How to Read - Tomislav Sunic

8/13/2019 How to Read - Tomislav Sunic

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How to Read

By Tomislav Sunic

It is far easier to reflect on the art of dating than on the art of reading. For a student in humanities

the main concern must not be which author he needs to read and which one he needs to discard,but rather howto read and howto interpret the text. Before he flips open a book he must ask

himself a question: Who will interpret this text?Over the last several decades the focus in the

humanities has not been so much the substance of the authors work, but rather the biasedinterpretation of his work. The egalitarian-multicultural paradigm in higher education stilldetermines how an author is studiedand hence howhe is being interpreted. Here is anexample: Johan W. Goethe, the German classic writer of the late 18

thand early 19

thcentury had a

glowing reception in literary circles in NationalSocialist Germany, a glowing reception in thepostwar Allied-occupied West Germany, and a glowing one during the same period of time inthe Soviet-occupied East Germany. Each political regime interpreted Goethes texts inaccordance with the dominant political ideas of the time. The same rule of (re)interpretation

applies to all authors, regardless whether they are novelists, social scientists or legal scholars.

The Frankfurt School Program in Applied Brainwashing

For many White activists, or would-be college students in humanities, it is still hard tocomprehend that since the fateful 1945 the academic program in the West has been subject to a

drastic methodological overhaul, which in turn resulted in gigantic brainwashing of students. The

steady removal of hundreds of politically incorrect titles from library shelves on the one handand a radically new interpretation of the classics on the other, only added insult to injury. The

notion of just vs. unjust, of beauty vs. ugliness, of crook vs. hero, of truth vs. lie, has been

reversed, or rather, the meaning of those words changed in accordance with the dominant

leftist-liberal aka multicultural teaching philosophy. Very early on, largely as a result of theFrankfurt School Program in Applied Brainwashing, the System managed to conflate the notionof academic integrity with the notion of humanism. Any attempt by critically mindedprofessors to examine authors lying beyond the pale of the standard curriculum, was immediately

branded as a criminal, fascist enterprise, worthy of penal sanctions, loss of tenure, and academicostracism.

Today, the choice of appropriate literature by a humanities student, or for that matter by any

White activist wishing to learn more about his cultural and racial heritage, is further aggravated

by his often clumsy choice of methods. Yes, titans are in townwe know thatand there areonly a few honest teachers left to teach the right ropes. Without teachers to guide them, manyWhite nationalists are inclined to start gobbling up heavy literature on race, or they may immerse

themselves in academic texts on Judaism, while neglecting the simple prose of their homegrownclassics. For a young White student or an activist, the unguided plowing through difficult textson race, without prior knowledge of some of the classics, will not produce sound results. Also,

there may be a strong temptation to focus on racial differences, or even show anger at lower-IQ

racial groups, or make tallies of WWII body counts. Sooner, rather than later, such an approachwill get a White student into trouble.

The first step for a White student or an activist is to get acquainted with at least a few classics


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and chose a good roadmap when reading them. Only later on, when their message begins to sink

in, will he be able to grasp the criminal motives of the main movers and shakers in the study of

humanities in the university. For instance, in order to understand his instructors palaver abou tKarl Marx and his epoch, a student might be well advised to combine the instructors mandatoryreading list with his own list of authors, such as novelists Charles Dickens or Honor de Balzac.

Both novelists lived during the same epoch as the sociologist Marx, yet both were far better ingraphically describing the wretched conditions of workers in early capitalist France and England.

Naturally, Shakespeare always comes in handy, not just for those wishing to understand thetimeless issue of human fickleness, treachery and vanity, but also for those wishing to get a first

whiff of the world of Shylock and what Shylock thinks of himself and his chosen tribe:

Shylock:I will buy with you, sell with you, talk with you, walk with you, and so

following; but I will not eat with you,

drink with you, nor pray with you. (I, iii)

Shakespeares The Merchant of Veniceis an important work of literature today for students

wishing to grasp the language of modern banksters and the meanings of new financial fraudoriginating at Goldman Sachs, or when the Feds Helicopter Ben Bernanke preachesquantitative easing in order to con the masses into illusions about new job openings. Endlesspromissory notes about monetary bonds between Antonio and Shylock did not work out, soShylock demands from Antonio a pound of flesh cut out from his body. This must have been a

Shakespearian form of prime collateral. The same procedure is finding its mirror image todayin subprime collateral, or in the grand total of student loan debt which has reached $1 trillionin the USA today.

Shylock:Youll ask me, why I rather choose to haveA weight of carrion flesh, than to receive

Three thousand ducats. Ill not answer that. But say it is my humour. (IV,i).

And the list goes on. Reading the 18th

-century French Enlightenment writerVoltaireand hispassages on the religious intolerance of Jews and Christians is a much safer literature for startersthan passing out Jew-baiting pamphlets, or yelling silly slogans Sieg Heil! or White Power!In any case, these infantile exclamations are precisely what the enemys big ears want to hear.Students must be also careful with Cliffs Notes, as they often hide an oblique meta-message by a

stray leftist or pederast interpreter who is smart enough to tamper, or worse, reinterpret the textin accordance with his/her sick hormones. A case in point is Friedrich Nietzsche, the great

anti-egalitarian Western thinker whose texts were successfully hijacked by leftist scholars after

WWII. A word of advice: always look a the name of the publisher and the pedigree of the

commentator, or the name of the preface writer before starting to read the text of a classic.

Plain old novels, dramas and poetry by classic Western writers often reflect better the climate of

the socioeconomic and racial environment of a given epoch than heavy handed texts in sociology

or ravings by a political science teacher. Only later on can the reading of novels be supplanted by

the reading of scholarly works on the subjects of liberalism, race and multiculturalism. By then, astudent will be already all pruned up and equipped with the necessary conceptual weaponry for

the better comprehension of the horrible world he lives in. My suggestion: The course

Literature and Politicsof course, in an ideal college environmentshould be a standard
http://www.enotes.com/merchant-of-venice-text/act-i-scene-iii?start=1http://www.enotes.com/merchant-of-venice-text/act-i-scene-iii?start=1http://www.independent.org/newsroom/article.asp?id=2095http://www.independent.org/newsroom/article.asp?id=2095http://www.independent.org/newsroom/article.asp?id=2095http://www.independent.org/newsroom/article.asp?id=2095http://www.enotes.com/merchant-of-venice-text/act-i-scene-iii?start=1


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undergrad 101 course in the study of humanities. The beauty of reading novels is that they

provide good conceptual tools for the better understanding not just of the world as it once was,

but also as it now is.

Higher Education Fraud

Todays courses in humanities all over the Western academia are mega-sessions in educationaltravesty and a waste of students time and money. Most college courses in the humanities are incriminal violation of the right of White student to critical thinking and free inquiry. Not that all

contemporary professors in the humanities are bad. In fact most of them are just simple turncoats

who toe the line of the dominant political myths and who will dump them once new politicalmyths become trendy. More obsessed with their own egos than with the quality teaching, their

classes must be structured along the mimicked verbiage on the power of diversity. There is noattempt to guide students through the rudimentary lessons of critical thinking; intellectual

curiosity is completely left aside. The entire academic faunaboth in Europe and the USAis made up of pathetic characters sporting fake smiles and indulging in promiscuous

brownnosing of their superiors, with all of them being pathologically jealous of each other. Long

ago, the so-called multiracial sensitivity training program turned the Western higher educationinto a grotesque entertainment industry, barring intelligent White students from any critical

inquiry into the nature of the beliefs being foisted on them.

A half-decent White professor with a conservative background who wishes to bypass his

compulsive neurosis of self-censorship must engage in the ritual of fawning upon the Jews. Or he

must deliver occasional laudatory pep talks about the state of Israel. This is just about the onlysafe strategy to secure himself the miniscule perks available to conservatives.

On the opposite side of the teaching spectrum, for a high IQ White student, who possesses somevestiges of introspection, college courses represent emotional abusefor which neither histeacher, nor the deans office, nor the upper government echelons are ever called to account.Such a situation cannot last forever.

In both Europe or the USA, the only way for a White student to survive the well-planned processof educational dumbing down and brainwashing is by setting up his own parallel niche of study

in which he can read in peace the rightliterature. As long as he is in college he should play the

game, bite the bullet, and put up with years of mental torture in an ambiance which bears thefraudulent logo of the place of free academic research and free speech.

In no way should a White college student ever attempt to wave revisionist literature in front of

the noses of his classmates, or taunt his professor with a politically incorrect remark, let alone

crack a racial joke in public. This will augur his immediate kiss of death and signal a violent

foreclosure of his future professional life. Getting the degree must be his primary goal.

Just about the only advantage of going to college today is its protective symbolism of the degree.

Surely, the termination of the prison-like 4-year college enclosure wont deliver fame, money, orglory. But getting a BA, MA, or PhD and going against the academic consensus will eventually

elicit tacit respect from the conformists (who must always show nothing but hatred in public). To

be sure, a White student wont learn a thing from his politically correct humanities professors,whose greatest intellectual achievements consist of working out the details of their pension plan


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rollovers.

White students and activists whose native tongue is English have an immense advantage overWhites in Europe. The best literature today in the humanities is available in English. Besides, US

college libraries, including even small college libraries, are the best in the world. Why not take

advantage of it? For a White would-be genius, or would-be writer from Russia, or Germany, orFrance, let alone for an intelligent young writer residing in some microscopic country in Central

Europe, mastering all nuances of the English language is unavoidable if he has any intention of

getting into the literary limelight. In any case most scholarly books on race, modernity, on liberaldecadence, or on the Jewish question, are published in English. German self-consciousness was

destroyed after WWII and along with it the German language, which, although being a very rich

language, other than in Germany, is barely spoken in other parts of Europe. Thegloireof Franceispass and although there are good books published in French, especially in the field of the

sociology of postmodernity, few White Americans or English nationalists will bother learning

the French language. As a global lingua francathe American English has become the only and

the best weapon for cultural battles on all fronts.

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How to Read - Tomislav Sunic