in Politics

Now THAT’S a bad speech

This past summer, I was at a wedding reception talking to a guy who was terrified about the trade deficit.

“Did you KNOW,” he said, speaking in capital letters, “that the TRADE DEFICIT last year was 700 BILLION DOLLARS?!!” (That’s him verbatim. You could absolutely hear the extra exclamation points after the question mark.)

I told him I didn’t know – I still don’t, as that number sounds like it was a number pulled out of his butt – but even if that were true, I told him I couldn’t care less.

He was aghast. “But WHERE is AMERICA going to come up with THAT kind of money?!”

It was then I realized that the word “deficit” had convinced him that a “trade deficit” is exactly the same thing as a “budget deficit.” That’s about as stupid as someone who thinks salad dressing should only be stored in dressing rooms. The words are the same, yes, but the meaning is different enough that no one really needs to worry about spilling Thousand Island on their Hamlet tights.

When the government has a budget deficit, they have a shortfall between the amount of money they spend and the amount of money they take in. We buy, say, two or three trillion dollars worth of stuff, but we don’t have enough cash to cover that extra $500 billion or so. So we stick the rest on the credit card and hope that the bill arrives in the mail when the American people aren’t looking.

A trade deficit, however, is the difference between the amount of stuff we buy as opposed to the amount of stuff we sell. So if I sell you my old comic book collection for fifty bucks, you have just racked up a staggering $50 trade deficit with me. WHERE  are YOU going to come up with THAT kind of money?!

As you can see, the question makes no sense at all. You don’t owe me anything, since you were already stupid enough to blow fifty bucks on a piles of rotting newsprint with pictures of Green Lantern drawn on them.  But you’re okay with it, too, because you decided that you wanted those dog-eared comics more than you wanted the fifty bucks. And thus, through the magic of capitalism,  both of us walked away happy.

Last May, Donald Trump, ostensibly a savvy capitalist himself, proved that when it comes to this fundamental tenet of economics, he doesn’t know salad dressing from comic books. Speaking to a rally of true believers, then-Candidate Trump mocked the people who were worried that his proposed tariffs and taxes would start a trade war.

“Trade war?!” he sniffed, the extra exclamation point dripping from his scowling smirk. “We’re losing $500 billion in trade with China. Who the hell cares if there’s a trade war?!”

(Wait, it’s $500 BILLION, not $700 BILLION?!!  Why didn’t TRUMP tell the GUY at the WEDDING RECEPTION ?!)

Kindly consider the depth of ignorance found in Trump’s statement. We’re “losing” $500 billion in trade with China. So when we trade with China, we hand them $500 billion, and they hand us… nothing, apparently, because that money is lost. LOST! We’re losing it. So WHO the HELL cares?

Of course, that money is not lost. We handed them half a trillion bucks; they handed us all kinds of crap – shoes and umbrellas and refrigerators and iPhones and Trump-brand neckties, all made in China. (Yes, before he inflicted himself on the American electorate, Trump was making America great again by exploiting cheap Chinese labor.) That $500 billion isn’t “lost.” It’s been traded. And it wouldn’t have been traded if we didn’t prefer having iPhones to having the money we paid for them. The trades were voluntary – both parties are satisfied. No bill for $500 billion is going to arrive in the White House mailbox unless Melania decides to surprise Barron by buying Guam for him as a birthday present.

All this is prelude to how terrible President Trump’s inaugural speech was. I’m not talking about its moments of breathtaking stupidity, like his line about how kids are stuck in a school system which “leaves our young and beautiful students deprived of all knowledge.” Really? Deprived of ALL knowledge? Do they become zombies? Or game show hosts? Well, at least they’re young and beautiful. Maybe they could hook up with some creepy billionaire who likes to grab young and beautiful people by the…

But I digress. (Although it’s hysterical that the word “all” before knowledge has been dropped from the official transcript. Trust me; it was there. I’d suggest that you rewatch the thing if you don’t believe me, but I wouldn’t wish that on anyone.)

Trump got most passionate as he was describing “American carnage” caused by the horrors of other countries “making our products.” Other countries making OUR products?! No more!  It’s time to rebuild the “rusted-out factories scattered like tombstones across the landscape of our nation.”  It’s going to be “America First.” Two rules: “Buy American and Hire American.” And that, my friends, is how we’re going to make America great again.

Or, at the very least, make America as great as North Korea.

North Korea, you see, has a philosophy called “Juche!” It’s a word that roughly translates into “self-reliance,” but in practical terms, it means that North Korea follows two simple rules: Buy North Korean and Hire North Korean. International trade is considered a betrayal of the Hermit Kingdom’s revolutionary principles.

That text either translates as “Self-Reliance” or “Deprived of all knowledge.”

And the result? Widespread poverty, massive repression, and famines so bad that vast swaths of populace have had to survive by eating grass.

Trade is good. It creates wealth. And, like it or not, we live in a global economy. Pretending we don’t won’t return us to the 1920s, when we didn’t.

Back then, the now-rusted-out factories were rust-free and churning out Model Ts built by 100% American labor. But now Ford can churn out sedans and SUVs that are exponentially more sophisticated than the Model T, and they can do it with a tiny fraction of the labor force. Why? Automation. Those assembly line jobs have been made obsolete by technology, and, Trump’s populist, protectionist rhetoric aside, they’re not coming back.

I’ve said many times that the entirety of the MBA I earned can be summed up in three words – markets are efficient. If labor is going overseas, it’s because the market has found a more efficient use of capital. If government jumps in and tries to stop it, it’s a bit like tearing up all the modern car-building machinery and forcing Toyota to make all its Priuses by hand, complete with hordes of seamstresses sewing up the leather seats. Will that create jobs? Well, yes, but it will also destroy other jobs, destroy a great deal of wealth, and ultimately make Toyota so non-competitive that they’ll go out of business, thereby destroying the short-term Prius-leather-seat-sewing jobs that made Trump look like a hero when he created them.

This is the real danger of Trump, folks. He’s going to mandate that the economy operate like it did fifty years ago, and if he gets his way, we’ll ALL be eating GRASS!!

Hopefully, we’ll still have some SALAD DRESSING.

A Practical Guide to President Trump
Trump: Day 2

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  1. “Really? Deprived of ALL knowledge?”

    Really.

    Behold:

    https://www.youtube.com/watch?v=rytC4QsIiG8

    Behold:

    https://www.youtube.com/watch?v=MWfGKt0aZLI

    Behold:

    https://www.youtube.com/watch?v=7_pw8duzGUg

    Behold:

    https://www.youtube.com/watch?v=1xz_CKpQeJY

    Behold:

    https://www.youtube.com/watch?v=i_4-BqSIUD8

    I could go on forever posting these kinds of videos, but I think this small selection demonstrates a point:

    Today’s college graduates are ignorant. It’s a wonder that they’re able to put on their pants and tie their own shoes on a daily basis.

    Their heads are being filled up with far too much social justice nonsense for them to function as thinking individuals. The only thing more stupid than a modern college student though, is their idiot professors who really ought to be old and wise enough to know better.

    But it’s been this way in varying degrees since at least the Wilson administration, if not before.

    Let’s look at some of the statements published by the NEA:

    “A dying laissez-faire must be completely destroyed and all of us, including the ‘owners,’ must be subjected to a large degreeof social control. … An equitable distribution of income will be sought. … [And] the major function of the school is the social orientation of the individual. It must seek to give him under-standing of the transition to a new social order.” ~Willard Givens, 1937

    Dr. Goodwin Watson, Professor of Education at Teachers College, Columbia University, begged the teachers of the nation to use their profession to indoctrinate children to overthrow ‘conservative reactionaries’ directing American government and industry. … (He) declared that Soviet Russia was one of ‘the most notable international achievements of our generation.’

    “In the struggle to establish an adequate world government, the teacher. … can do much to prepare the hearts and minds of children for global understanding and cooperation. … At the very top of all the agencies which will assure the coming of world government must stand the school, the teacher, and the organized profession.” ~Joy Elmer Morgan, 1946

    “As you teach about the United Nations, lay ground for a stronger United Nations by developing in your students a sense of world community. The United Nations should be transformed into a limited world government. The psychological foundations for wider loyalties must be laid. … Teach about the various proposals that have been made for strengthening the United Nations and the establishment of world law. Teach those attitudes which will result ultimately in the creation of a world citizenship and world government. … We cannot directly teach loyalty to a society that does not yet exist, but we can and should teach those skills and attitudes which will help create a society in which world citizenship is possible.” ~William Carr, 1947

    “The goal of education is the facilitation of change.” ~Carl Rogers, 1967

    The NEA Journal on “New” Social Studies, 1967: “Probably the most obvious change occurring in the social studies curriculum is a breaking away from the traditional dominance of history, geography, and civics. Materials from the behavioral sciences … sociology, social psychology … are being incorporated into both elementary and secondary school programs.”

    “Ten years hence it should be more accurate to term him [the teacher] a “learning clinician.” This title is intended to convey the idea that schools are becoming “clinics” whose purpose is to provide individualized psychosocial “treatment” for the student, thus increasing his value both to himself and to society. … Educators will assume a formal responsibility for children when they reach the age of two … [with] mandatory foster homes and “boarding schools” for children between ages two and three whose home environment was felt to have a malignant influence, [and children would] become the objects of [biochemical] experimentation.” ~Harold and June Shane, 1969

    “We are the biggest potential political fighting force in this country and we are determined to control the direction of American education.” ~Catherine Barrett, 1972

    “Dramatic changes in the way we will raise our children in the year 2000 are indicated, particularly in terms of schooling…We will need to recognize that the so-called ‘basic skills’, which currently represent nearly the total effort in elementary schools, will be taught in one-quarter of the present school day. … When this happens—and it’s near—the teacher can rise to his true calling. More than a dispenser of information, the teacher will be a conveyor of values, a philosopher. … We will be agents of change.” Gloria Steinem, 1973

    http://concernedwomen.org/wp-content/uploads/2013/11/nea.pdf

    So we know that what has been perceived as American public education has always functioned as political indoctrination in reality. In fact, it goes back to the very inception of American public education, which began in Hungary with a Marxist character named Gyorgy Lukacs.

    After the Russian Revolution, European Marxists were perplexed as to why Marxist thought didn’t overtake Europe. So they set about devising ideologies and strategies specifically designed to conquer Europe and the rest of the globe with Marxism.

    In 1918, Hungarian Deputy Commissar for Culture and Marxist Georg Lukacs was independently developing similar outlooks to that of Marxist inmate Antonia Gramsci, who also identified Christianity as the primary enemy, because Christian beliefs supported the concept of the individual which is in direct conflict with the beliefs of collectivism, and provided the foundation of modern Western Civilization.

    Lukacs developed what he called “cultural terrorism.” One component of cultural terrorism, was to develop sexual education courses in schools that would work to distort traditional sexual morals. He came to the conclusion that if sexual morals in Christians could be compromised and undermined when they were children, then Christianity itself could be destroyed, and along with it Western Civilization and therefore opposition to Marxist indoctrination. He accomplished this by highly criticizing Christian sexual moral values in the classroom, while simultaneously promoting sexual promiscuity. He also derided parental authority, which children are always open to. This had the effect of transforming children into bullies, petty thieves, sex predators, murderers, and sociopaths. (remember that.) The Hungarian working class became enraged at Lukacs’ work, and wisely drove him out of Hungary. He would later re-emerge in Germany.

    In 1923, Lukacs founded the Institute for Marxism at Frankfurt University in Weimar Germany along with fellow Marxists Herbert Marcuse and Theodor Adorno. Cultural Marxists came to realize however, that their true intentions would be better concealed if they changed the name to the Institute of Social Research, which is popularly referred to as the Frankfurt School. The primary goal of the Frankfurt School was to translate Marxism from economic terms to cultural terms, or to teach Cultural Marxism. It would use multidisciplinary methods to indoctrinate and manufacture new groups of oppressed proletariat. Marcuse used polymorphous perversion to expand the ranks of the proletariat to homosexuals and transexuals. Gramsci’s “Long March Through The Culture” strategy was utilized alongside Freudianism to create a kind of psychological spearhead in their War on Christianity.

    In 1930, Marxist Max Horkheimer became director of the Frankfurt School, and begun work to transform Lukacs work into the ideology of Cultural Marxism, which wouldn’t be fully realized until some time in the 1950s. At that point they renamed the indoctrination strategy, “Critical Theory.”

    When the Nazis came to power in 1933, many professors from the Frankfort School fled since they were identified with Bolsheviks, the school having been modeled after the Marx-Engels Institute in Moscow, and since many of their members were Jewish. Professors from the Frankfort School would relocate to the United States and become very influential in American universities and re-establish the Frankfurt School in New York City with help from Columbia University. The Frankfurt School professors working at Columbia University in the 1930s and 1940s would shift their goal from destroying Western culture in Germany, to destroying Western culture in America.

    Then like clockwork, 20 years later in the 1950s and 1960s, we get the rise of the beatniks and hippies. Remember the description of the Hungarian children being transformed into bullies, petty thieves, sex predators, murderers, and sociopaths? Well, that’s exactly what was happening here. The American beatniks and hippies of the 1950s and 1960s were the first sizable population of victims of Critical Theory indoctrination in America, hence their moronic misbehavior in the flatulent 1960s. And today, elderly hippies work as professors and continue to vomit forth their intellectual hangover onto successive generations.

    Which brings us to today where modern public universities (fascism factories) fill student’s heads with thoughts of white privilege, micro-aggressions, safe spaces, free speech zones, Play-Doh workshops, and all manner of hand wringing social justice nonsense, rather than genuine educational knowledge and skills. Students are not being taught to aspire to innovate or invent or achieve. Rather, they’re being politically indoctrinated to play revolutionary social justice folk hero, which of course has no value whatsoever. They’re not taught to be thinking individuals. Rather, they’re programmed to recite political dogma.

    So yes.

    Today’s college graduates do in fact emerge from today’s colleges as zombies.

    Having suffered through a modern public 4 year university myself rather recently, I can tell you from first hand experience, that the only breathtaking stupidity I’ve been witness to over the last decade, is the lectures and lesson plans of today’s professors and the moronic textbooks/readings they assign. They’re idiots. Truly.

    But this is what happens when you have state education; you wind up with indoctrinated statists.

    This is why I strongly advocate the complete and total abolition and prohibition of public education entirely, the complete and total dissolution of the Department of Education, and the ratifying of a Constitutional Amendment that establishes a permanent separation of education and state.

    Incidentally, should you ever find yourself in a restaurant that does not offer Thousand Island Dressing, you can make your own by ordering and mixing together mayonnaise, ketchup, and pickle relish.

    Of course, that would require a little self-reliance.

    • “Ignorant” is not synonymous with “deprived of all knowledge.” The qualifier “all” suggests that students are Spock in the episode Spock’s Brain.

      • Maybe Trump could have inserted a qualifier in there such as “deprived of all worthwhile knowledge,” or “deprived of all useful knowledge.”

        In any case, have you worked with any graduates from the Snowflake Generation lately?

        To give a popular example, in one of James O’Keefe’s most recent videos, a young activist was training J20 Disrupters encouraged his students to punch pro-Trump “fascists” in the throat. So its common instances like these that demonstrate that today’s college graduates don’t have a fundamental understanding of the definitions of the words they use, and that public education is largely to blame for that.

        So Spock from Spock’s Brain may not be that far off the mark, though I suppose they probably would have to have a remnant of the medulla oblongata to do what they do.