Anti-Communism Education Act (ACE Act)
A proposal for true, comprehensive Communist history and resistance education
Anti-Communism Education Act (ACE Act)
This act shall be known as the “Anti-Communism Education Act,” or “ACE Act.”
The legislature finds that a comprehensive education on the true history of the praxis and worldview of Communism, the way it evolved, how it hides within other ideologies by manipulating language and definitions, how to recognize and identify Communism, why it represents an unmitigated and irredeemable evil in direct conflict with all values outlined in the NH and US Constitutions, and how to combat Communism is a critical need for New Hampshire citizens.
This mandate falls wholly within the context of an adequate education, is consistent with Constitutional requirements on education as “being essential to the preservation of a free government,” “the duty of legislators to cherish the interests of literature and the sciences, and all seminaries and public schools, to encourage public and private institutions… and the countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and economy, honesty and punctuality, sincerity, sobriety, and all social affections, and generous sentiments, among the people.” Communism touches and perverts all of these items to the detriment of the liberties and happiness of the citizenry.
Over time this knowledge has nearly been lost to history, and a false narrative of our heritage has emerged to replace it in order to subjugate Americans under miseducation and misinformation. The battle against Communism doesn’t just represent a distant memory of our great grandparents carrying rifles in faraway lands. The battle is here, today and every day, and must be won perpetually – every generation must make this a facet of their existence or succumb to this parasitic ideology. Communism is not an economic theory, as misunderstanding and purposeful obfuscation has led us to believe, but an all-encompassing worldview and dangerous disposition. This disposition is an ever-present facet of human nature. Perpetual ideological combat against the doctrines of Communism is the only way we may succeed in keeping this republic.
We find ourselves, in the year of our Lord 2023, in the midst of an American Cultural Revolution – a “Maoism with American characteristics” as per academic expert and best-selling author Dr. James Lindsay. We find ourselves here as we previous generations failed to take up the rhetorical arms against the enemy ideology of envy, greed and wrath – an enemy which inverts the American ethical ideal and perverts the institutions of this nation.
We introduce this comprehensive Anti-Communism education as a wholly necessary and timely act to begin to salvage the hearts and minds of the youth – that they not be lost as fodder to perpetual dialectical revolution. This act mandates curriculum and describes electives that must be offered to students in public education and made available to children in non-public education at institutions of public education. Students do not become prepared to tackle the real, ugly, dangerous and terrible challenges this world presents without careful and appropriate exposure to these truths and facts. They must be made ready – for their sake, and ours.
Rule-Making Authority
DOE to adopt rules to ensure the development and/or acquisition, and delivery, of the following curriculum. Appropriations may be made from the education trust fund as necessary to develop and/or acquire curriculum, oversee and track delivery, and any other necessary task to ensure delivery to NH students. It is the expectation of the legislature that most of the individual prescribed requirements may be met in one to several days of instruction.
Middle School Mandatory Curriculum
Course of study on the connection between “Capitalism,” “Socialism” and “Communism.” They are all part of the same ideology and a person who is a “Communist” is also, necessarily, a “Socialist.” “Socialism” was Marx’s prophesied Stage 5 of “Scientific” History wherein the government must force people to be the same and equal until, according to the theory, it becomes human nature. Once it becomes human nature, and “Socialist Man” is achieved, Stage 6 of History, “Communism,” has been achieved. Communism cannot be achieved, though, because it is prophesy that goes against nature. “Capitalism” is what Socialists called Stage 4 of History, which they wrongly believe will naturally undergo revolution into Socialism. “Capitalism” is a caricature of free market economics, but due to confusion was adopted widely by free-market champions as a synonym, though it is not. Study will review the theorized 6 stages of history as described by Marx with a particular emphasis on the “revolution” necessary between stages 4 and 5, and the use of coercive State force in stage 5 necessary to achieve stage 6.
Course of study on the Book/Essay: Abuse of Language, Abuse of Power: Josef Pieper, philosophy of communication vs. deception and creation of “pseudorealities” through misinformation, and relate to book/move “The Matrix,” as a postmodern-oriented representation of the “pseudoreality” concept. The more explicitly religious (Catholic) second half of the essay may be skipped.
Course of study on the book Animal Farm, George Orwell: On the nature of Communism and “equity” as unequal “equality,” and the tendency for people to succumb to normalcy bias ignoring warning signs of dangerous social movements until it’s too late, and the use of terms such as “conspiracy theory” to delegitimize people and ideas that may be true and honest.
Course of study on the updated and corrected history of Soviet and FBI archives of Project Venona, particularly regarding the “red scare” and Bella Dodd testimony that largely vindicated Senator McCarthy, and laid bare the broad scope of Communist infiltration of the US government and institutions. That the history of “McCarthyism” as a “witch hunt” was a Communist-and-sympathizer driven disinformation operation aimed to discredit the Senator, and the anti-Communism movement broadly, and to stymie the attempt to root out Communists in powerful positions.
Course of study on selected readings from Gramci: The Prison Notebooks, on “war of position” and gradual institutional takeover to affect Communist revolution. Materials from New Discourses should be incorporated.
Course of study on the Chinese Cultural Revolution: radicalized students rose up to demand revolution and attacked and informed on adults, including family. Topics include the five reds and five blacks, the efforts to destroy all existing culture, and the millions killed in struggle sessions. Book overview and selected readings from Thought Reform and the Psychology of Totalism by Robert Jay Lifton, and summary of the same by Dr. James Lindsay of New Discourses Podcast.
Course of study on the Institute for Social Research (Frankfurt School), neo-Marxism, and Herbert Marcuse, the concept of “critical consciousness,” the transition of pseudo-economic Marxism to identity-based Marxism, and the targeting of black Americans by the Communist International (ComIntern) to stoke racial hatred and black separatism – including Soviet plans for a separatist ethnonationalist black “republic” in southeast America overseen by Soviet apparatchiks.
Course of study on the historical transition from the “Science” of alchemy to modern scientific methodologies, particularly on the nature of Hermetic Alchemy and associated metaphysics, and efforts to corrupt modern science with alchemy (smuggling metaphysics as “sciece”).
High School Mandatory Curriculum:
Sophomore year course of study reviewing selected readings from the book The Critical Turn in Education with a focus on the infiltration of American colleges of education by radicals, and the shift in training and curriculum towards Marxism, including the influence of Brazilian Marxist Paulo Friere.
Course of study in Senior year on selected readings from book Bloodlands: Europe Between Hitler and Stalin, by Timothy D. Snyder, covering the atrocities of the Soviets in their march through Eastern Europe. Study should incorporate audio/video resources including MartyrMade episode 19: The Anti-Humans.
Senior year viewing of film Mr. Jones, 2019, biological thriller film documenting the history of the Holodomor forced famine of Ukrainian “Kulaks” by Stalin, and a further course of study on the nature and scope of the Holodomor.
Sophomore year course of study on American cultural movements and historical sympathies for Lenin, Stalin, Hitler and Mao on the part of American academics, institutions, and political figures.
Freshman year course of study on Yuri Bezmenov and the Soviet program of “demoralization,” and the concept of Mass Formation Psychosis. Study should include interviews with Bezmenov, and brief history of the Soviet and ComIntern ideological subversion.
Junior year course of study on the publication Unrestricted Warfare, the Chinese Communist Party war doctrine against America, focusing on selected readings identifying America as vulnerable to ideological subversion and political warfare paradigms.
Junior year course of study on the German idealist philosopher Hegel, the “Hegelian dialectic,” and the movement of “Young Hegelians,” and “Old Hegelians” which spread this ideology around the world, including to avowed “Hegelian” thinkers Karl Marx, Woodrow Wilson, Dewey, Roosevelt, and so on.
Freshman year course of study on the eugenics movement championed by early American Progressives and Hegelians including forcible sterilization, welfare programs designed to break the family unit, and Planned Parenthood founded as an anti-black eugenics organization. Also incorporated shall be a brief overview of the false historical allegations that “Jews” are behind Marxism or Communism, that Communist ideology is a human universal, as all people experience the oppression of nature and are therefore vulnerable, and that the Marxist cult beliefs parasitized Judaism like it does all other belief system.
Electives offered to all students at the high school level (to be offered minimally in alternating years)
Political Warfare 101: a deeper study into the concepts: “active measures,” “reification,” “entryism,” “counter-hegemony,” “dialectical inversion,” “good trouble” and “beautiful trouble,” “framing,” “mass line,” “metaphysics,” “presuppositions,” “epistemology,” “pedagogy,” “disinformation,” and how all these concepts relate to political and information warfare with a particular focus on Maoist doctrine. Study should draw significantly from materials from Unconstrained Analytics, Stephen Coughlin, New Discourses, James Lindsay, and Saul Alinsky’s “Rules for Radicals.”
Political Warfare 102: a study on the history of ideological warfare, occultism, and secret societies from Plato’s Republic to Theosophy, Hermeticism and Gnosticism, the Eleusinian Mysteries and other initiation rights, how control may be achieved through mandatory perversion and blackmail, the use of children as a sexual “honeypot” for blackmail materials in Northern Ireland by British intelligence and the private island of Jeffery Epstein, and such use of children dating back to the time of Plato, and use of the “dialectic” by powerful people and organizations as a weapon by introducing a “problem,” and shaping the “reaction,” to achieve a desired outcome “solution.” Study should draw significantly from materials from Unconstrained Analytics, Stephen Coughlin, New Discourses, James Lindsay, and the MartyrMade Podcast 3-episode series on Jeffery Epstein.