One facet of the overriding problem is sub-replacement fertility: the failure of whites worldwide to replace their population by having at least 2.1 children per couple.

The result is a white population declining both in absolute numbers and relative to other races, many of which are growing in size. This is happening at ferocious speed, far more rapidly than most white nationalists grasp.

Note also that the offspring of the many whites who now intermarry, or reproduce interracially outside of marriage, do not augment the white birthrate, but detract from it; such children are non-white. And this is not a marginal problem.

Under present conditions, such hybrids must be uncompromisingly deflected away from the white population and gene pool. Hybrid individuals are unacceptable as group members.

At the most fundamental level, white racialism is a straightforward exercise in conservation biology. Whites, or a remnant of them, must physically survive as a racially-conscious, culturally coherent breeding population or group of genetically similar breeding populations.

I speak of the Teacher, especially the teacher of the American high school and university.

The mandate of the Teacher is simple:  to educate.  The simplest, purest form of the Teacher can be found in my book Teacher of the Year: The Mystery and Legacy of Edwin Barlow. For 35 years, Edwin Barlow taught mathematics at his beloved Horace Greeley High School in New York. Thousands of students passed through his classroom. Yet when he died, he remained as much a cipher as the day he arrived, for he deliberately shrouded his life in rumor and mystery.

We are the most conditioned, programmed beings the world has ever known. Not only are our thoughts and attitudes continually being shaped and molded; our very awareness of the whole design seems like it is being subtly and inexorably erased. The doors of our perception are carefully and precisely regulated. Who cares, right?

 

It is an exhausting and endless task to keep explaining to people how most issues of conventional wisdom are scientifically implanted in the public consciousness by a thousand media clips per day. In an effort to save time, I would like to provide just a little background on the handling of information in this country. Once the basic principles are illustrated about how our current system of media control arose historically, the reader might be more apt to question any given story in today's news.

 

If everybody believes something, it's probably wrong. We call that CONVENTIONAL WISDOM.

The project is still in its planning phase, and its backers admit it faces legal and financial hurdles. But the professors want to establish a school in the West African nation of Ghana where Indiana teachers would instruct some of the state's poorest children.

"The core idea is to pull kids out of an environment where they cannot thrive and put them in one where they can," said law professor Kevin Brown, who leads the group behind the idea.

Backers would have to raise $4 million in donations to build the school, but the $10,000 or so the state pays urban districts for a student's education each year would cover the classes, room, board and travel, said Brown, who teaches at the university's Bloomington campus.

Issues such as student safety and legal liability must be still be addressed. But a similar project launched in the 1990s by the Abell Foundation and the Baltimore public school system in Kenya operated for seven years until being shut down amid fears of terrorist attacks on Americans after 9/11.

In one generation ... the numbers of those majoring in the humanities dropped from a total of 30 percent to a total of less than 16 percent; during that same generation, business majors climbed from 14 percent to 22 percent. Despite last year’s debacle on Wall Street, the humanities have not benefited; students are still wagering that business jobs will be there when the economy recovers.

What are the causes for this decline? There are several, but at the root is the failure of departments of English across the country to champion, with passion, the books they teach and to make a strong case to undergraduates that the knowledge of those books and the tradition in which they exist is a human good in and of itself. What departments have done instead is dismember the curriculum, drift away from the notion that historical chronology is important, and substitute for the books themselves a scattered array of secondary considerations (identity studies, abstruse theory, sexuality, film and popular culture). In so doing, they have distanced themselves from the young people interested in good books.