Communist Party Goals for America, 1963

Check off how many Obama and the Dems accomplished. From Gateway Pundit.

Obama & Dems Make Great Strides… In Achieving Communist Goals for America

Posted by Jim Hoft on Sunday, April 18, 2010, 8:35 AM

You read that right…
In 1963 The Honorable A. S. Herlong, Jr of Florida recited the Communist Goals for America in the House of Representatives on Thursday, January 10, 1963.
It looks like the communists, working through the democratic party, have made some great strides under the current Obama-Pelosi Regime.
It’s frightening. Via Free Republic.

Mr. HERLONG. Mr. Speaker, Mrs. Patricia Nordman of De Land, Fla., is an ardent and articulate opponent of communism, and until recently published the De Land Courier, which she dedicated to the purpose of alerting the public to the dangers of communism in America.

At Mrs. Nordman’s request, I include in the RECORD, under unanimous consent, the following “Current Communist Goals,” which she identifies as an excerpt from “The Naked Communist,” by Cleon Skousen:

[From "The Naked Communist," by Cleon Skousen]

CURRENT COMMUNIST GOALS

1. U.S. acceptance of coexistence as the only alternative to atomic war.

2. U.S. willingness to capitulate in preference to engaging in atomic war.

3. Develop the illusion that total disarmament [by] the United States would be a demonstration of moral strength.

4. Permit free trade between all nations regardless of Communist affiliation and regardless of whether or not items could be used for war.

5. Extension of long-term loans to Russia and Soviet satellites.

6. Provide American aid to all nations regardless of Communist domination.

7. Grant recognition of Red China. Admission of Red China to the U.N.

8. Set up East and West Germany as separate states in spite of Khrushchev’s promise in 1955 to settle the German question by free elections under supervision of the U.N.

9. Prolong the conferences to ban atomic tests because the United States has agreed to suspend tests as long as negotiations are in progress.

10. Allow all Soviet satellites individual representation in the U.N.

11. Promote the U.N. as the only hope for mankind. If its charter is rewritten, demand that it be set up as a one-world government with its own independent armed forces. (Some Communist leaders believe the world can be taken over as easily by the U.N. as by Moscow. Sometimes these two centers compete with each other as they are now doing in the Congo.)

12. Resist any attempt to outlaw the Communist Party.

13. Do away with all loyalty oaths.

14. Continue giving Russia access to the U.S. Patent Office.

15. Capture one or both of the political parties in the United States.

16. Use technical decisions of the courts to weaken basic American institutions by claiming their activities violate civil rights.

17. Get control of the schools. Use them as transmission belts for socialism and current Communist propaganda. Soften the curriculum. Get control of teachers’ associations. Put the party line in textbooks.

18. Gain control of all student newspapers.

19. Use student riots to foment public protests against programs or organizations which are under Communist attack.

20. Infiltrate the press. Get control of book-review assignments, editorial writing, policymaking positions.

21. Gain control of key positions in radio, TV, and motion pictures.

22. Continue discrediting American culture by degrading all forms of artistic expression. An American Communist cell was told to “eliminate all good sculpture from parks and buildings, substitute shapeless, awkward and meaningless forms.”

23. Control art critics and directors of art museums. “Our plan is to promote ugliness, repulsive, meaningless art.”

24. Eliminate all laws governing obscenity by calling them “censorship” and a violation of free speech and free press.

25. Break down cultural standards of morality by promoting pornography and obscenity in books, magazines, motion pictures, radio, and TV.

26. Present homosexuality, degeneracy and promiscuity as “normal, natural, healthy.”

27. Infiltrate the churches and replace revealed religion with “social” religion. Discredit the Bible and emphasize the need for intellectual maturity which does not need a “religious crutch.”

28. Eliminate prayer or any phase of religious expression in the schools on the ground that it violates the principle of “separation of church and state.”

29. Discredit the American Constitution by calling it inadequate, old-fashioned, out of step with modern needs, a hindrance to cooperation between nations on a worldwide basis.

30. Discredit the American Founding Fathers. Present them as selfish aristocrats who had no concern for the “common man.”

31. Belittle all forms of American culture and discourage the teaching of American history on the ground that it was only a minor part of the “big picture.” Give more emphasis to Russian history since the Communists took over.

32. Support any socialist movement to give centralized control over any part of the culture–education, social agencies, welfare programs, mental health clinics, etc.

33. Eliminate all laws or procedures which interfere with the operation of the Communist apparatus.

34. Eliminate the House Committee on Un-American Activities.

35. Discredit and eventually dismantle the FBI.

36. Infiltrate and gain control of more unions.

37. Infiltrate and gain control of big business.

38. Transfer some of the powers of arrest from the police to social agencies. Treat all behavioral problems as psychiatric disorders which no one but psychiatrists can understand [or treat].

39. Dominate the psychiatric profession and use mental health laws as a means of gaining coercive control over those who oppose Communist goals.

40. Discredit the family as an institution. Encourage promiscuity and easy divorce.

41. Emphasize the need to raise children away from the negative influence of parents. Attribute prejudices, mental blocks and retarding of children to suppressive influence of parents.

42. Create the impression that violence and insurrection are legitimate aspects of the American tradition; that students and special-interest groups should rise up and use ["]united force["] to solve economic, political or social problems.

43. Overthrow all colonial governments before native populations are ready for self-government.

44. Internationalize the Panama Canal.

45. Repeal the Connally reservation so the United States cannot prevent the World Court from seizing jurisdiction [over domestic problems. Give the World Court jurisdiction] over nations and individuals alike.

The democrats are not reshaping America into a European socialist-style government… They’ve gone past that. Not even Hugo Chavez has been as aggressive as this bunch.

Venezuela: History Tends To Repeat Itself, Or I Hate To Say It, But I told You So

When Hugo Chavez first came into power I remember hearing a joke. The joke is not particularly funny, but it says a lot about what most people, mostly Cuban Americans, thought at the time. The joke goes like this: Two Venezuelan businessmen are discussing Chavez's rise to power. They are discussing the future of their respective businesses and one says to another "I am considering moving all my operations to Cuba." "Cuba!?! Why in the world would you do that?" says the second. "Because Communism is ending there, but it is just beginning here."

It has been quite sometime since I first heard that joke. Communism is still going strong in Cuba, Raul taking the helm notwithstanding. However, the sharp turn left (south?) for Venezuela continues. Isben Martinez writes the following in the Library if Economics and Liberty:

I live in a Latin American neo-populist petrocracy.

For the last decade, my government's economic officials have pledged themselves to the "comprehensive, humanist, endogenous and socialist development of the nation", whatever that means.

Perhaps that gobbledygook just means that in Venezuela it is much easier to fetch a bottle of premium Scotch whisky at any low-income neighborhood's supermarket than a bottle of milk, a pound of sugar or a dozen of eggs. Paradoxically, the local branch of Audi set an all-time Latin American sales record during 2007 by catching a 22% share of the region's luxury cars market.

He goes on to say:

Consider breakfast. My breakfast, to be exact. It's been months since I have had an oatmeal breakfast or a nice cup of espresso with a drop of milk because coffee and milk has literally vanished from supermarkets' shelves since last November. And that includes "Mercal", the government's supermarket network where the poor are supposed to buy food at subsidized low prices

The reason? Stiff price controls, of course, and fixed currency rates that have been going on for 5 years, too.

Be sure to read the full article.

Everything You Needed to Know About Communism You Could have Learned From Lego's

To quote Dave Barry, I swear I am not making this up. It seems "Lego Time" turned into a lesson on Lenin and Marx. And let me say upfront, if my kids were in that class, I'd have yanked them out of there so fast heads would spin, preferably the teachers. Funny how they can impose THESE values on the kids, but others are legally prevented from even being mentioned in schools. Here is a capsule, which I found on the Mises site:

From Legotown to Communist Utopia
Jeffery Tucker

A commentator on this blog draws our attention to this piece on the site Rethinking Schools. It is called "Why We Banned Legos." It is indeed an amazing piece of work, a perfect distillation of the romantic attachment that bourgeois educators in a prosperous society have for a communist ideal they have never experienced or seen or, apparently, read about.

In the short version, the teachers allowed the children in an after-school program to build a massive and growing Legotown. As kids will do, they students tended to homestead certain pieces and structures, and then barter them. Eventually resentments over who owns what emerge, and, after some inadvertent destruction of some buildings took place, conflicts arose.

The teachers then used the occasion to teach a lesson straight from old-time communist ideology, bringing the kids around to the view that all structures must be public structures, that nothing can be owned but by groups, and that all structures will be standard sizes.

It is an engaging if very alarming read! I would be curious to know to what extent the kids absorb the "lesson" they were given, or, if their heart of hearts, they really do miss the excitement and beauty of the real Legotown.

In any case, reading this piece, you can understand how it is that Castro's resignation has unleashed mind-boggling statements about the glories of the society he created, and its "immense achievements in terms of healthcare, poverty reduction and education."

The link to the article is here. Now you really need to read and follow the piece. Early on:

"I'm making an airport and landing strip for my guy's house. He has his own airplane," said Oliver.

"That's not fair!" said Carl. "That takes too many cool pieces and leaves not enough for me."

"Well, I can let other people use the landing strip, if they have airplanes," said Oliver. "Then it's fair for me to use more cool pieces, because it's for public use."

Never was a fan of Eminent Domain. It "was not fair" to use the "cool pieces" for a private house or structure, but for public use, it was OK. It seemed there was hope for the kids:

Children dug through hefty-sized bins of Legos, sought "cool pieces," and bartered and exchanged until they established a collection of homes, shops, public facilities, and community meeting places.

Barter and exchange. Sems to me to be the cornerstone of a free economy. After all the piece one kids values may mean nothing to the kid that has it and worth a trade. He may want it more than the pieces he has. I remember learning about trade with baseball cards.

Legotown grew and grew. Space and lego pieces grew scarce (and more valuable and desirable):

Occasionally, Legotown leaders explicitly rebuffed children, telling them that they couldn't play. Typically the exclusion was more subtle, growing from a climate in which Legotown was seen as the turf of particular kids. The other children didn't complain much about this; when asked about Legos, they'd often comment vaguely that they just weren't interested in playing with Legos anymore. As they closed doors to other children, the Legotown builders turned their attention to complex negotiations among themselves about what sorts of structures to build, whether these ought to be primarily privately owned or collectively used, and how "cool pieces" would be distributed and protected. These negotiations gave rise to heated conflict and to insightful conversation. Into their coffee shops and houses, the children were building their assumptions about ownership and the social power it conveys — assumptions that mirrored those of a class-based, capitalist society — a society that we teachers believe to be unjust and oppressive. As we watched the children build, we became increasingly concerned.

Kids being kids, tragedy struck. I remember making huge Lego layouts and playing Godzilla (rahr, rahr) or some other freak force and destroying my towns and meek residents. Loads of fun. Despite the article saying it was an "accident", I kinda like to think some kid played Godzilla like I use to and smashed that town to bits. So now, like Katrina, devastation leads to rebuilding:

When the children discovered the decimated Legotown, they reacted with shock and grief. Children moaned and fell to their knees to inspect the damage; many were near tears. The builders were devastated, and the other children were deeply sympathetic. We gathered as a full group to talk about what had happened; at one point in the conversation, Kendra suggested a big cleanup of the loose Legos on the floor. The Legotown builders were fierce in their opposition. They explained that particular children "owned" those pieces and it would be unfair to put them back in the bins where other children might use them. As we talked, the issues of ownership and power that had been hidden became explicit to the whole group.

We met as a teaching staff later that day. We saw the decimation of Lego-town as an opportunity to launch a critical evaluation of Legotown and the inequities of private ownership and hierarchical authority on which it was founded. Our intention was to promote a contrasting set of values: collectivity, collaboration, resource-sharing, and full democratic participation.

Again, who are they to decide WHAT VALUES will be taught? What separates "social" values from "religious"? The next part of the article goes on to say "how" Legotown was rebuilt, the new "rules" the kids had to abide by in rebuilding Legotown. The missed good opportunities to teach how the free market works. They decided to turn it into a lovefest, everybody shares, everybody happy, everybody wins. It is one of my biggest complaints about AYSO and youth soccer in the States, where "everybody" hasd to get a chance to play, and "everybody" wins, you can't have a losing team because it leads to hurt feelings. Kids need to learn the reality of life, and the sooner the better.

Here are "the themes" the teachers and kids learned from each other in the "new, better" Legotown:

• Collectivity is a good thing:

"You get to build and you have a lot of fun and people get to build onto your structure with you, and it doesn't have to be the same way as when you left it.... A house is good because it is a community house."

• Personal expression matters:

"It's important that the little Lego plastic person has some identity. Lego houses might be all the same except for the people. A kid should have their own Lego character to live in the house so it makes the house different."

• Shared power is a valued goal:

"It's important to have the same amount of power as other people over your building. And it's important to have the same priorities."

"Before, it was the older kids who had the power because they used Legos most. Little kids have more rights now than they used to and older kids have half the rights."

• Moderation and equal access to resources are things to strive for:

"We should have equal houses. They should be standard sizes.... We should all just have the same number of pieces, like 15 or 28 pieces."

You wanna know why things are so f'd up just look at who and what they are teaching kids today. Yes, in playtime it may have made for a wonderful solution, but in the real world history has shown us it is a failed experiment.