Today, four prominent White activists (Glenn Miller, Billy Roper, Tom Metzger, and Karl Hand) are running for major elective office. All are running as write-in candidates. The two most prominent and active candidates, Miller and Roper, employ different styles and approaches. While Miller is overtly pro-White, Roper is running more as a paleoconservative, attempting to reach out to the Tea Party constituency. Their efforts are appreciated; I've attempted to promote their candidacies on this blog from time to time.
The drawback with write-in candidacies is that they can be marginalized by the establishment. Oftentimes the establishment attempts to portray write-in candidates as mere "noisemakers". This is why we need White activists to step forward and run as registered candidates for elective office. The problem with running as a registered candidate for a higher elective office is not only that it can be prohibitively expensive, but in many states, the recognized parties can freeze you out simply by refusing to accept your filing fee, as previously happened to Glenn Miller in Missouri.
This leaves local elective office. In many jurisdictions, one can become a registered candidate for either the city council or school board merely by filing the appropriate paperwork. In some cases, one can exempt oneself from campaign finance reporting requirements by taking a "municipal exemption" (as long as you don't take in or spend more than "x" number of dollars, you do not have to file reports). Thus running for local elective office offers a good opportunity to promote a pro-White message locally with comparatively little expenditure.
Education is usually a high-interest item in local elections. Fortunately, Dr. William Pierce gave us a starting point. Dr. Pierce identified three critical attributes of education: culture, skills, and character. His vision for education is set forth in the pamphlet "What Is The National Alliance". The section on education is replicated below (after the jump):
A proper educational system serves three purposes: it passes a people's cultural, intellectual, and spiritual heritage from generation to generation; it teaches skills and techniques; and it guides the character development of individuals from childhood to adulthood. The first purpose [Culture] is served by teaching facts and ideas: language, history, science, ethics, and so on.
The second purpose [Skills] is served by teaching the child or young adult how to do things which will be useful to himself and/or society: how to play a musical instrument, how to weld, how to manage a business, how to type, how to repair a motor vehicle, how to fight with and without weapons, how to draw, how to swim, how to raise children, how to grow food, how to build a house.
The third purpose [Character] is served by challenging, testing, conditioning: by forcing the child to exercise his will, to discipline himself, to endure discomfort, to make plans and carry them out, to overcome fears, to accept responsibility, to be truthful, and generally to develop and strengthen those traits of character valued by a healthy Aryan society.
The present educational system in America completely neglects the third purpose and does poorly with the first two, even in those fortunate areas not yet encumbered with an appreciable "multicultural" contingent. The most important reason for its poor performance is that it has lost any clear understanding of purpose. In order to pass on a people's cultural, intellectual, and spiritual heritage, it must first know the answer to the question: Which people's heritage? Today such a question is Politically Incorrect and therefore not admissible.
Even half a century ago, before it became Politically Incorrect to understand that the heritage to be passed on is European, there was no depth of purpose. The reason for passing on the European heritage is not just to help young people qualify for higher-paid employment or become better dinner-table conversationalists. It is to instill in them a consciousness of what it means to be European -- a race consciousness -- and thereby to make racial patriots of them. Facts and ideas have a spiritual component, and this component must be emphasized in the educational process.
There certainly will be sexual and occupational specialization in the second area of educational activity, and sexual specialization in the third. Even in the first area, children undoubtedly will be separated according to ability: not every child needs to learn Greek and Latin and the infinitesimal calculus to acquire a feeling for his race and its ways. Nevertheless, a proper educational system should provide a common body of knowledge and understanding shared by everyone, so that every member of the society has a fully developed sense of peoplehood. The boy who aims at becoming a machinist should read Homer, at least in translation, and the boy who plans to teach literature should understand what it means to be a good welder, at least to the extent of trying his hand at it.
It is by pursuing the third purpose, however, that a new educational system will make the most radical contribution to Aryan society. Education that concerns itself with the development of the whole person and focuses as strongly on forming character as on imparting knowledge or teaching skills dates back to ancient Greece, and it enjoyed an all-too-brief revival earlier this century in National Socialist Germany, before being outlawed by the advocates of permissiveness. Today permissiveness rules throughout the Aryan world. "Education" is something which takes place only in designated buildings for a few hours on prescribed days, under conditions approaching chaos. Inside or outside these buildings, discipline is minimal. Children grow up in a world without standards of performance, without clear guidelines for behavior, without any strong source of authority. We see the products of this system all around us: too many weak, indecisive men and too many unfeminine women; a general lack of significant goals and self-confidence; a self-indulgent population without self-discipline or inner strength, restlessly seeking "happiness."
By ensuring that each child born to our race grows into the strongest, most capable, most responsible, and most conscious future citizen that his genes make possible, we will gain an enormous advantage over any race without such an educational system.
Of course, as a local candidate, the moment you begin promoting Dr. Pierce's vision for education, you will be met by cries of "neo-Nazi" and "white supremacist". But there are two counters available:
(1). If Dr. Pierce's vision for education would work well for Whites, how much better will it work for those minorities who are consistently underachieving. We've tried throwing money at the problem and dumbing down standards for minorities without consistent success; why not try Dr. Pierce's ideas?
(2). By considering Dr. Pierce's ideas, you can show you are the better candidate for the post because you're not willing to confine yourself to a narrow, dogmatic spectrum of ideas and proponents; you're willing to reach out to sources arbitrarily deemed anathema by the establishment.
Even so, you will still be savaged by local progressives, anti-racists, and self-appointed minority spokespersons. In 2005, when then-National Alliance member Kevin McGuire ran as a paleoconservative for a school board seat in Bozeman, Montana, he was savaged by the local intelligentsia and the Montana Human Rights Network once his NA connections became publicized. He finished with about three percent of the vote. So make sure you can handle the heat before jumping in.