this change is going to happen is the destruction of The United States of America!” ["Increasing the alienation", ie deliberately piling misery on the underclass until they rise in revolutionary rebellion, continues to be an orthodox formula of Marxist theory though it has never, fortunately, worked that way in practice - JB]

Fox News Channel picked up on Brandt’s call to action and played clips several times the week of March 1st. My own investigation uncovered the link to federal stimulus dollars providing financial support for the Brecht Forum. The grants from NYSCA were ostensibly provided for artistic projects, for example, the NYSCA website shows the following as the description for the Brecht Forum grant:

“The Brecht Forum’s 09-10 program features workshops in the participatory theater techniques developed by the noted Brazilian director Augusto Boal. The program includes monthly workshops led by members of the Theater of the Oppressed Laboratory and two master workshops led by Augusto Boal.” …

“Augusto Boal has defined Theater of the Oppressed as a rehearsal for revolution.”

The website further describes its mission as using “interactive theater as an organizing tool” and works with “educators, human service and healthcare workers, union organizers and community activists” to solve perceived problems.

Almost choking on Communist jargon, the Brecht Forum is shouting its revolutionary intentions. The NYSCA obviously knows exactly what it’s subsidizing. The Obama administration knows what the NYSCA’s political agenda is. It gets its grants because it has that agenda. It is radically leftist. There’s nothing timid about it.

Grow and strengthen government, or bring it down? Is President Obama conscious of being caught on the horns of a remarkable dilemma – how to square his office with his ideology? How does he reconcile his present job with his old objectives? Does it trouble him that he is the power Jed Brandt wants to overthrow?

A mind even more suspicious than ours might wonder whether the New Left program of “the long march through the institutions” set Obama climbing to the pinnacle of power with the intention of bringing about “the destruction of the United States of America”. But surely Obama is not as extreme as all that – is he?

For those who love words and enjoy exploring dictionaries, a slowly emerging Dictionary of Old English holds priceless treasure. It is coming out of the University of Toronto, which has been granted some $1.8 million to compile it.

Ammon Shea – a snapper up, it would appear, of unconsidered trifles, who is “currently writing a book on the telephone book” – lifts out a few examples for our wonder and delight:

The Dictionary of Old English has so far cataloged and defined all of the words between A and G. This represents greater progress than it might seem, since Old English has only twenty-two letters…

While it is true that this is a dead language, it has died so recently (at least compared with the dinosaurs whose fossils are perennially alluring) that the corpse is still warm.

You can see the roots and traces of our language, evident even in the words that did not quite survive until the present day. Bealofus (liable to sin) did not last into our vocabulary, having been pushed out by the upstart and Latinate peccable (we apparently do not need more than a single word for this concept). But the bealoful of yesteryear became the baleful of today, and so even though bealofus lost the evolutionary battle it still tickles the familiar to see it there.

Much has been said about how our modern English language has drawn its highbrow vocabulary, the words to describe fancy or fanciful things, from the snooty French conquerors. Likewise, the base and basic elements of our language have come from Old English, which supplied the everyday words. To my mind, we may add to these everyday words many of those that are larcenous and violent (although violent and everyday may well have been one and the same), with specimens such as cyricbryce (the act of breaking into a church) and what seems to me to be a delightful superfluity of words for breaking bones, bruising, assaulting, warring against, and otherwise doing grievous harm.

Browsing through a small section of the alphabet, I happened across gederednes, derian, gederian, gederod, deriendlic, deriendnes, derung, gedeþed, and gedigan, all of which are words that have to do with injuring, harming, or killing (with the exception of the last word, which means ‘to survive’). But lest you come away with the idea that the speakers of this language were linguistically brutish, I would draw your attention to a word that appears shortly after all of these bruising terms: digollice.

Digollice is one of those words of which any language should be proud. It is elegant yet robust, clear yet multi-faceted—a description that perhaps sounds like that of an overpriced wine, but which is apt nonetheless. Among the meanings of this single word are the following: in a manner intended to avoid public attention, stealthily or furtively, in a manner that is unnoticed, with a lack of ostentation, in hiding, secluded in monastic life, spoken in a low or soft voice, spoken with circumspection or restraint, whispering slander, relating to secret thoughts of inward affliction, obscure or requiring interpretation, and a handful of others that I’ll let you find on your own.

Small wonder that a language that is capable of producing such delicate shades of meaning as are found in digollice has evolved into the gloriously descriptive mess that is English today.

We are all expert speakers of our own language, and whether we recognize it or not, the words and meanings laid out so carefully in the Dictionary of Old English are far more innately familiar to us than are the fossilized tibia or femur of some long extinct life-form. These words are the bone structure of the language that we speak and breathe today.

Find yourself a library that has a subscription to the Dictionary of Old English, take a spell of time and wander about through this fascinating precursor to your language. Take a look at the Old English word for ‘go’ (gan), and see how much of this language from a foreign century reminds you of your own in ways you can’t quite wrap your mind around. Allow yourself to forget that you don’t speak or truly understand what you are reading, and you’ll be surprised and delighted at how much of it seeps in.

As this article declares, Obama wants to transform America into a European-style socialist state – which means he wants to destroy America as the embodiment of the idea of human liberty. He is a collectivist, and collectivism is the opposite of liberty.

Would-be leaders of collectivist states have recognized the efficacy for their purposes of indoctrinating school-children and recruiting them into government-0rganized youth movements. And that is what Obama is doing.

Phyllis Schlafly writes at Townhall:

President Barack Obama’s budget has added more than $100 billion of federal taxpayers’ money to what is called “education,” so that means it will be spent by alumni of the Saul Alinsky school of radical community organizing and/or the Chicago Democratic machine. …

Obama is using the public schools to recruit a private army of high-schoolers to “build on the movement that elected President Obama by empowering students across the country to help us bring about our agenda.” We now know that Obama’s “agenda” is to move the United States into European-style socialism.

Obama’s Internet outreach during his campaign, Obama for America, has been renamed Organizing for America (OFA) in order to recruit students to join a cult of Obama and become activists for his goals. …

These interns will be given an intensive nine-week training course using comprehensive lesson plans. Assigned readings include Saul Alinsky’s notorious “Rules for Radicals,” “Stir It Up: Lessons From Community Organizing and Advocacy” by the left-wing activist Rinku Sen, and particular sections of “Dreams From My Father” dealing with Obama’s days as a community organizer in Chicago. …

The sign-up sheet for Organizing for America starts with this instruction: “Organizing for America, the successor organization to Obama for America, is building on the movement that elected President Obama by empowering students across the country to help us bring about our agenda of change.” The application explains that this national internship program is “working to make the change we fought so hard for in 2008 a reality in 2010 and beyond.” …

The OFA student interns will be trained in the goals and language of the left: “antiwar agitation, anti-capitalism, Marx, Lenin, (Bill) Ayers, LGBT agenda promotion, global warming, soft-on-jihad and illegal immigration.”

Another item on OFA’s reading list is “The New Organizers” by Zack Exley. It brags about “an insurgent generation of organizers” inside the Obama campaign that has “almost without anyone noticing … built the Progressive movement a brand new and potentially durable people’s organization, in a dozen states, rooted at the neighborhood level.”

The 10-page “National Intern Organizer Curriculum” is very specific in describing the tactics that interns will be taught. It includes these components: “Using Story as an Organizing Tool, Building Relationships and Building Teams, Mobilizing to Win on the Issues (issue advocacy), Health Care Service Project.”

Passage of Obamacare is one of this intern project’s major goals. The curriculum promises to provide “insight on the strategy and plan behind the health care campaign” and “further motivate them to work on the issue.”

The sign-up sheet states that the “purpose” of training these students is “to build community” among the interns and teach them “to be leaders in OFA’s organizing work.” After all, Barack Obama knows a great deal about being a community organizer — that was his only real job before he got into politics.

Job prospects may be bleak for many Americans, but they will be rosy for alumni of Obama’s intern program. After the students have been fully trained as Alinsky-style community organizers, they will be eligible for jobs in Senior Corps, AmeriCorps or Learn and Serve America.

Those three so-called “service” organizations, which annually dole out millions of dollars to left-wing groups, are overseen by the Corporation for National and Community Service. The U.S. Senate just confirmed this Corporation’s new chief executive, Patrick Corvington, who was a senior official of the Annie E. Casey Foundation, which has given over a million and a half dollars to the ACORN network of organizations.

An ardent supporter of the Wahhabi fundamentalists who rule Saudi Arabia, John Duke Anthony, has been appointed by the Obama administration as an adviser to the State Department. He has been zealous in promoting Arab and Islamic propaganda in American colleges, in some of which the Saudis have invested millions to pursue such programs. What advice is Anthony giving to Hillary Clinton’s department? If he urges a US ‘dialogue’ with Hamas, which he has already called for, he  is unlikely to arouse outrage. Hillary Clinton has provided billions indirectly to the terrorist organization that rules Gaza, while insisting that the money would never reach its coffers.

From Campus Watch:

Most Americans, even many of those concerned with the problems of academic Middle East Studies, have probably never heard of the Model Arab League (MAL), an American exercise similar to the better-known Model United Nations. The stated aim of such efforts is to expand awareness of world affairs among high school and college students. Participants compete in regional role-playing sessions as representatives of constituent countries in the corresponding world bodies and receive awards for their performance. They are then sent to contend at “nationals” held in Washington, D.C. and similar to matches sponsored by many other student societies and sports associations.

But the Model Arab League could be described better as a propaganda network for Arab nationalism, including promotion of the Arab states’ hostile postures toward Israel, than as a contributor to excellence in international studies or debate.

The Model Arab League was created in 1983 at Georgetown University by the National Council on U.S.-Arab Relations (NCUSAR), which came into existence that same year, and the website of which prominently features MAL activities. NCUSAR’s president and chief executive officer is an indefatigable Saudi apologist named John Duke Anthony. In May 2009, Anthony was appointed by the Obama administration to the U.S. State Department’s Advisory Committee on International Economic Policy. He has been an adjunct professor at the Georgetown Center for Contemporary Arab Studies (CCAS) since 2006.

Saudi prince Turki al-Faisal, the former head of the Saudi General Intelligence Directorate who served briefly as Saudi ambassador to the U.S. in 2005-06, joined Anthony at CCAS in fall 2008. Al-Faisal has admitted dealing with Osama bin Laden in Afghanistan, allegedly in the 1980s during the anti-Soviet resistance war, and in the 1990s with Mullah Omar, leader of the Taliban.

The original Arab League, known formally as the League of Arab States, was conceived in 1944 and comprises 22 Arab and African nations, [and includes] the Palestinian Authority (P.A.). The following year, the League promulgated a pan-Arab boycott on the purchase of products from “Zionist” enterprises in Palestine. This was followed by a full embargo against commercial relations with Israel after the latter proclaimed its independence in 1948. The League has extended the embargo to a secondary ban on any individual, enterprise, or agency operating in any of the Arab League member countries that does business in Israel. Individuals, companies, or public institutions maintaining relations with Israelis are placed on the League’s boycott blacklist. A tertiary boycott prohibits dealings with companies from America and elsewhere that have been blacklisted.

Yet the anti-Israel embargo is not the only topic on which the Arab League finds itself in conflict with U.S. policies and laws. In late 2009, Secretary-General [Amr] Moussa held a joint press conference in Cairo with Iranian parliamentary speaker Ali Larijani at which Moussa announced the League’s support for Iran’s nuclear program.

Back in America, the Model Arab League will hold its college “nationals” at Georgetown in March. High school “regionals” are pending, with local sessions at Marist High School in Atlanta later this month and in Boston, where students will meet at Northeastern University in April. Separate high school “nationals” will take place at Georgetown on April 16-17.

College-level MALs are held at 10 campuses around the U.S. These include, aside from Georgetown: Converse College in Spartanburg, South Carolina; Texas A&M, Miami University of Ohio; the University of San Francisco; the University of Montana-Missoula; and several others.

Students and faculty at Montana-Missoula got a taste of who and what the NCUSAR, the MAL, and John Duke Anthony represent when the latter keynoted a seminar on “New Avenues for U.S. Middle East Policy” on March 4, 2009 at the University of Montana … Anthony called on the Obama administration to begin a dialogue immediately with the Palestinian terrorist movement Hamas and otherwise spent his time on the Montana campus, according to student sources, assailing Israel as the sole perpetrator of problems in the Middle East.

While U.S. policy condemns the Arab League embargo against Israel and questions the goals of Iranian nuclear development, the Model Arab League indoctrinates American high school and college students into a radical Arab-Muslim paradigm. This is unsurprising in that the MAL is a creation of Anthony, one of Washington’s veteran servants of the Saudis, and has its focus at Georgetown, already well-known for its Saudi endowments, including the Prince Alwaleed bin Talal Center for Muslim-Christian Understanding, financed by a $20-million donation from the Saudi prince after whom it is named. …

The Model Arab League is offered to the educational establishment — including high schools — as a teaching device for the betterment of young Americans’ knowledge of essential contemporary issues. In reality, its origins and content reveal it to be an intrusion of Saudi-financed ideology into American academic life, the appropriateness of which should be questioned … In addition, the appointment of John Duke Anthony to an advisory economic position in the State Department, given his advocacy for Saudi interests (which do not coincide with U.S. economic needs) should be subject to public scrutiny.

How does the seemingly benign campaign, figureheaded by Michelle Obama (see our post Great ideas from the pumpkin patch Janury 29, 2010), against childhood obesity, serve the socialist agenda of Barack Obama?

Michelle Malkin explains how. She writes:

Behind every seemingly good deed in the Obama White House, there’s a deep-pocketed, left-wing special interest. Take first lady Michelle Obama’s crusade against childhood obesity. Who really benefits from the ostensible push for improved nutrition in the schools? Think purple — as in the purple-shirted army of the Service Employees International Union. Big Labor bigwigs don’t care about slimming your kids’ waistlines. They care about beefing up their membership rolls and fattening their coffers….

The East Wing is now in full campaign mode — leaning on the nation’s mayors, traveling with the surgeon general and meeting with Congress and cabinet members to reauthorize the Lyndon Johnson-era Child Nutrition Act, which provides government-subsidized meals to more than 30 million children. It’s part of the Obama administration’s self-proclaimed “cradle-to-career” agenda for America’s youth.

For decades, school administrators have criticized this Great Society relic for outgrowing its initial conception. The program was originally created to use up post-World War II food surpluses… While spending on youth nutrition and wellness have ballooned, so have the kids. Nearly one-third of U.S. children are now overweight or obese. The feds spend $15 billion a year on nutrition in schools; the White House wants at least a $1 billion increase this coming fiscal year.

The well-intended program to feed poor kids has morphed into an untouchable universal entitlement with a powerful school-lunch lobbying coalition of Department of Agriculture bureaucrats, food-service industry executives and union bosses. Enter the SEIU. Headed by the White House’s most frequent visitor, Andy Stern, the powerful labor organization representing government and private service employees has an insatiable appetite for power and growth. Working alongside the first lady, the SEIU unveiled a major ad campaign this week demanding reauthorizing and funding increases in the Child Nutrition Act.

What’s in it for Big Labor? SEIU Executive Vice President Mitch Ackerman explains: “A more robust expansion of school lunch, breakfast, summer feeding, child care and WIC (the federal Women, Infants and Children nutrition program) is critical to reducing hunger, ending childhood obesity and providing fair wages and healthcare for front line food service workers” (emphasis added).

There are 400,000 workers who prepare and serve lunch to American schoolchildren. SEIU represents tens of thousands of those workers and is trying to unionize many more. “More robust expansion” of the federal school-lunch law means a mandate for higher wages, increased benefits and government-guaranteed health insurance coverage …

They are casting food-services workers as indispensable saviors. The union has rallied behind P.R. efforts casting them as superheroes “serving justice, and serving lunch.” Opposing the union means opposing children’s health. SEIU propaganda features New Jersey school cafeteria workers like Leslie Williams of Orange, N.J., lamenting: “I love my work, but it’s getting harder to prepare nutritious meals on the low budget we’re working with. … It breaks my heart to see a child who’s hungry. As I see it, part of my job is to make sure the kids are well-fed.”

Actually, that’s the primary job of parents. Mom? Dad? Remember them? But the more responsibility we demand of parents, the less power and influence SEIU bosses are able to grab. Unionized school dietician and nutrition jobs are booming. And in addition to school breakfast and lunch, the SEIU is now pushing subsidized dinner plans and summer food service to create a “stronger nutrition safety net.” Translation: Perpetual employment for big government and its public employee union au pairs.

Cede the children, feed the state.

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.

From PowerLine:

The federal government is trying to take control over our lives via government medicine, cap and trade, and more. …

Having the far left in control of both the executive and legislative branches is a terrible thing, but on the plus side, it is clarifying: people actually have to think about where they stand on the big issue of freedom vs. socialism. Or, in other words, freedom vs. slavery.

The game isn’t over yet, but we have, roughly speaking, a first-quarter score, and so far freedom is ahead. Rasmussen finds that 76% of Americans favor a free market economy, compared to 10% who favor an economy managed by the government. More fundamentally than anything else, this explains why the Democrats face such an uphill struggle in their effort to remake America in a left-wing image.

Yes. But why didn’t enough people think about it before they put the socialists in power? If Republicans regain Congress in 2010 and the presidency in 2012, will they shrink government, reduce welfare dependency, and above all make the necessary changes in schooling so that new generations will grow up knowing the value of freedom?