“Word Association,” SNL-style, 1975, was a comedy classic. It simply would not be allowed on TeeVee these days. However, the spirit of the great Chase-Pryor name-calling lives on. In education, of all places.

First, the schools are well and truly dead. In many cases, they kill the children too. No, your kids are not safe at the government’s little prison camps. Security footage from Uvalde shows the exact nature of the protection provided children by the police – none. Odds are, you’ve now seen the video of a legion of cops hanging around and retreating (from a lone gunman) for over an hour. This is how they respond when a madman incel is murdering their kids at their school in their town. They will do even less for you and yours. There is no fixing this problem.

Nothing works in US education anymore. READ THIS ESSAY. Read the whole thing. From phase 2 (training) to phase 4 (grooming), the schools have tried everything – except education. None of it worked. None of it will work. None of it can work. And, given the collapsed demographics of the dead nation, any return to literal learning in the classical trivium mold is unlikely to work anymore (not that they’re going to even contemplate that).

Read this abstract from an article on “Dead Honky(s).”

In 1975, Saturday Night Live, a long-running sketch comedy television series, aired a sketch featuring Richard Pryor, a Black man, and Chevy Chase, a [W]hite man. During the sketch, several racial epithets were used for both Black people and [W]hite people, including the n-word. In this paper, I parallel the emotionalities displayed in that sketch to assert that as whiteness pretends to be innocent, flustered, and terrified, it nonetheless creates terror and violence. Critical [W]hiteness studies (CWS) in the field of higher education fails to account for these technologies of violence that characterize whiteness and which whiteness employs. I bring a Black consciousness lens that asserts a critical narrative grounded in my own and in the intellectual, cultural, and psychic experiences of Blackness. From that space, I theorize technologies of ([W]hite) violence as enactments of: (1) malicious [W]hite terror; (2) rhetorical [W]hite innocence, mobilized through [W]hite contempt and [W]hite transmission; and, (3) pacifying [W]hite concession. Ultimately, I call for CWS to take up an analysis of technologies of ([W]hite) violence in its interrogation of the ways that [W]hiteness operates in postsecondary education, but more so to commit to realizing the death of [W]hiteness, taking up Pryor’s verbal effigy “dead honky.”

That was not written by a deranged homeless junkie. Rather, it’s from a department head at a Colorado college of education – a school where they teach teachers to teach. In a way, it makes sense. America was built by and for (White) European Westerners. Now that it has all come apart, the schools included, what is the point of catering to or even tolerating the fading heritage base population?

It’s not that the system has problems. It had them. In the past. Now, it is collapsed. Gone. Over. D-E-A-D. Dead as a Honkey (here, image Pryor’s hilarious flaring nostrils and twitching eyebrows). In the future, the survivors can and must rebuild something like the old system. In the schools, that will mean teaching logic, rhetoric, and grammar, and little else. While we wait, get your kids out of the deadly madness. That goes for Whites, Blacks, and anyone else who enjoys such mobilized, malicious, pacifying transmissions as electricity, indoor plumbing, and a lack of homo freaks gunning down kids in classrooms while fat cowards idly stand by the hand sanitizer.