Sweet Little Lies

'Equality may perhaps be a right, but no power on earth can ever turn it into a fact.'

--Honore de Balzac  
(Image source) 

Two hundred thirty years ago, Thomas Jefferson opined:  

I advance it therefore as a suspicion only, that the blacks, whether originally a distinct race, or made distinct by time and circumstances, are inferior to the whites in the endowments both of body and mind.

Today, Euro America (like Euro South Africa) has pushed aside such ideas.  We are sure that God the Universe has created us all equal, as we go out of our way to tell each other at every opportunity.

But do we believe it?  Talk is cheap. When a man's actions don't back up his words, we call him mistaken--or a hypocrite.

'Black and White are equal in every important way,' proclaim a great number of Euro-Americans today. We here at Those Who Can See are not so sure that they really believe it.  We argue, on the contrary, that progressive white Americans are in the habit of treating Afros as if they were slightly mentally retarded.  And that Blacks themselves often seem to agree. 


What is our evidence?




1) SCHOOLS

The patronizing treatment of white progressives towards Blacks begins early.

Though schools have been officially desegregated since 1954, and Euro liberals sing the praises of diversity, they will do anything possible to avoid sending their children to learn with large numbers of their Afro 'equals.'

P.S. 267, Upper East Side Manhattan

To wit:

WBEZ compared school demographics from 20 years ago and today for our series Race: Out Loud. We examined schools in Chicago, suburban Cook, DuPage, Grundy, Kane, Kendall, Lake, McHenry and Will counties.

WBEZ’s analysis shows a stark resegregation of the city’s schools:

►The number of Chicago public schools that are 90 percent or more black has increased in the last 20 years, from 276 to 287. That’s despite a 57,000-student drop in black enrollment in the district.

►71.0 percent of all CPS black students go to extremely racially isolated schools or more black. In 20 years, that figure has inched down only negligibly, from  73.4 percent.

►White students have become more concentrated. There are now seven schools that are at least 70 percent white; 20 years ago there were none.

►The number of “integrated” schools--schools where no one race makes up more than 50 percent of the student body--has taken a nosedive, from 106 schools in 1990 to 66 schools today. “No majority” schools used to make up 17.5 percent  of all city schools. Today the proportion is just 9.8 percent.

... The demographic shifts have occurred even though a student's school assignments now depend far less on kids’ addresses and far more on parental choice than in the past.

In the pre-Civil Rights era, Afro schools were indeed given less money than their Euro counterparts.  But 'equality' of funding was finally achieved--and then surpassed.  In order to realize the same results as white children, it is claimed today, black districts need more funding than others.  This same argument, of course, is used to explain why schools have to spend a little extra on 'special needs' children.

Data source

For a most instructive example of this largesse, a lauded black school district in Kansas City:

[In the 1990s, under court order,] Kansas City spent as much as $11,700 per pupil--more money per pupil, on a cost of living adjusted basis, than any other of the 280 largest districts in the country. The money bought higher teachers' salaries, 15 new schools, and such amenities as an Olympic-sized swimming pool with an underwater viewing room, television and animation studios, a robotics lab, a 25-acre wildlife sanctuary, a zoo, a model United Nations with simultaneous translation capability, and field trips to Mexico and Senegal. The student-teacher ratio was 12 or 13 to 1, the lowest of any major school district in the country.

The results were dismal. Test scores did not rise; the black-white gap did not diminish; and there was less, not greater, integration.

Interestingly, many Afros seem to share this opinion that they are intellectually inferior to Euros.  In 2001 Congress passed legislation mandating equal testing outcomes for all races.  Black educators, in a seeming admission that parity with white children is unattainable, have simply resorted to massive cheating:

“APS [Atlanta Public Schools] is run like the mob,” one teacher told investigators, saying she cheated because she feared retaliation if she didn’t.

The voluminous report names 178 educators, including 38 principals, as participants in cheating. More than 80 confessed. The investigators said they confirmed cheating in 44 of 56 schools they examined.

“In sum, a culture of fear, intimidation and retaliation permeated the APS system from the highest ranks down,” the investigators wrote. “Cheating was allowed to proliferate until, in the words of one former APS principal, ‘it became intertwined in Atlanta Public Schools ... a part of what the culture is all about.’ ”

One black Atlanta teacher made this admission:

Schajuan Jones, who taught a fourth-grade class across the hall from [Shayla] Smith’s former room, overheard her talking to another teacher about the test.

“The words were, ‘I had to give your kids, or your students, the answers because they’re dumb as hell,’” Jones was quoted as saying about the interaction between Smith and the unidentified third teacher.

In addition, there is evidence teachers are withholding criticism from Afro children, in order to bolster their self-esteem.

Harber and colleagues developed a poorly written essay that they gave to the teachers to grade, under the pretense that it was the work of a student. In some cases, the teachers believed the student was white, in others black and in others Latino. The teachers believed their feedback would go directly to the student.

The researchers found that, indeed, the teachers were prone to give more praise and less criticism if they believed a minority student had written the paper, as opposed to a white student.

What reason could a teacher have to not tell a child he has made a mistake? We can think of one--he is a mentally handicapped child, i.e., we don't think him capable of better.

Despite loudly claiming 'equality,' Afro-Americans themselves are constantly pleading special measures for their own.  For example, they have argued at various times and places that, in order to learn properly, black children

• must learn with white students 
• must learn with other black students
• must be taught by white teachers
• must be taught by black teachers
• must be disciplined less than other groups
• must be disciplined more than other groups

...and so forth.  Why this barrage of special conditions for an ethnic group that is just the same as any other?

A final declaration of Black mental inferiority is seen in the recent decision by Virginia's public schools:

For example, under the new rules, schools are expected to have 78 percent of white students and 89 percent of Asian students passing Virginia’s Standards of Learning math tests but just 57 percent of black students, 65 percent of Hispanic students and 59 percent of low-income students. The goals for special-education students are even lower, at 49 percent. Worse, those targets are for 2017. The intermediate targets are even less ambitious — 36 percent for special-education students this year, for instance. Goals for reading will be set later. ...there is no way around the fact that the commonwealth is codifying different expectations for various groups of students.

A rather surprising policy choice, with a clear subtext: 'Separate....and unequal.'


At the college level, these same assumptions apply.  Were Whites really of the belief that Blacks are their equals, they would not feel compelled to admit the latter into their universities with SAT scores 310 points less (22%) than the white standard, into medical school with MCAT scores 9 points less (24%)  than the white standard, and into law school with LSAT scores up to 60% less than the white standard.

The Journal of Blacks in Higher Education admits:

If these [graduate medical] institutions were to choose their students solely on test scores and college grades, it is clear that in the intense competition for places at medical schools in the United States, African Americans would be at a severe disadvantage in relation to the highest scoring whites. Under these circumstances no blacks would be admitted to the nation's most selective schools of medicine.

College sports programs are a particularly egregious example of Whites' presumption of Blacks' mental inferiority.  Historically white colleges and universities seem to believe that the only way to retain Afro athletic talent is to lower their student-athlete academic demands to almost remedial levels, and to prop up each jock with an army of tutors.

U. of Georgia:    

Georgia’s $1.3 million budget for academic tutoring for its roughly 600 athletes is the same amount that the university spends on its centralized campus tutorial program for its 25,000 undergraduate students. Dell Dunn, the university’s vice president for instruction, said the budget for all of Georgia’s tutoring services outside athletics rose by $200,000 when programs in individual departments were included.

Georgia’s center for athletes, which was built in 2002, features rows of computers, plush furniture and an electronic check-in system to make sure athletes put in their minimum study hours. The center has 17 full-time staff members and more than 60 tutors.

U. of Oregon's Academic Center for Student Athletes

University of Central Florida's Institute for Diversity and Ethics in Sport's findings:

The [racial NCAA graduation] gap has grown from 22 percent in 2009 to a current level of 32 percent. White players show a 91 percent graduation rate, which is up 7 percent. Black players have a graduation rate at 59 percent, up 3 percent from last year's study. This is the third straight year the gap has increased.

Recruiting Afro sportsmen who are also capable of handling basic college curriculum?  Were we all as equal as we say we are, this would be a given.


2) JOBS

If two ethnic groups are mental equals, then with adequate health care and nutrition they should eventually arrive at the same IQ level.

But in a seeming admission that Blacks will stay forever behind, the government in Griggs v. Duke Power forbid the use of IQ tests for job applicants:

Congress has now provided that tests or criteria for employment or promotion may not provide equality of opportunity merely in the sense of the fabled offer of milk to the stork and the fox.

On the contrary, Congress has now required that the posture and condition of the job seeker be taken into account. It has -- to resort again to the fable -- provided that the vessel in which the milk is proffered be one all seekers can use. The Act proscribes not only overt discrimination, but also practices that are fair in form, but discriminatory in operation.

Attorney General Eric Holder has so little confidence in the intelligence of Afro-Americans that he has threatened to make it illegal to use high school diplomas in hiring decisions.
 

Data source

Afros have consistently achieved lower scores than Euros on police and fire exams. Instead of encouraging the former to study harder, as one would with a people of equal intelligence, the state has declared Blacks' mental inferiority by forcing police and fire departments to lower the difficulty level on their entrance exams 'until enough Blacks pass.'

A settlement has been reached between New Jersey and the US Department of Justice in a suit filed by the DOJ’s Civil Rights Division that alleges that the exam used by municipal and county police departments to determine eligibility for promotion to the rank of Sergeant discriminates against black and hispanic applicants.

According to the officials in the DOJ Civil Rights Division, there is a ‘statistically’ significant disparity in the number of blacks(73%) and hispanics(77%) passing the exam when compared to whites(89%), so the method used to determine qualification must be altered.

We see the same phenomenon with civil service exams. Dayton, Ohio:

The U.S. Department of Justice, led by Attorney General Eric Holder, rejected the results of Dayton's Civil Service examination because not enough blacks passed. The DOJ has ordered the city to lower the passing score.... The DOJ-approved scoring policy requires potential police officers to earn the equivalent of an "F" on the first part and a "D" on the second.

The State of California:

By a narrow margin, the full Ninth Circuit U.S. Court of Appeals has affirmed a lower court decision allowing use of the California Basic Educational Skills Test (CBEST) to license entry level teachers in the state.

The California education department admits that the first-time passage rate for whites is 80 percent, compared with 37 percent for blacks, 47 percent for Hispanics, and 60 percent for Asians. According to the majority opinion, “The CBEST is not intended to measure all the skills that are relevant to all the jobs for which it is required. It is intended to establish only a minimum level of competence in three areas of basic education.”

Blacks themselves appear to agree with this assessment:

An amicus brief for the International Association of Professional Black Firefighters declared flatly that it was "widely known and accepted that cognitive examinations, such as used here, have a demonstrated adverse impact on blacks and other minorities."

Despite their many differences of opinion, Euros and Afros seem to agree that, like special needs children, Blacks ought to receive a pat on the head and an "A" just for showing up.



3) CULTURE

It has become de rigueur for White America to excitedly champion Blacks who make any mark at all in academia, no matter how limited or mediocre.  This is curious behavior for people who consider Afros their intellectual equals. Were the writings of Cornel West to be judged on their merits, he would be considered at best a third-rate thinker. But progressives Whites gush over this gentlemen and others like him, inviting them to regularly expound on television and the radio.

David Horowitz:

Surveying the corpus of West’s academic work, Wieseltier concluded that [West] was an intellectual empty suit whose writing was “noisy, tedious, slippery … sectarian, humorless, pedantic and self-endeared,” and whose works were “almost completely worthless.”

... West’s plight is that of a paradigmatic affirmative-action baby, whom the good wishes of his “oppressors” have elevated so far beyond his merits that he has lost sight of terra firma below.

... There is a whole generation of racially favored intellectual water flies — Bell Hooks, Michael Dyson, Robin D.G. Kelley, Patricia Williams, to name a few — whose cultural elevation is not only unrelated to any serious intellectual achievement, but has eliminated the possibility of one.

To see people of such middling intellectual merit exalted by Euro admirers leaves one with nothing so much as the impression of a retarded child being fawned over for properly tying his shoes.

It is also not a new attitude. E.B. Reuter noted in 1927,

The contribution made by Negroes to American literature is slight and contains very little of any permanent value. It is only very recently that there has been any contribution at all. There were from time to time efforts in this direction which attracted popular attention. But the public interest was excited by the unexpected fact that a Negro could write a book rather than because the production had merit. The output was small and the quality low, but since nothing worth while was expected the early efforts often received lavish praise.

[...] The volume of competent work [of poetry] is still very slight but the assurance of immediate recognition awaiting even mediocre work promises to bring to expression whatever poetic genius the race may possess.

[...] There is a public eagerly awaiting any work of merit, and any competent craftsman is assured of immediate success. But a novel of importance by a Negro is as yet to be written. (1)

Whenever 'Black History Month' rolls around, Afros themselves (with the fervent support of Euro progressives) repeatedly assert their own inferiority. As we have seen, Blacks have the curious habit of pouncing on any individual with even a sprinkling of African DNA as 'their own,' thus appropriating his accomplishments as somehow 'belonging' to their race.  To wit:

 

 First 'black' Cabinet Member (HUD)

First 'Black' to command a U.S. ship

 

First 'black' cardiologist

First 'black' circuit court chief justice

First 'black' woman to earn a U.S. patent

One is left to puzzle over an African race with so little faith in their own intelligence that they proudly proclaim as 'theirs' the feats of individuals of over 75% European blood.

*       *       *

If he says 'I love her' but beats her daily, can we believe him?  A man who truly loves his wife does not brutalize her.  It is more likely that he holds her in contempt.  When he declares his love, then, is he lying? Or simply mistaken?

It is entirely possible that the white progressive believes 'treating everyone as though they're equal' means treating certain ethnic groups as if they are mentally handicapped. We cannot discount this possibility.  We also cannot discount the possibility that he is subconsciously overwhelmed with evidence that this ethnic group really is mentally challenged, and is simply reacting in kind-- albeit without realizing it.

It is in either case a curious phenomenon. A visitor to our country would no doubt be perplexed: On the one hand, 'equal rights' banners fluttering on every corner. On the other, Whites in the intellectual arena giving Blacks a head start in every race, a corked bat on every pitch, marked cards on every hand, and a mulligan on every shot.  How can one account for this seeming gulf between what Euro progressives say they believe and what they show themselves to believe? It remains a mystery.



REFERENCES:
(1) Reuter, E.B. The American Race Problem: A Study of the Negro. Ed. Seba Eldridge. New York: Thomas Y. Crowell, 1927