Friday, July 5, 2013

Show me a teacher who isn't a race realist

And I'll show you a teacher who works in a lily white environment:

The truth is usually a tough thing to accept, so I understand if this is flagged. It would be a cowardly thing to do, but I understand it. Some people just ignore unpleasant truths. However, if you think ignoring the problem, or trying to censor the truth, will help our black children improve, you’re dreaming. This is important, so I’m happy to repost – indefinitely if necessary. I find it interesting that NO ONE has had the intellect to refute anything in the essay. They can only attempt to censor it, as if doing so somehow makes it invalid. Weak minds, weak minds.
Until recently I taught at a predominantly black high school in a southeastern state.
The mainstream press gives a hint of what conditions are like in black schools, but only a hint. Expressions journalists use like “chaotic” or “poor learning environment” or “lack of discipline” do not capture what really happens. There is nothing like the day-to-day experience of teaching black children and that is what I will try to convey.
One of the most immediately striking things about my students was that they were loud. They had little conception of ordinary decorum. It was not unusual for five blacks to be screaming at me at once. Instead of calming down and waiting for a lull in the din to make their point — something that occurs to even the dimmest white students — blacks just tried to yell over each other.
...Blacks, on average, are the most directly critical people I have ever met: “Dat shirt stupid. Yo’ kid a bastard. Yo’ lips big.” Unlike whites, who tread gingerly around the subject of race, they can be brutally to the point. Once I needed to send a student to the office to deliver a message. I asked for volunteers, and suddenly you would think my classroom was a bastion of civic engagement. Thirty dark hands shot into the air. My students loved to leave the classroom and slack off, even if just for a few minutes, away from the eye of white authority. I picked a light-skinned boy to deliver the message. One very black student was indignant: “You pick da half-breed.” And immediately other blacks take up the cry, and half a dozen mouths are screaming, “He half-breed.”
...Anyone who teaches blacks soon learns that they have a completely different view of government from whites. Once I decided to fill 25 minutes by having students write about one thing the government should do to improve America. I gave this question to three classes totaling about 100 students, approximately 80 of whom were black. My few white students came back with generally “conservative” ideas. “We need to cut off people who don’t work,” was the most common suggestion. Nearly every black gave a variation on the theme of “We need more government services.”
...Black schools are violent and the few whites who are too poor to escape are caught in the storm. The violence is astonishing, not so much that it happens, but the atmosphere in which it happens. Blacks can be smiling, seemingly perfectly content with what they are doing, having a good time, and then, suddenly start fighting. It’s uncanny. Not long ago, I was walking through the halls and a group of black boys were walking in front of me. All of a sudden they started fighting with another group in the hallway.
...There was a lot of promiscuous sex among my students and this led to violence. Black girls were constantly fighting over black boys. It was not uncommon to see two girls literally ripping each other’s hair out with a police officer in the middle trying to break up the fight. The black boy they were fighting over would be standing by with a smile, enjoying the show he had created. For reasons I cannot explain, boys seldom fought over girls.
...There is an unutterable secret among teachers: Almost all realize that blacks do not respond to traditional white instruction. Does that put the lie to environmentalism? Not at all. It is what brings about endless, pointless innovation that is supposed to bring blacks up to the white level. The solution is more diversity–or put more generally, the solution is change. Change is an almost holy word in education, and you can fail a million times as long as you keep changing. That is why liberals keep revamping the curriculum and the way it is taught. For example, teachers are told that blacks need hands-on instruction and more group work.
...Whites have learned a certain way for centuries but it just doesn’t work with blacks. Of course, this implies racial differences but if pressed, most liberal teachers would say different racial learning styles come from some indefinable cultural characteristic unique to blacks. Therefore, schools must change, America must change. But into what? How do you turn quantum physics into hands-on instruction or group work? No one knows, but we must keep changing until we find something that works. 
As Mr. Jackson said, it's enough to make an idealistic young white teacher start guiltily perusing The Bell Curve. Liberals are by and large Godless heathens who don't like the traditional Christian emphasis on our spiritual equality before God. They are forced into the unusual position of whites only being allowed to define their identity by what they do, whereas blacks are encouraged to cultivate racial pride. I've met a lot of blacks but never one who had low self-esteem. Blacks are the most invincibly self-confident people I've ever met. And yet... and yet... the Gap persists. I've also met a lot of teachers in my time, and they will all tell you that closing the Gap is an obsession among the bureaucrats and the baby teachers whose idealism hasn't been shattered yet. The Gap haunts their dreams. The Gap taunts them at the end of every academic year when blacks who by all rights should be held back are pushed forward to the next grade. But as Mr. Jackson said, if every black student was held back who should be held back, the system would collapse under their weight.

The modern United States is a technocratic, ostensibly meritocratic polity. As a public matter our identities are determined by our career, where we went to school, and how many licenses, degrees, and qualifications we have. Society tells us that we can do anything, be anything. But that just isn't so. Someone with an IQ of 85 is not going to be a neurosurgeon. They're just not. Instead of puffing them up with unwarranted self-regard, give them as much education as they are capable of and then get them set up with solid blue-collar jobs. Oh wait, we've either outsourced all of the solid blue-collar work or it's getting snapped up by illegal immigrants willing to work for less than minimum wage. No wonder blacks hate Mexicans so much.

The modern mind has enormous difficulty grasping the concept of "on average." I'm sure some bright-eyed, bushy-tailed young progressive rabbit will discover this blog entry some day and, filled with righteous indignation, she will bury me with statistics and anecdotes about the black kid who grew up to be a professor of quantum physics and the poor white trash peckerwoods who can't hold a part time job at 7-11 because they're always getting drunk off of malt liquor on their lunch break. Societies are not built upon the exceptions that prove the rules. You can shout down the race realists and tell them to GTFO with their hatefacts as much as you please, but that won't change what is true and what is false.

Steve Sailer sometimes describes his work as trying to convince everyone to discuss public policy the same way we discuss real estate. Diversitymongers lose their religion real quick when it comes time to decide where they want to live or send their own children to school.

No comments:

Post a Comment