Circa1865

Like the Russian Bolsheviks before them, the African National Congress regime in New South Africa renamed established cities and roadways for heroes of its communist revolution. In post-revolution Russia, the Society of Marxist Historians “demanded a review of all existing historical literature,” with students at the Institute of Red Professors formed into brigades preparing assessments of large portions of existing literature for publication in the press. The same process of assessment moves forward in New South Africa, as it does in the United States.

Deconstructing Historical Memory

“It may be a trifling issue to deracinated sophisticates, but landmarks in the country’s founding history are slowly being erased, as demonstrated by the ANC’s decision to give an African name to Potchefstroom, a town founded in 1838 by the Vortrekkers.  Pretoria is now called Tshwane.  Nelspruit, founded by the Nel family (they were not Xhosa), and once the seat of the South African Republic’s government during the first Boer War, has been renamed Mbombela. Polokwane was formerly Pietersburg.  Durban’s Moore Road (after Sir John Moore, the hero of the Battle of Corunna, fought in 1808 during the Napoleonic Wars) is Che Guevarra Road; Kensington Drive, [now] Fidel Castro Drive.

Perhaps the ultimate in tastelessly hip nomenclature is Yasser Arafat Highway, down which the motorist can careen on the way to the Durban airport.

The Afrikaans tongue, in particular, has come under the ANC’s attack, as the government attempts to compel Afrikaans schools to adopt English. Afrikaans-speaking universities have been labeled as “racist” in the New South Africa, and have been forced to merge with “third-rate black institutions so that campuses may be swamped by blacks demanding instruction in English.”

On the supplanting of the Afrikaans language, Dan Roodt relates: “Not so long ago, and Indian employee at my local branch of the Absa Bank demanded to know if I was a legal resident in South Africa upon hearing me speak a foreign language, Afrikaans.”

The ANC’s attempt to tame and claim South African history mimics the effort by American elites to deconstruct American history and memory, documented by Samuel Huntington in “Who Are We?”  Wishing to purge America of her “sinful European inheritance,” bureaucrats, mediacrats, educrats, assorted policy wonks and intellectuals trashed the concept of America as melting pot.

In its place, they insisted on ensconcing multiculturalism, inherent in which is a denunciation of America’s Western foundation and a glorification of non-Western cultures.  This mindset does not permit pedagogues to reject faux Afrocentric faux history outright.  They dare not – not if the goal of education is to be achieved, and that goal is an increase in self-esteem among young Africans, in particular.

Other self-styled victim groups, notably natives and women, have had their suppurating historical wounds similarly tended with curricular concessions. Thus, of the 670 stories and articles in “twenty-two readers for grades three and six published in the 1970s and early 1980s . . . none had anything to do with American history since 1780.” The trend, documented by Huntington, accelerated well into the year 2000, when Congress, alarmed by the nation’s historical Alzheimer’s, made an anemic effort to correct decades of deconstruction. It allocated more funds to the Department of Education, which is a lot like letting the proverbial fox guard the historical henhouse.”

(Into the Cannibal’s Pot, Lessons for America from Post-Apartheid South Africa, Ilana Mercer, Stairway Press, 2011, pp. 80-81)

Since German socialist architects Walter Gropius, Mies van der Rohe and others were welcomed to US universities in the 1930s, collectivist methods like centralized planning have dominated architectural education. In the 1950s and beyond one commonly finds “Planning” prominently displayed on a business card in addition to architecture. Today, government planning departments invade long-established city neighborhoods with ever-changing rules regarding acceptable density, diversity and low-income housing. The Soviet Union is now long gone, but its gift to America remains.

A Soviet Gift to America

“There was another aspect of the Soviet Union that attracted American collectivist liberals. The Soviet Union was a “planned economy,” indeed even a “planned society.” At a time when the United States was suffering from unemployment, the Soviet Union was portrayed as “the land without unemployment.”

This great accomplishment was alleged to be the result of central planning; this was contrasted with the chaos of a “laissez-faire economic system,” with all its unhappy accompaniments. The New Deal was seen as a step, faltering and insufficient, in the right direction.

“Planning” was held forth as an ideal toward which the United States should move. After the Second World War, the idea of comprehensive planning diminished in the publicly expressed affection of collectivist liberals, but a strong subterranean attachment remained. There is still a clandestine love of planning. It is after all a logical necessity.

If one believes in the powers of reason and of scientific knowledge, in progress toward ever higher targets or “goals,” in collective self-determination, as well as in the limitless competence of government which proceeds in accordance with rationality and scientific knowledge, then one must be in favor of planning.

However tarnished the image of the Soviet Union has become, it still retains the credit of being “planned.”

(The Virtue of Civility: Selected Essays on Liberalism, Tradition and Civil Society. Edward Shils.  Liberty Fund, 1997. Excerpt, pg. 146)

Truth, Bromides and Sales Talk

“It has hardly been grasped that the media have assumed a strange and dominant role in American politics. They have constituted for more than half a century an impermeable barrier between the voters and the candidates. Nothing has been presented without their prior censorship. Whatever this may be, it is not democracy.

Who are these people who proliferate in print, airwaves, and the internet, and who pass down imperious moral pronouncements without any known credentials to do so? Who voted for them? Who gave them such great and irresponsible power?

Merely by speaking the truth, by refusing to bow to their pretensions, [Donald] Trump has weakened their power. That is all it took. Simply speak the truth, and the “commentators” and “reporters” are revealed as the malicious ignoramuses that they are.

The Republicans have never had the courage to do that. They follow consultants, who warn them not to look unattractively mean-spirited. Don’t speak to the people, and for Heaven’s sake, don’t listen to them. Give them bromides. Anything else will upset the smooth pursuit of office, the only goal that has ever been sought by Republican “leaders” other than protecting and enhancing wealth.

A baker’s dozen of presidential wannabes all spouted identical sales talk. “Conservative” means nothing to them except as a popular advertising slogan.”

(Sounding the Trump, Clyde Wilson, Chronicles Magazine, October 2016, excerpt pg. 16)

The long American descent into Marxism is reminiscent of the 1920’s Soviet Union as the Bolsheviks consolidated their revolution and restructured culture and society.  In the late 1920s the term “cultural revolution” was redefined to mean aggressive class war, considering it anti-revolutionary to accept cultural change as a peaceful, evolutionary process. Stalinists adopted this class warfare, as opposed to class conciliation, official Party policy.

Further, in education, “credentialism” became official policy as non-Party indoctrinated faculty were purged, library shelves examined for books by anti-revolutionary authors, and research grants awarded only for ideologically pure scholarship.

Soviet Cultural Revolution in Education, 1928-1931

“The Fifteenth [Communist] Party Congress held in December 1927 had called for the mobilization of economic resources on behalf of industrialization . . . and a greater share of resources for educational programs.

The new political climate affected educational institutions and policies  . . . [as it] touched off a vast wave of purges at all levels of the educational system, which [conservatives] tried in vain to halt. At institutions of higher learning widespread purges of faculty and students were accompanied by drives to enhance ideological purity.

At Smolensk State University the Cultural Revolution was launched in the spring of 1929. Party organs forced the replacement of key administrators with trusted Party figures and ordered the new leadership to improve the social composition of the student body, to communize the leading organs and scientific workers of the university, and to create conditions “which would aid to the maximum the task of training cadres of real builders of socialism.”

Party members now dominated the governing board of the university as well as the faculty of social sciences . . . [and were encouraged] to press forward with expulsions of “socially alien and hostile students and reactionary scientific workers.” Further purges of “reactionary” faculty followed.

Massive expulsions of students of intelligentsia and bourgeois origins took place . . . to increase the representation of students with proletarian background. The extension of rabfaks [worker’s faculty] designed to prepare poorly educated workers for entrance into the university and the effort to recruit students of designated social background or political affiliation to fill assigned quotas began to have a dramatic impact on educational statistics.”

(Cultural Revolution in Russia, 1928-1931, Sheila Fitzpatrick, editor, Indiana University Press, 1984, excerpts pp. 89-92)

Nearly two years into the war, Lincoln’s government announced “General Orders No. 100,” the rules under his armies would conduct their operations. Selected to write the code was Prussian emigre Francis Lieber, a fervent nationalist in Prussia who fled his country while under police investigation in 1825 for plotting to overthrow the government.  After short residence in England, he was recruited to teach at Columbia University, and in the United States “directed the ardent nationalistic emotion with which he had regarded Germany.” Lieber believed he left behind the “bureaucratic ministries and police spies,” though his new employer relied on these as well.

Lieber’s Puzzling Code of War

“But there is a puzzling side to this document that has gone largely unnoticed by historians and legal scholars. Why was it allowed to be created and adopted? One could argue that the process by which Lieber’s code of war came into being contradicted constitutional principles and the established practices of the United States.

The Constitution states that the power to declare war and, even more pertinently, to “make rules for the government and regulation of the land and naval forces” belongs with the Congress. When the [United States] created the Articles of War in 1806, it did so through congressional legislation, not executive fiat. With General Orders No. 100, the executive branch took a bolder step than many have realized, by assuming the right to determine the parameters of war making, especially the meaning of “military necessity,” without these policies originating with Congress.

As the compilation of military law and usages made its way through the bureaucracy, Lieber understood that at least a few paragraphs might benefit from “the assistance of Congress,” but added that it “is now too late.”

[Some] sections gave the executive and his generals broad powers. The instructions allowed for the bombardment of civilians feeling a siege back into towns so their suffering could force surrender more quickly; and for taking most of the property from an enemy based on military necessity.”

(With Malice Toward Some: Treason and Loyalty in the Civil War Era, William A. Blair, UNC Press, 2014, excerpt. pp. 93-94)

Richard M. Weaver wrote: “Where education is under the control of collectivist fanatics, not only is the individual’s loyalty to truth despised, but the objective findings of science may be thus perverted to serve the ends of a political ideology.” And, he adds: “There are those in America today who apparently get academic freedom mixed up with students’ rights in general” – “and it goes without saying that academic freedom is not a tool for the “democratizing” of universities by turning them over to students.”

History versus Social Studies

“History has always been a sobering discipline because it presents the story not only of man’s achievements but also of his failures. History contains many vivid lessons of what can happen to man if he lets go his grip upon reality and becomes self-indulgent; it is a record of the race, which can be laid aside alongside the dreams of visionaries, with many profitable lessons.

Yet the modern tendency is to drop the old-fashioned history course and to substitute something called “social science” or “social studies,” which one student has aptly dubbed “social stew.” What this often turns out to be is a large amount of speculation based on a small amount of history, and the speculation is more or less subtly slanted to show that we should move in the direction of socialism or some other collectivism.

Often this kind of study is frivolous; the student is invited to give his thought to the “dating patterns” of teenagers instead of to those facts which explain the rise and fall of nations. There is more to be learned about the nature of man as an individual and as a member of society from a firm grounding in ancient and modern history than from all the “social studies” ever put together by dreamy “progressive” educators.”

(In Defense of Tradition: Collected Shorter Writings of Richard M. Weaver, 1929-1963, Ted J. Smith, III, editor, Liberty Fund 2000, excerpt pp. 191; 201-202)

It can be argued that the end of American republican government ended in 1861 with the industrialized state warring upon the Constitution and the agricultural South. The triumphant North launched its Gilded Age combine of government, corporations, millionaires and financial manipulation, as well as foreign imperialism, which brought the country to European military intervention. Then came the Depression. The first European military intervention set the stage for another even more costly; an American president then warned of a military-industrial complex that had emerged.

Progressive Empire, Left and Right

“If the American Republic is defunct, and if most Americans no longer subscribe to the classical republicanism that defined the Republic as its public orthodoxy, what is the principal issue of American politics?

Ever since the Progressive Era, the issue that has divided Americans into the two political and ideological camps of “Right” and “Left” has been whether or not to preserve the Republic.

The Progressives (at least their dominant wing) argued that the small-scale government, entrepreneurial business economy, and localized and private social and cultural fabric that made a republic possible was obsolete at best and at worst repressive and exploitive.

They and their descendants in New Deal/Great Society liberalism pushed for an enlarged state fused with corporations and unions into the economy with massive, bureaucratized cultural and educational organizations. In contrast, the “Right” pulled in the opposite direction, defending the Republic and the social and economic structure that enabled republicanism to flourish, but with less success and with ever-diminishing understanding of what they were doing.

Today the conflict over that issue is finished. The Progressive Empire has replaced the old American Republic, and even on the self-proclaimed “Right” today, virtually no one other than the beleaguered “paleo-conservatives” defends republicanism in anything like its pristine form.

The collapse of the conflict over republicanism is the main reason why the labels “Left” and “Right” no longer make much sense and also why – much more than the end of the Reagan administration and the Cold War – the “conservative coalition” of the Reagan era is falling apart.

Mr. Reagan’s main legacy was to show his followers, who for decades griped against “Big Government,” that they too could climb aboard the Big Government hayride and nibble crumbs at its picnic. With such “conservatism” now centered mainly in Washington and its exponents happily dependent on the federal mega-state, the historic raison d’etre of the American “Right” has ceased to exist.

Such conservatives no longer even pretend to want to preserve or restore the old Republic, and it now turns out that even when the said they did, it was all pretty much a charade anyway.”

(Revolution from the Middle, Samuel T. Francis, Middle American Press, 1997, excerpts pp. 90-91)

What is called “Modernism” in architecture was simply a response, primarily Marxist in its call to eradicate Western symbolism and meaning, to the rise of industrial manufacturing as man’s chief economic activity. The factory workers were deracinated country folk and their descendants bound to a new kind of slavery; their homes an industrial slum. But Marxist ideology would lift this new industrial man, who would attain control of “the means of production” with all class distinction abolished as life is reorganized by the Politburo.

Modernist Architecture’s Immense Damage

“When speaking of the faults of our surroundings we are naturally inclined to blame “bad architecture,” because buildings are easy to see in the landscape. Architects, just as naturally, inclined to dismiss this point of view as boobery. It is true that the mess we’ve made of places where we live and work is not solely the result of bad buildings, though there are plenty of them.

But that hardly lets architects off the hook. Rather, with the hubris of religious zealots, they set out on a great purifying mission that damaged the whole physical setting for civilization in our time.  The dogmas that guided them went by the name of Modernism. Heretics and skeptics were anathematized as systematically as the opponents of the fifteenth-century Vatican.

Modernism did its immense damage in these ways: by divorcing the practice of building from the history and traditional meanings of building; by promoting a species of urbanism that destroyed the age-old social arrangements and, with them, urban life as a general proposition; and by creating a physical setting for man that failed to respect the limits of scale, growth, and the consumption of natural resources, or to respect the lives of other living things.

The result of Modernism, especially in America, is a crisis of the human habitat: cities ruined by corporate gigantism and abstract renewal schemes. Public buildings and public spaces unworthy of human affection, vast sprawling suburbs that lack any sense of community, housing that the un-rich cannot afford to live in, a slavish obeisance to the needs of automobiles and their dependent industries at the expense of human needs, and the gathering ecological calamity that we have only begun to measure.

(The Geography of Nowhere: The Rise and Decline of America’s Man-Made Landscape, James Howard Kunstler, Simon & Schuster, 1993, excerpts pp. 59-60)

The following excerpt is from Senator Hubert Humphrey’s account of his interview with Soviet Premier Nikita Krushchev in 1959. Though claiming to be staunchly anti-communist, Humphrey in 1944 endorsed and promoted the fusion of the Farmer-Labor party with Democrats, as well accepting the support of “Stalinists and other assorted radicals who dominated the CIO [Congress of Industrial Organizations] in Minneapolis at this time.” Humphrey was also admired by Roosevelt’s pro-Soviet vice president, Henry Wallace.

Two Views of Freedom

“I told [Krushchev] that a lot of young and vigorous Democrats . . . were coming up and that things would be very different after the 1960 elections. “Mr. Premier,” I said, “you and your system have been living on borrowed time. You have just had it easy with the Republicans. Just wait until the Democrats come in. You want economic competition? We’ll run you right out of Gorki Park.”

[Then] Krushchev made the most interesting statement of the whole interview. “They are old-fashioned, they are reactionary,” he said of the communes. “We tried that right after the revolution. It just doesn’t work. That system is not nearly so good as the state farms and the collective farms. You know Senator, what those communes are based on? They are based on that principle, “From each according to his abilities, to each according to his needs.” You know that won’t work. You can’t get production without incentive.”

[We] got into a debate about over the nature of capitalism and “socialism” (meaning Soviet Communism). I told him that he was sadly misinformed about as to how American capitalism really works and he told me Americans “just plain don’t understand us.” His remarks included a remarkable statement of the Communist idea of freedom:

“In the USSR there is freedom.” Krushchev said, “In the capitalist world there is freedom of enterprise, freedom just to take care of yourself. In the USSR freedom means every member taking care of all the others. The citizen of the USSR regards the country’s welfare as his own welfare.  This needs to be understood. As a religious man believes in God, so does a citizen of a socialist country depend on the welfare of the country as a whole. You believe in God and you believe that your welfare is in the hands of God. We believe the individual’s welfare is the welfare of the state and is in the hands of the state.”

(My Marathon Talk with Russia’s Boss, Hubert Humphrey, LIFE, January 12, 1959, pg. 86)

A congressional committee investigating naturalization frauds in New York and Philadelphia found it was the common practice on the eve of elections for immigrants, many not yet qualified by residency, were naturalized in droves by political machines like Tammany Hall. The immigrant influx had created two Americas by the late 1850s: An immigrant-dominated North versus a South still consisting of English and Scots-Irish who originally settled the region. The former knew little of American institutions; the latter revered limited government, self-reliance and independence.  

In 1860, the South contained some 233,000 people born under a foreign flag, while the North held nearly 4 million foreign-born inhabitants. While running for president in mid-1860, Lincoln purchased Springfield (Illinois) Zeitung to gather immigrant votes; by 1864, fully 25% of Lincoln’s war machine consisted of Germans.

Immigrant Politics and Recruits

“In 1835, it was reported that more than one-half of the paupers in the almshouses of New York, Philadelphia, Boston and Baltimore were foreign-born, and in later years the proportion was even higher. Crime statistics, too, revealed a disproportionate number of foreign-born offenders; in 1850 there were three times as many foreign-born inmates of the New York State prisons as there were natives.

To many nativists an equally grave and more immediate threat to republican freedom stemmed from the political role of the foreign-born. In places the proportion of foreign-born voters had so increased as to hold the balance of electoral power; this of itself was a source of alarm, for most immigrants remained ignorant of American institutions.

In addition, the electoral violence and voting frauds, which had come to characterize immigrant voting in politics, we believed to be sapping the very foundations of the American political system.  There were numerous complaints of native voters being kept from the polls by organized mobs of foreign laborers, of immigrants voting on the very day of their arrival in America, and of hired witnesses and false testimony as the commonplaces of naturalization proceedings.

[Native resentment] of German arrogance gave way to excited warnings against the machinations of a disaffected and turbulent element to whom America had unwisely given asylum. [An example of this were] the demands of Communist Forty-Eighters like Wilhelm Weitling, who advocated complete social revolution and the establishment of an American “republic of the workers.”

In Missouri in the spring of 1861, the bulk of Union forces consisted of German militiamen [who] thwarted secessionist attempts to take the State out of the Union.  What led many to enlist was the offer of a bounty greater than an unskilled laborer’s annual earnings.  Large numbers, too, joined the army because the trade depression at the beginning of the war, and its consequent unemployment, left them no choice save starvation or military service.

Such cases were common, for example, in New York where Horace Greeley, struck in April 1861 by the high proportion of foreigners among the recruits, wondered whether “the applicants were actuated by the desire of preserving the Union of the States or the union of their own bodies and souls.”

(American Immigration, Maldwyn Allen Jones, University of Chicago Press, 1960, excerpts pp. 152-154; 171-172)