Posts Tagged ‘History Debunked’

History Debunked Tears to Shreds the Protocols of the Elders of Zion

November 28, 2020

Simon Webb, the man behind the YouTube channel History Debunked seems to me to be a man of the right. The channel’s devoted to refuting fake history, but much of the myths it debunks are false claims made in the name of anti-racism by Black activists. He also believes that there are racial differences in intelligence, with Blacks on average less intelligent than Whites, and Whites also on average less bright than Asians. In other words, the Bell Curve stuff that has been loudly denounced and refuted over the past decade or so. That said, his videos are always based on solid fact and well argued, and I don’t believe that he is personally racist. Indeed, he has put up a video about home schooling, in which he states very clearly that not only has he done it himself, but he is also helping and giving advice to a group of Black British parents, who wish to do it.

In this video History Debunked takes on the infamous Tsarist forgery, the Protocols of the Elders of Zion. Webb states that he’s doing this after some of his previous videos were taken down by YouTube, or he was warned that they may be taken down because of their controversial content. But this video is not only historically right, no-one should be able to accuse him of racism or hate speech because of it. The Protocols of the Elders of Zion is a notorious anti-Semitic forgery, which is at the heart of the various stupid conspiracy theories about the Jews secretly trying to take over the world through controlling the media, banks, business and so on. It was concocted in the very early 20th century by the Russian monk, Nilus, for the Tsar’s secret police, the Okhrana, in order to make Nicholas II persecute the Jews even more harshly. As Nicholas II believed in the Blood Libel, the myth that Jews murder Christians to use their blood in the matzo bread at Passover, it’s hard to see how Nicholas could be even more anti-Semitic. Especially as his attempts to prosecute one Jewish man, Beilis, for this, was worrying his ministers who viewed it as a serious embarrassment to the autocracy.

In the video, Webb shows how the Protocols was based on an earlier book, a Dialogue between Machiavelli and Montesquieu in Hell. This was an attack on the government of Napoleon III of France, who French liberals feared was trying to take over and control everything, including the press and business. He illustrates this through pointing to some of the metaphors that Nilus took from the earlier book. The Dialogue describes Napoleon as having a hundred arms, like the Hindu god Vishnu, each arm extended into some part of society. And here it appears again in the Protocols, which describes the Jewish conspiracy as like the Hindu deity with hundreds of arms extending through society.

Apart from the Dialogue, Nilus also plagiarised Theodor Herzl’s Altneuland Herzl was the founder of modern Zionism, and the Altneuland was his attempt to depict and popularise a Jewish state. In my view, Zionism has caused immense suffering and conflict in the Middle East, and led to the persecution and ethnic cleansing of the indigenous Palestinians. I’d say they were entirely justified in despising Herzl’s book. But it isn’t about a global conspiracy or a programme for the mass enslavement of non-Jews, as the Protocols purports to be.

Webb jokes that if there is a Jewish conspiracy as the Protocols claims, then it can’t be much of one if they’ve had to take their ideas from a satire published decades earlier about Napoleon III, and Herzl’s Altneuland. He also states that the other daft conspiracy theories about Jews are ultimately based on the Protocols. One of these is the Kalergi Plan. From what little I know of it, the Kalergi Plan is supposed to be a secret plot by a cabal of European leaders to import non-Whites into the continent and the west in order to destroy the White race. Yep, it’s another permutation of that heap of bilge.

Here’s History Debunked thoroughly refuting the Protocols.

An old French political satire which has, indirectly, had an immense effect upon the world – YouTube

The Protocols are notorious as a forgery, but have been massively influential in spreading real Fascism and Jew-hatred. They inspired many of the Fascist movements that arose after the First World War. At least one of the British papers serialised them, until they saw sense and realized that they were a forgery. Then they published criticisms and refutations. However, even when readers of the wretched book have had it shown to them that they’re a forgery, such is their power that some of them continue to believe that they’re ‘symbolically true’.

The Protocols have been responsible for some of the most horrific anti-Semitic persecution and violence. And unfortunately they’re still being published. Apparently you can’t pick up copies on street corner kiosks in Putin’s Russia, and they were turned into a major television series on Egyptian TV. Way back in the 1990s a branch of Waterstone’s in this country stocked them because they were cited by various UFO conspiracy theorists that Reptoid aliens really were running the world or some such nonsense. One of these books claimed that the ‘Jews’ referred to in the Protocols were really the Illuminati of much contemporary American conspiracy theorising. No, the authors of the Protocols meant to attack the Jews, and whether someone chooses to believe that it’s really about the Illuminati or not, the Protocols are still vile, dangerous, murderous rubbish.

There’s a large body of literature debunking the Protocols. One of the classics is Norman Cohn’s Warrant for Genocide. And this video is also an excellent short but acute refutation of them.

History Debunked Demolishes The Black Curriculum

September 9, 2020

This is another fascinating and well-argued video by Simon Webb of History Debunked. This time he takes aim at The Black Curriculum, the group behind the demands that the teaching of Black History should not just be for a month, but all through the year.

Black History Not Inclusive, Solely for Black Minority

Webb starts his video by stating that, demographically, only three per cent of this country’s population are African or Caribbean. This is a problem for those groups desperate to show that Blacks have made a major contribution to British society. There are other, larger ethnic groups. Indians comprise 8 per cent, and we could also reasonably ask why there also shouldn’t be an Asian history month, or Chinese, Polish or Irish. But the demand is specifically for history that concentrates exclusively on Blacks. He returns to the same point at the end of the video.

The Black Curriculum

He then moves on to Black Curriculum group themselves, who have been favourably mentioned by the Beeb, the Groaniad and other newspapers. Their website, to which he provides a link, contains template letters for people to use to send to government ministers. They also produce educational videos which they distribute free. One of these is about Mary Seacole, the Afro-Caribbean who supposedly nursed British squaddies during the Crimean War, and whom Black activists have claimed was a rival to Florence Nightingale. Webb describes it with the Russian term disinformazia, which means deceitful propaganda. He wonders whether this is a bit a harsh, as they might actually believe it. The Black Curriculum also runs workshops for schools and want to have their video widely adopted. He then proceeds to demolish their video on Seacole.

Lies and Bad History in Seacole Video

It starts by claiming that she came to England to nurse British soldiers because she’d heard that conditions were so bad. Not true. She came to England, leaving her restaurant in Panama, because she’d invested in mines in Grenada, and wanted to know why her shares weren’t doing well. She felt they should have been sold on the British stock exchange. It goes on to claim that she applied to be a nurse, but her application was refused. Wrong again. Those applying to be nurses had to send a written application accompanied by references. She didn’t do that, but lobbied one or two people but never made a formal application. It also claims that she opened a hotel for sick and wounded officers. But it was simply a bar and restaurant. There was no accommodation there at all. He backs this up with a contemporary picture of the ‘hospital’, which shows exactly that it wasn’t one.

He notes that there are other problems with the video, but says that these will do for now, though he might say more in a later video about it and The Black Curriculum. He offers two explanations why they made a video as terrible as this. The first is that they knew nothing about Mary Seacole, and hadn’t read her autobiography. The other possibility is that whoever made the video knew the facts, and set out deliberately to deceive adults and children, which is quite malicious. Someone like that – either ignorant or malicious – should definitely not be in charge of what is taught in the curriculum.

Important Mainstream Subjects that Might Have to Be Dropped to Make Room for the Black Curriculum

Webb also wonders how the issues demanded by the Black Curriculum could be fitted into the present curriculum, as it is packed as it is. There is already enough struggle fitting the present material in. He looks at some of the material the Black Curriculum is already putting forward, and what important subjects in history might have to be dumped to make room for it. This, Webb suggests, might be the Magna Carta, or the Bill of Rights, or perhaps the Holocaust. He then looks at the modules The Black Curriculum suggest on their website. This is material aimed at 7-8 year olds, in other words, kids at Key Stage 2. It’s a time when children are learning basic literacy, arithmetic, science, art and PE. It’s very intensive and there’s a lot of work there. Well, reading and writing might have to be cut back to make room for ‘Collectivism and Solidarity’. A few maths lessons could be dropped in favour of ‘Cultural Resistance’ and ‘Food Inequality’. Science is obviously not as important to children as ‘Activism’, ‘Colonialism’ or ‘Systemic Racism’. He describes this proposed curriculum as ‘largely agitprop’. It’s political propaganda.

He then sums up the problems of the Black Curriculum. There are three.

  1. It’s concerned mainly with Black people. If it was geared to broaden the cultural understanding of the average child he might be in favour of it. He states that he homeschooled his daughter, and as result they visited various different cultures. These included a Black evangelical church, a mosque, synagogue, Hindu temple and Sikh gurdwara. If the proposed syllabus included these as well, he might be in favour of it. But it is not.
  2. It seems prepared by the ignorant or malicious. And that’s an insurmountable object to adopting material of this kind.
  3. And if you’re considering cutting material from the national curriculum, then as many groups as possible should be consulted. Like Indians and Bengalis, Chinese, the Jewish community, which has a long history in this country. If you want to broaden the cultural horizons of British children, which is a noble enough enterprise, it shouldn’t be restricted to just three per cent of the population. It needs to be much broader entirely.

Here’s the video.

Now it’s clear that Webb is a man of the right, but I think he makes valid points, and his remark about trying to broaden children’s horizon is both fair and shows he’s not a racist.

I admit I found myself reacting against the demand to have Black African civilisations taught as part of the national curriculum. It undoubtedly would benefit Black children, or at least, those of African descent. David Garmston interviewed several Black schoolchildren about it in an item in the local news programme for the Bristol area, Points West. One of them was an African lad, Suhaim, who said he had had very low self-esteem and felt suicidal. But this was raising his spirits. You can’t want anyone, of whatever race or culture, to suffer like that. I’ve been interested in African history and its civilisations since studying the continent as part of the ‘A’ level Geography course, at which I got spectacularly bad marks. It’s a fascinating continent, and I encourage anyone to learn about it. But I think I objected to the proposal because it seems that what should be a voluntary pleasure and a joy was being foisted on British schoolchildren for the benefit of foreigners or a minority of people, who find it unable to assimilate and identify with the host culture. I know how unpleasant this sounds, but this is how I feel. I also think that activism like this creates more division, by presenting Blacks as an ‘other’ with a completely different history and culture, who need to be treated specially and differently from Whites and other ethnic groups.

Black people have contributed to British, American and European civilisation and not just through slavery and the riches they produced for planters and industrialists. But until the late 19th century, the continent of Africa was effectively closed to westerners through a mixture of the tropical diseases around the malaria-infested swamps of the coast and strong African states that kept European traders confined to ghettos. Hence Europe and Africa have little shared history until the European conquests of the 1870s, except in some areas like the slave forts of the Gold Coast, and Sierra Leone, founded in the late 18th century as a colony for freed slaves. Liberia was also founded as such a colony, but by the Americans.

Webb’s description of the overall syllabus proposed by The Black Curriculum as disinformazia and agitprop is also fair. It looks like propaganda and political indoctrination, and that’s dangerous. I realise that I should agree with its hidden curriculum of anti-colonial resistance, solidarity and exposure of food inequality, but I really can’t. I believe that teachers have to be balanced and objective as far as possible. This is what is demanded by law. I don’t want children indoctrinated with Tory rubbish about how Britain never did anything wrong and the British Empire was wonderful. Far from it. Topics like those recommended by the Black Curriculum are fine for universities, which should be centres of debate where students are exposed to different views. But it’s not suitable for schools. Our mother was a teacher in a junior school here in Bristol She states that teachers are required to keep their personal opinions out of what they teach their students. If this in unavoidable, such as if a child asks them what they personally believe, then they have to reply that it is just their personal belief, not objective fact.

The Black Curriculum, therefore, certainly does seem to be peddling mendacious pseudo-history and should not be allowed near schools. But I fear there will be so much pressure from well-meaning activists to include them, that they will have their way.

History Debunked Refutes Ethnomathematics/Rehumanizing Mathematics

September 8, 2020

This is another video from History Debunked. In it, youtuber and author Simon Webb attacks Ethnomatics, sometimes also called Rehumanizing Mathematics. This is a piece of modern pseudo-scholarship designed to help Black children tackle Maths. The idea is that Blacks perform poorly compared at Maths compared to other ethnic groups. This is held to be because Maths is the creation of White men, and this puts Blacks off studying and mastering it.

The solution has been to scrutinise African societies for their indigenous Maths, especially the Dogon of Mali. They have been chosen as the chief model for all this, as they possessed extremely advanced astronomical and mathematical knowledge. In the 1970s there was a book, The Sirius Mystery by Robert K.G. Temple, which claimed that they owed this advance knowledge to contact with space aliens. Apparently this claim was subsequently dropped 10 – 15 years later, and the claim made instead that they were just superlative astronomers and mathematicians themselves. But Dogon Maths is held to be different from White, western Maths because it’s spiritual. History Debunked then goes on to demonstrate the type of pseudo-scientific nonsense this has lead to by providing a link to an Ethnomathematics paper and reading out its conclusion. It’s the kind of pretentious verbiage the late, great Jazzman, Duke Ellington, said stunk up the place. It’s the kind of postmodern twaddle that Sokal and Bricmont exposed in their Intellectual Impostures. It’s deliberately designed to sound impressive without actually meaning anything. There’s a lot of talk about expanding cognitive horizons and possibilities, but History Debunked himself says he doesn’t understand a word of it. And neither, I guess, will most people. Because it doesn’t really mean anything. It’s just there to sound impressive and bamboozle the reader into thinking that somehow they’re thick because they don’t, while the fault is entirely the writers.

I think History Debunked is a man of the right, and certainly his commenters are Conservatives, some with extremely right-wing views. He’s produced a series of videos attacking the pseudo-history being pushed as Black History, and apparently Seattle in America is particularly involved in promoting this nonsense. But he expects it to come over here in a few years. Given the way Black History month has jumped the Atlantic, I think he’s right.

There’s been a particular emphasis on find ancient Black maths and science for some time I know. For a brief while I got on well with a Black studies group when I was a volunteer at the slavery archives in the former Empire and Commonwealth Museum. That was before I read their magazine and got so annoyed with it and its attitude to Whites that I sent them a whole load of material arguing to the contrary, and pointing out that in places like the Sudan, Blacks were being enslaved and oppressed not by White Europeans, but by the Arabs. I also sent them material about the poor Whites of South Africa, who also lived in grinding poverty thanks to Apartheid. This was stuff they really didn’t want to hear, and I was told that if I wanted to talk to them further, I should do so through someone else. They were also interested in finding examples of Black maths and science. I sent them photocopies and notes I’d made of various medieval Muslim mathematicians. These were Arabs and Persians, like al-Khwarizmi, who gave his name to the word algorithm, Omar Khayyam, best known in the west for his Rubayyat, but who was also a brilliant mathematician, al-Haytham, who invented the camera obscura in the 12th century and others, rather than Black. But they were grateful for what I sent them nonetheless, and I thanked me. This was before I blotted my copybook with them.

I’m reposting this piece because, although it comes from the political, it is correct. And you don’t have to be right-wing to recognise and attack this kind of postmodern rubbish. Sokal and Bricmont, the authors of the book I mentioned early attacking postmodernism, were both men of the left. Sokal was a physicist, who taught maths in Nicaragua under the left-wing Sandinista government. They wrote the book because they took seriously George Orwell’s dictum that writing about politics means writing clearly in language everyone can understand. And even if you believe that Black people do need particular help with maths because of issues of race and ethnicity, Ethnomathematics as it stands really doesn’t appear to be it. It just seems to be filling children’s heads with voguish nonsense, rather than real knowledge.

I also remember the wild claims made about the Dogon and their supposed contact with space aliens. Part of it came from the Dogon possessing astronomical knowledge well beyond their level of technology. They knew, for example, that Sirius has a companion star, invisible to the naked eye, Sirius B. They also knew that our solar system had nine planets, although that’s now been subsequently altered. According to the International Astronomical Association or Union or whatever, the solar system has eight planets. Pluto, previously a planet, has been downgraded to dwarf planet, because it’s the same size as some of the planetoids in the Kuiper Belt. Lynn Picknett and Clive Prince discuss this in one their books,The Stargate Conspiracy (London: Little, Brown & Company 1999), which claimed that the American intelligence agencies were secretly preparing a fake UFO landing in order to convince everyone that the space gods really had arrived, and set up a one-world dictatorship. This hasn’t happened, and I’ve seen the Fortean Times and other weird magazines trying to explain their book as a high-level hoax which people took too seriously. I don’t believe this, as they seemed very serious at the time. The Dogon believe that the first human ancestors, and some of their gods, came from the sky. Hence Temple’s claim that they were contacted by space aliens. Picknett and Prince, however, sided with sceptics like Carl Sagan. They argued instead ithat the Dogon owed it to a French priest, anthropologist or colonial administrator, I’ve forgotten which, who visited them in the 1920s and who was extremely interested in astronomy. This seems to me to be far more likely than that they either got it from space aliens or that they far better mathematicians and astronomers than they could have been at their level of development.

The Dogon are fascinating as their homes and villages are laid out to be microcosms of the male and female human body and the universe. The book African Mythology by Geoffrey Parrinder, London: Hamlyn 1967, describes the layout of a Dogon house thus:

The shape of the Dogon house is symbolical. The floor is like the earth and the flat roof like heaven. The vestibule is a man and the central room woman, with store rooms at her sides as arms. The hear at the end is her head. The four posts are the man and woman entwined in union. So the family house represents the unity of man and woman and God and the Earth. This is accompanied by the elevation and ground plan of a typical Dogon house. (p. 49).

There’s also this diagram of an idealised Dogon village:

The caption for the diagrame reads:

Like the house, the Dogon village represents human beings. The smithy is at the head like a hearth in a house. The family houses in the centre and millstones and village represent the sexes. Other altars are the feet. (p. 51).

Truly, a fascinating people and I have no problem anybody wanting to study them. But it should be in anthropology, ethnography or comparative religion, not maths.

But it struck me that if teachers and educators want to enthuse and inspire young minds with what maths Africans were studying, they could start with ancient Egypt and the great Muslim civilisations of the Sahara and north Africa, like Mali. Aminatta Forna in one of her programmes on these civilisations was shown an ancient astronomical text from the medieval library of one of these towns, which she was told showed that Muslims knew the Earth orbited the sun before Copernicus and Galileo. I doubt that very much. It looks like a form of a combined helio-and geocentric system, first proposed by the ancient Greeks, and then taken up by some medieval astronomers not just in Islam, but also in Christian Europe. In this system, all the other planets when round the Sun, which orbited the Earth. Close to the modern system, but not quite. But it showed that the Black citizens of that civilisation were in contact with the great currents of Muslim science, and that they would have had learnt and taught the same kind of Maths that was being investigated and researcher right across the Muslim world, from India to Morocco and further south to Mali. One of the Black educationalists would like to translate one of these books from Arabic, the learned language of Muslim civilisation, and use it as an example of the kind of maths that was also taught in Black Africa.

Or you could go right back to ancient Egypt. Mathematical texts from the Land of the Nile have also survived in the Moscow and Rhind mathematical papyri. These have various maths problems and their solution. For example, problem No. 7 of the Moscow papyrus is about various calculations for a triangle. This runs

Example of calculating a triangle.

If you are told: A triangle of 2 thousands-of-land, the bank of 2 of 2 1/2;

You are to double the area: result 40 (arurae). Take (it) 2 1/2 times; result [100. Take its square root, namely] 10. Evoke 1 from 2 1/2; what results is 2/5. Apply this to 10; result 4. It is 10 (khet) in length by 4 (khet) in breadth. From Henrietta Midonick, The Treasury of Mathematics: 1 (Harmondsworth: Pelican 1965) p. 71.

It’s amazing to think that the boys at the scribal school were being taught all this millennia ago. It gives you a real sense of connection with the ancient schoolkids reading it. You can imagine them, hunched over with their pen and ink, busily cudgeling their brains while the teacher prowls about them. The Babylonians were also renowned as the pioneers of early mathematics. They even uncovered a school when they excavated Ur of the Chaldees in the 1920s, complete with the maths and other texts the schoolboys – female education didn’t exist back then, but I’m willing to be corrected – were required to learn. As a schoolboy character in the Fast Show used to say: ‘Brilliant!’ You don’t need to burden modern African societies like the Dogon with spurious pseudo-history and pseudo-science, when the real historic achievements of ancient Egypt and medieval Africa are so impressive.

It struck me that even if you don’t use the original Egyptian maths texts to teach maths – which would be difficult, as their maths was slightly different. Their method of calculating the area of a field of four unequal sides yields far too high a figure, for example – you could nevertheless inspire children with similar problems. Perhaps you could do it with assistance of a child or two from the class. You could bring them out in front of everyone, give them and ancient Egyptian headdress, and then arranged the lesson so that they helped the teacher, acting as pharaoh, to solve it. Or else pharaoh showed them, his scribes, and thus the class. This is certainly the kind of thing that was done when I was a kid by the awesome Johnny Ball on the children’s maths and science programme, Think of a Number. And every week, as well as showing you a bit of maths and science, he also showed you a trick, which you could find out how to do by dropping him a line. It was the kind of children’s programme that the Beeb did very, very well. It’s a real pity that there no longer is an audience for children’s programmes and their funding has subsequently been cut.

Here’s History Debunked’s video attacking Ethnomathematics. He also attacks a piece of ancient baboon bone carved with notches, which he states has been claimed is an ancient prehistoric African calendar. He provides no evidence in this video to show that it wasn’t, and says its the subject of a later video. If this is the one I’m thinking of, then that is a claim that has been accepted by mainstream archaeologists and historians. See Ivor Grattan-Guinness, The Fontana History of the Mathematical Sciences (London: Fontana Press 1998) p. 24.

If you want to know more about ancient and medieval maths, and that of the world’s many indigenous cultures, see the book Astronomy before the Telescope, edited by Christopher Walker with an introduction by the man of the crumpled suit and monocle himself, Patrick Moore (London: British Museum Press 1998).

This has chapters on astronomy in Europe from prehistory to the Renaissance, but also on astronomy in ancient Egypt, Babylonia, India, Islam, China, Korea and Japan, North and South America, traditional astronomical knowledge in Africa and among Aboriginal Australians, Polynesia and the Maori. It can be a difficult read, as it explores some very technical aspects, but it is a brilliant work by experts in their respective fields.