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The Obama Administration's War on Classroom Discipline
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One of the favorite tools of the Obama Administration has been the Fake Lawsuit in which the feds sue for discrimination a liberal Democratic local government agency, demanding changes that the local officials want already, so the fix is in. For example, the Obama Administration has frequently gone after for Gaps the very pro-Obama LAUSD, which the Obama Administration has sued for not enough Spanish and too much discipline in the classroom.

Back in 2010 I blogged:

Now we know the very first target of the Obama Administration’s discrimination investigations of local school districts: This obvious discriminator against Spanish-speaking students is the Los Angeles Unified School District (Ramon Cortines, Superintendent). It must be all those white racist gangs in lily-white LA.

Now from the L.A. Times:

Why some LAUSD teachers are balking at a new approach to discipline problems

Teresa Watanabe and Howard Blume

In a South Los Angeles classroom, a boy hassles a girl. The teacher moves him to the back of the room, where he scowls, makes a paper airplane and repeatedly throws it against the wall. Two other boys wander around the class and then nearly come to blows.

“Don’t you talk about my sister,” one says to the other. The teacher steps between them.

When she tries to regain order, another boy tells her: “Screw you.”

It’s another day of disruption on this campus in the Los Angeles Unified School District, which has been nationally hailed by the White House and others for its leadership in promoting more progressive school-discipline policies. The nation’s second-largest school system was the first in California to ban suspensions for defiance and announced plans to roll out an alternative known as restorative justice, which seeks to resolve conflicts through talking circles and other methods to build trust. …

The shift has brought dramatic changes: Suspensions districtwide plummeted to 0.55% last school year compared with 8% in 2007-08, and days lost to suspension also plunged, to 5,024 from 75,000 during that same period, according to the most recent data.

The district moved to ban suspensions amid national concern that they imperil academic achievement and disproportionately affect minorities, particularly African Americans.

But many teachers say their classrooms are reeling from unruly students who are escaping consequences for their actions.

They blame the district for failing to provide the staff and training needed to effectively shift to the new approach — and their complaints are backed up by L.A. schools Supt. Ramon Cortines. He said the new discipline policies, which were pushed through by the Board of Education and former Supt. John Deasy and which he supports, were poorly executed. He compared the implementation to the flawed effort to equip students and teachers with Apple tablets.

“I will compare it to the iPad,” Cortines said. “You cannot piecemeal this kind of thing and think it is going to have the impact that it should have. Don’t make a political statement and then don’t have the wherewithal to back it up.”

 
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  1. lulz. A completely sublime mocking.

    Speaking of lulz I found this comment on what I think is the most sublime alt-right forum.

    “I predicted back in January that 2015 would be the lulziest year ever, and already it’s exceeded my wildest expectations. But the craziest and funniest thing of all is that a few hundred hardcore internet trolls are moving the needle on the culture. And we’re doing so in the face of overwhelming opposition and complete public conformity to the shitlib orthodoxy.

    By dissenting when no one else would, and by mocking when no one else dared, we’ve opened the door for change.

    It’s especially hilarious that all of those pompous proclamations about how the internet (especially Twitter) would bring about political revolutions have turned out to be true, but just not the way they thought! 😆

    Instead, it turns out that the people who are best able to use twitter and the internet for revolutionary purposes are the white dudebro shitlords, the same people who are the most competent at everything else (except basketball, manipulating financial markets, and ethnic nepotism). 😆 “

    Sailer is much loved, linked, and quoted by these dudebros and when they say ‘we’, they mean him too.

    • Replies: @Anonym
    Mark, that forum really has some erudite posters, with perspective I haven't seen before. Thanks for the cryptic link. For example the following hilarious quote. It is quite interesting to me that a forum of the internet is exploring the repurposing of the word "racism", which I wrote about several days ago.

    Liberalism's faulty definition of racism isn't entirely irrational, however, when you take into account harm-based morality, which naturally focuses on interactions between dominant and subordinate groups.  Liberal views on racism aren't entirely the product of them living in 98% white neighborhoods from which they safely denounce imagined uprisings of cross-burning Tea Partiers, while pricing every black but Will Smith out of the residential market.  Some part of it is produced by a skewed morality that emphasizes harm over other moral factors, and particularly harm practiced by a dominant against a subordinate group.

    http://mpcdot.com/forums/topic/7155-the-future-of-racism/#

  2. … which seeks to resolve conflicts through talking circles…

    The tactical advantage of a circle is that everyone is visible to everyone else. Is that the logic here?

    They blame the district for failing to provide the staff and training needed to effectively shift to the new approach…

    But they don’t blame the district for the “new approach” per se. Where is the teacher’s union in all this?

    A wildcat strike would wake people up.

    • Replies: @EriK
    Talking circles are just another example of cultural appropriation. This time of native Americans.
    http://www.muiniskw.org/pgCulture2c.htm
    , @Jim
    One can't say that a liberal program failed. Their always just poorly implemented.
    , @Dirk Dagger

    ... talking circles ...
     
    Are they crazy in Cali? Drum circles are what work. Everybody knows that.
  3. … which seeks to resolve conflicts through talking circles…

    Not everyone thinks like a Leftist nor is everyone deeply invested in therapeutic culture.

    This talking circle strategy seems to be another cargo cult repetition which reverses causality, just like owning a house will transition people into adopting middle class values. To whatever degree talking circles are effective, the success likely arises from village elders enforcing behavior and monitoring the miscreant, not from the yak-yak and understanding the feelings and motivations of the other person. Who thinks a talking circle is going to transform the characters from The Wire? Two Leftists, deeply invested in therapeutic culture, might be able to resolve their differences by engaging in a talking circle but this won’t work with the LAUSD kids.

    This is likely to play out like how diplomatic agreements play out when negotiated with a bad actor (Milosevic.) The US diplomats believed that they achieved a break-through, Milosevic discarded the agreement as soon as it suited him to do so.

    • Agree: Vendetta
  4. Oat but awesome:

    verysmartbrothas.com/how-many-buckets-of-white-tears-were-used-to-write-that-letter-from-the-tennessee-mom-to-cam-newton/

    Just shows how white women are turned on by Black Men

  5. They blame the district for failing to provide the staff and training needed to effectively shift to the new approach — and their complaints are backed up by L.A. schools Supt. Ramon Cortines.

    As always the solution is employing more gov’t drones, leading to taking more money from taxpayers. These LA schools drone jobs = glorified jobs program for minorities to babysit minorities. Few if any whites will be crazy enough (self-destructive) to apply.
    Actually I sympathize with Superintendent Ramon Cortines. He knows his people need to be guided by a firm hand. That the new Obama administration disciplinary rules harm his people and are a combination of black_lives_matter ideology and cultural Marxist effluent. The LA public school system must be 70% Mexican-Hispanic. What whites attend? Armenians? Can you imagine how stress free teaching in Norway must be with a classroom of placid students?
    I am not putting down the LA students. If their nature is to do better in a well disciplined environment then so be it. The real blame in on the adults in WashingtonBorg DC. Home of the world’s largest glorified jobs program for libs, lefties, gays, blacks and so on.

    The United States used to be the world’s best place to see businesses competing in free markets. Today the real action is in the contention and competition between various gov’t agencies, various levels of gov’t (we have 3000+ county governments), NGOs funded by governments and NGOs that are largely privately funded.
    I often read of hearings where where various various “stakeholders” will testify. What a joke! This pompous word “stakeholder” means you eat tax money either as a direct employee of a gov’t agency, as a gov’t contractor or as an employee of an NGO that is 100% gov’t funded.

    This talking circle strategy seems to be another cargo cult repetition which reverses causality, just like owning a house will transition people into adopting middle class values.

    Another cargo cult is that the new high speed rail in California will stimulate the economy and be a job creator. Cargo cults put the cart before the horse.

  6. • Replies: @Anonymous Nephew
    Bosnian fans also booed the minute's silence at the game against Ireland in Dublin.
    , @GW
    This is a quite fitting picture of how Islam has invaded the West. Because Westerners feel it'd be judgmental to offer Christian prayers we have saccharine but universally-acceptable moments of silence. But moments of silence on work when everyone there agrees to honor the lost by actually being silent; Muslims see this silence as a weakness and exploit it for their cult. Not unlike our immigration, social, or economic policies.
  7. The students at Amherst College in Massachusetts are demanding that the school’s President Biddy Martin issue a statement speaking out against students who posted “All Lives Matter” and “Free Speech” signs around campus.
    http://www.businessinsider.com/amherst-college-protest-against-legacy-of-white-supremacy-on-campus-2015-11

    From a short term perspective, the scariest part of all is these Amherst students who are offended by “All Lives Matter” and “Free Speech” signs are going to vote in next year’s presidential election. From a long term perspective, the scariest part of all this is these Amherst students who are offended by “All Lives Matter” and “Free Speech” signs on their campus are one day going to be the political elites who run this country. These people all start out as SJW community organizers just like Hussein Obama did and they eventually creep their way up into Washington D.C as future presidents, future senators, and future congressmen.

  8. “I will compare it to the iPad,” Superintendent of the Los Angeles Unified School District] Cortines said. “You cannot piecemeal this kind of thing and think it is going to have the impact that it should have. Don’t make a political statement and then don’t have the wherewithal to back it up.”

    He’s acting like someone else is in charge and dropped the ball. Perhaps he perceives his job as mere figurehead. Perhaps correctly.

    • Replies: @EriK
    President Obama uses the tactic effectively.
    , @Steve Sailer
    Cortines is an octogenarian homosexual brought back out of retirement to fill the position after John Deasy got fired, but he's still better than Deasy.
  9. @Reg Cæsar

    … which seeks to resolve conflicts through talking circles…
     
    The tactical advantage of a circle is that everyone is visible to everyone else. Is that the logic here?

    They blame the district for failing to provide the staff and training needed to effectively shift to the new approach…
     
    But they don't blame the district for the "new approach" per se. Where is the teacher's union in all this?

    A wildcat strike would wake people up.

    Talking circles are just another example of cultural appropriation. This time of native Americans.
    http://www.muiniskw.org/pgCulture2c.htm

  10. @Harry Baldwin
    “I will compare it to the iPad,” Superintendent of the Los Angeles Unified School District] Cortines said. “You cannot piecemeal this kind of thing and think it is going to have the impact that it should have. Don’t make a political statement and then don’t have the wherewithal to back it up.”

    He's acting like someone else is in charge and dropped the ball. Perhaps he perceives his job as mere figurehead. Perhaps correctly.

    President Obama uses the tactic effectively.

  11. @Reg Cæsar

    … which seeks to resolve conflicts through talking circles…
     
    The tactical advantage of a circle is that everyone is visible to everyone else. Is that the logic here?

    They blame the district for failing to provide the staff and training needed to effectively shift to the new approach…
     
    But they don't blame the district for the "new approach" per se. Where is the teacher's union in all this?

    A wildcat strike would wake people up.

    One can’t say that a liberal program failed. Their always just poorly implemented.

    • Replies: @MarkinLA
    No, they didn't go far enough, we need to do more of whatever it is we were doing that was supposed to make a difference. There is never any admittance of failure just an admittance that we aren't progressing fast enough.
  12. Poor training?Like this stupid idiotic [email protected] would actually WORK,if only they had the correct procedure down?

  13. This policy seems so obviously nuts that Im assuming there must be more to it than this. At any rate, some kids don’t belong in school and should be somewhere else–a kid who can’t read or multiply 2-digit numbers is wasting his time in high school, and both he and his teachers know it. Keeping him there is asking for trouble.

    • Replies: @Steve from Detroit
    NOTA:

    Agreed. I've long believed the solution is to make school voluntary. The reaction, of course, would be wailing and grinding of teeth: "how can we not educate all children", "you're dooming them to a life of failure".

    My response is that the kids who would voluntarily drop out are currently not being educated (by their own actions), and are still dooming themselves to a life of failure. If you completely remove them from the school, at least the 70% of kids who are there to at least attempt to better themselves have passed the lowest hurdle: voluntary willingness to learn. Maybe we can at least save them, and get them away from the others. It is a variant of Steve's theory that the most damaging thing (or one of the most damaging) things about being poor is that you are constantly surrounded by other poor people, many of whom are complete knuckleheads.

    Put the other kids in a form of day care. Give them food, TVs and a gymnasium. At least it will give them somewhere to go and not cause trouble for others. Maybe have a few books lying around in case lightning strikes. Would it be any worse than what is going on now?
    , @Ivy
    Inflation, or deflation based on perspective, hits everywhere, even in student achievement.

    Back in the day, a kid was described as so dumb that he couldn't multiply two common fractions. Now that would have to be restated as fractions are too advanced.
  14. Oh, this brings back wonderful memories of teaching in a Latino public high school…18-year-old illiterates, kids flaunting gang colors, heroine, training sessions on racial sensitivity. I’m sure the the superintendent has a brilliant plan, and it would work if these stupid, lazy teachers would just implement it properly.

  15. Prediction: Should these policies actually be enacted on a wide scale basis, the “Achievement Gap” will increase even further.

    Education without discipline is impossible. Here in the leafy suburbs, it’s not a concern because kids are generally well behaved and serious about their studies. But a lax discipline policy in schools that require it will be a disaster.

    Are good teachers going to remain in schools where it is impossible to teach due to constant disruption from unruly students? Of course not. They will move to schools with better disciplined and higher achieving students. Will concerned parents let their children stay in bad schools? No, they will move to the same high achievement schools. The resulting feedback loop will make good schools better and bad ones worse.

    • Replies: @Jim Don Bob
    Right. When realtors talk about "good schools", what they really mean is not too many NAMs.
  16. anonymous • Disclaimer says:

    The government has helped destroy public education with it’s racial politics and with it has made the teaching profession increasingly less desirable as a career choice. Racial politics have partly ruined much of this country whether it’s schools, neighborhoods, culture, etc. It just never ends. This is going to be the great undoing of this country.

    • Replies: @Jack Hanson
    "This will be the undoing of this country."

    Bro, I don't know what vault you just walked out of, but I've got some bad news about what went down in the last 15 years - you might want to sit down for this.
  17. The district moved to ban suspensions amid national concern that they imperil academic achievement and disproportionately affect minorities, particularly African Americans.

    I love how they sort of conflate two entirely different things: “See, disproportionately suspending blacks = imperiling academic achievement. Stop picking on these young scholars and they will flourish!”

    • Replies: @Veracitor

    "The district moved to ban suspensions amid national concern that they imperil academic achievement and disproportionately affect minorities, particularly African Americans."

    I love how they sort of conflate two entirely different things: “See, disproportionately suspending blacks = imperiling academic achievement. Stop picking on these young scholars and they will flourish!”
     
    "Imperil academic achievement" doesn't mean what you think it means. It does not refer to actual academic achievement. It means "having a pretty transcript." Suspensions "imperil academic achievement" because they look bad on the transcript, along with the D's and F's assigned for missing work and tests whilst on suspension, being unable to count above 10 while wearing shoes, u.s.w..

    Refusing to suspend troublemakers is actually a twofer for American liberals: the non-suspended pupils get a prettier transcript and the non-troublemakers get a less productive schoolday, which helps to close "the gap."
  18. Should it surprise anyone that Obama and the rest of the left want to put inmates in charge of the asylum?

  19. Was it really “screw you” or something more vulgar? I shouldnt stereotype, though, Ive had experience with classrooms where the only vulgar words they know all begin with P.

    More to the point: Are there seriously school districts that had a problem rolling out iPads? I’ve been working as a substitute teacher in a school district so poor that we have to use trailers with space heaters, and we were able to afford iPads. Not even one of them was stolen. Maybe that’s not the problem, though, and I’m just stereotyping again, but just by coincidence, I’ve also worked for a company that Apple outsources its manual labor to (no it’s not all in China), and I’m pretty sure there is some sort of educational discount for bulk buyers. And if my old farm town could afford it, I’m sure major cities could afford it too. If there is a school district having “problems” I’m not sure what their problem is.

    • Replies: @Jeff Albertson
    To make it fair, they should offer the student a choice between a chromebook (or tablet) or a smart phone. If they take the phone, they are free to go, and the smart kids can study in peace.
    , @G Pinfold

    Was it really “screw you” or something more vulgar? I shouldnt stereotype, though, Ive had experience with classrooms where the only vulgar words they know all begin with P.
     
    My first thoughts too. Something hinky about the dialogue.
  20. @NOTA
    This policy seems so obviously nuts that Im assuming there must be more to it than this. At any rate, some kids don't belong in school and should be somewhere else--a kid who can't read or multiply 2-digit numbers is wasting his time in high school, and both he and his teachers know it. Keeping him there is asking for trouble.

    NOTA:

    Agreed. I’ve long believed the solution is to make school voluntary. The reaction, of course, would be wailing and grinding of teeth: “how can we not educate all children”, “you’re dooming them to a life of failure”.

    My response is that the kids who would voluntarily drop out are currently not being educated (by their own actions), and are still dooming themselves to a life of failure. If you completely remove them from the school, at least the 70% of kids who are there to at least attempt to better themselves have passed the lowest hurdle: voluntary willingness to learn. Maybe we can at least save them, and get them away from the others. It is a variant of Steve’s theory that the most damaging thing (or one of the most damaging) things about being poor is that you are constantly surrounded by other poor people, many of whom are complete knuckleheads.

    Put the other kids in a form of day care. Give them food, TVs and a gymnasium. At least it will give them somewhere to go and not cause trouble for others. Maybe have a few books lying around in case lightning strikes. Would it be any worse than what is going on now?

    • Agree: Mike Sylwester
    • Replies: @ren
    Nah, young people need education, but it needs to be vocational. High schools should have internship, apprentiship and job placement offices, such that every student that leaves the building goes to a job or to an appropriate college. There is no reason that high school girls cannot be trained to be nurses aids or clerks or all kinds of stuff. Those who choose this path should be allowed to get a vocational diploma at the end of 10th grade. If they later want to continue their education, they can go to community college to take a year of classes to fill in whatever they didn't get in the last two years of high school and then apply to a university if they wish. About 75% of students belong in basic programs, not advanced (STEM etc.) or semi-advanced (psych majors).
  21. Obama is petty a**hole who despises the white middle class. “Cool clock Ahmed” will be his Presidentisl epitaph.

    Though I do like his foreign policy so overall he’s been better than Dubya…whose epitaph is “rarely is the question asked- is our children learning”

  22. “This policy seems so obviously nuts that Im assuming there must be more to it than this. ”

    There’s not.

    There are two ways to handle school discipline. One prioritizes classroom environment, the other prioritizes the individual student. The overwhelming majority of teachers prioritize classroom environment. Progressive educators push the individual student.

    When you focus on the individual student and seek out the causes of his or her behavior problems leading to suspensions and expulsions, it’s very easy to see that relatively minor misunderstandings are often at the root of the behavior. Giving the student a chance to explain his or her behavior can often lead to that student feeling more vested in education, feeling as if people understand him.

    All of this is true. I can’t stress this strongly enough. Many at-risk kids just need a bit of individualized attention to stop acting out and ultimately, given the absurd expectations that public school places on low-achieving kids, that’s not a terrible price to pay. (hang on before you think I’m supporting it.)

    Charters simply won’t pay this price. They don’t have to thus far, although I suspect New Orleans’ all charter method will reveal that the piper’s at the door. But because oversubscribed charters are an attendance privilege, not a right, they can boot kids without caring why they misbehave. (Lower achieving, undersubscribed charters have much the same problems as public schools do.) This is why Evil Obnoxious B**** Eva can brag about how tough she is, and how forcing kids to pay attention is best for them, how she learned this obvious mechanism from a “great teacher”–because never once in the history of the world before this brilliant teacher did anyone else think “gosh, this class would be so much easier to teach if I could just remove DeWayne every time he bangs his ruler on the desk in rhythm with the song he’s listening to on a phone he refuses to put away.”

    Public schools have a much stronger incentive to keep kids in school, and believe it or not a lot of this is about ideology. Teachers don’t usually want to expel tons of kids. They just want them gone from the class for the three Ds: disruption, disrespect, defiance, with each teacher prioritizing the D they care most about (I don’t much care about disrespect, but toss a kid out if I tell him to hand over food and he shoves the last bite in his mouth).

    But even if it’s not about ideology, it’s about money. Disruptive kids = less desirable schools. At each level of the strata, schools have a different ability to handle or manage the disruptive kids. Parents want their kids away from the disruptors. Economically and racially diverse schools are on the thin edge of a knife, as I point out in this Spring Valley High analysis. Spring Valley has a large number of white and non-poor black students. It desperately wants to hang on to them. So outright criminals are easily disposed of, and minor infractions, if openly defied, can lead to arrest. They’ve got the time to focus on the small stuff, and they’ve got the incentive. They don’t want to tip over by driving their non-poor parents away. At the same time, they don’t want to kick out all the poor kids just because they are harder to educate. So there are a lot of services put in place to catch these kids. Yes, the kids get suspended, but the administrators have the luxury of talking to the kids, finding out what the problem is, getting them counseling or services. Then there’s usually an alternative school around for the least motivated kids, or kids who had a bad year and need to catch up. Precisely because they have the luxury of overreacting on problems, they can keep a lot of kids educated one way or the other. This is a good thing. Teachers roll their eyes when the kid comes back for one more chance, but in many cases it works out and if not hey, the year’s usually almost over.

    Schools with a much higher degree of poverty have cops who have to focus on actual criminal kids, meaning that they can’t focus on disruptive kids. And that leads to disruptive classrooms, and that means the administrators can’t keep order as well, because they can’t suspend or expel too many kids without criminal cause of some sort. The counselors and administrators do care, do their form of intervention, but it’s much closer to triage.

    The problem is that if you just send out misbehaving kids, most of them will be black or Hispanic, and that means you’re at risk of disparate impact lawsuits. While the Obama Administration has been egregious at this nonsense, the risk has always been there.

    Into this chaos comes the restorative justice movement. It is adopted by chaotic schools because they have no choice, or the midlevel disruptive schools that get caught in the disparate impact nonsense. For the first group, it’s not a bad idea. For the second group, it’s basically a way to send a knife-edge school into the chaotic category, because all the parents who can will take their kids and run.

    Teachers are not fans of restorative justice, as a rule. You occasionally find teachers ideologically committed to the individual, as opposed to the classroom environment, but push that teacher hard enough and it turns out she either teaches high ability kids OR she has a “discipline buddy” who gets her disruptive kids when they’re too much of a problem. That is, they’re frauds who the rest of us teachers come down pretty hard on when given the chance.

    If you have a small school environment committed to restorative justice, it can sometimes work. But most of the times, it’s chaos because the entire methodology privileges the individual over the classroom environment. So a kid who beats another kid gets a circle, in which the victim gets to describe how he felt during the beatdown, the teacher gets to describe how he felt, the class gets to describe how they felt, and the criminal assailant gets to describe why he beat the kid down. It’s utterly crazy unless the vast majority of the kids are both assailants and victims, which is probably the case in some of the chaotic schools. For the rest of them, it’s horrible. I would leave a school like this.

    Teachers are very afraid to throw out kids in even mid-level poverty schools. I wrote about this here; when I taught All Algebra All the Time, I was under continuous pressure to keep more kids in the classroom. At the same time, it’s true that some teachers throw out kids for absurd reasons, that kids fail because their teachers have ludicrous expectations given their environment.

    The classroom environment must prevail. In my last school, the AVP set a clear standard for disruption: a teacher could only send a kid out if he was making it impossible to teach the class. This was the standard I used for sending out so many kids, and the AVP got so pissed off by my using his words that he eliminated the standard the next year. But I think it’s a good standard, and low income schools should be given the staff and personnel they need to enforce that standard while not losing too many kids who might otherwise be saved.

    • Replies: @Reg Cæsar

    if I could just remove DeWayne
     
    Don't you mean DeShaun? Every DeWayne I've known was white. Downscale, yes, but white.

    Seriously, though, I met a veteran teacher of darkening SoCal schools through her Midwest relatives. She was an old-school leftie and devout Lutheran.

    She liked to say that the most critical difference between young teachers who succeeded and those who failed and left is that the former believed in Original Sin, and the latter did not.
    , @Formerly CARealist
    sounds like the tsunami of homeschooling that I see in my area will continue. Plenty of the new ones aren't even Christians, they're just so sick of stuff like this in their neighborhood schools.

    Part of the problem is that the kids who bully and intimidate other students (and should be kicked out IMO) are labeled with some sort of disability. So it makes it seem like this unacceptable behavior isn't really their fault. A friend pulled her daughter from a local junior high for this reason. No matter how she tried to reason with the administration, their hands were tied when it came to booting the ADHD (or whatever) kid who pulled her daughter's hair or walked all over her backpack.

    so... homeschooling.
    , @ben tillman

    There are two ways to handle school discipline. One prioritizes classroom environment, the other prioritizes the individual student. The overwhelming majority of teachers prioritize classroom environment. Progressive educators push the individual student.
     
    The Left seeks freedom for aggression. The result is disorder or entropy.
  23. Really, web cameras in every public school classroom are long overdue. Only then will it be possible to police student misbehavior and document teacher incompetence, two fixable factors dragging down inner-city school performance. Cameras in the classroom may not close the gap but they should help better behaved students get a better education.

    • Replies: @Fredrik
    Isn't this what students are using their phones for? Only that they think their films will prove them right but does the opposite?
    , @Beach

    Really, web cameras in every public school classroom are long overdue.
     
    This idea has been bandied about for years, but has never been implemented. Ostensible concern about student privacy masks the fear that cameras would demonstrate beyond a reasonable doubt to any disinterested viewer that, if anything, many "students of color" haven't been suspended enough.
    , @V Vega
    Schools are getting much more video coverage thanks to students who are stupid enough to upload them to live leak, or worldstarhiphop.com

    World Star will never go broke betting on the collective stupidity of young black folks with cell phones. It serves as the everlasting punchline to "black lives matter":

    http://www.liveleak.com/view?i=827_1371728722
  24. Virtually all discipline is now prohibited in LAUSD schools. The goal of this ACLU triumph and Common Core is to destroy public education and to produce a nation of dysfunctional ignoramuses who will be easily controlled in the Super-Orwellian Police State run by their parasitic, genocidal masters.

    • Replies: @Ivy
    Realtors supporting the school districts surrounding LAUSD have profited handsomely in helping parents escape the lunacy. Private schools also benefit.

    The survivors in the worse parts of LAUSD end up paying for the policies of their board, especially if they don't have an accessible charter option.

    If you want an eye-opening experience, park by a few schools at different times of day, if you dare, to see how the students and parents look. Are they happy, glad to skip along to school or does their body language tell you something else like wild horses are needed to drag them there?
  25. An excellent scheme to “close the gap”…prevent the whites/Asians/others from learning anything

  26. OT – Another faux hate crime has taken place at a Michigan campus. SAGINAW, MI — Police at Saginaw Valley State University say a threat posted on the social media site Yik Yak read, “I’m going to shoot every black person I can on campus. Starting tomorrow morning.”

    It turns out the perp was a black student at another school. Of course he says it was all a joke. If he were white, would that suffice as an excuse?

    • Replies: @Reg Cæsar

    OT – Another faux hate crime…
     
    How many times do I have to remind you people? There are no fake hate crimes.

    Those are real hate crimes-- in the other direction!
  27. I’m curious about the demographics of the two schools cited where this program is allegedly working, Augustus Hawkins in South L.A. and Roosevelt in Boyle Heights.

  28. A Teacher From a Black High School:

    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.

    Most whites simply do not know what black people are like in large numbers, and the first encounter can be a shock.

    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.

    It did no good to try to quiet them, and white women were particularly inept at trying. I sat in on one woman’s class as she begged the children to pipe down. They just yelled louder so their voices would carry over hers.

    Many of my black students would repeat themselves over and over again — just louder. It was as if they suffered from Tourette syndrome. They seemed to have no conception of waiting for an appropriate time to say something. They would get ideas in their heads and simply had to shout them out. I might be leading a discussion on government and suddenly be interrupted: “We gotta get more Democrats! Clinton, she good!” The student may seem content with that outburst but two minutes later, he would suddenly start yelling again: “Clinton good!”

    Anyone who is around young blacks will probably get a constant diet of rap music. Blacks often make up their own jingles, and it was not uncommon for 15 black boys to swagger into a classroom, bouncing their shoulders and jiving back.

    They were yelling back and forth, rapping 15 different sets of words in the same harsh, rasping dialect. The words were almost invariably a childish form of boasting: “Who got dem shine rim, who got dem shine shoe, who got dem shine grill (gold and silver dental caps)?” The amateur rapper usually ends with a claim–in the crudest terms imaginable — that all womankind is sexually devoted to him. For whatever reason, my students would often groan instead of saying a particular word, as in, “She suck dat aaahhhh (think of a long grinding groan), she f**k dat aaaahhhh, she lick dat aaaahhh.”

    Black women love to dance — in a way white people might call gyrating. So many black girls dance in the hall, in the classroom, on the chairs, next to the chairs, under the chairs, everywhere. Once I took a call on my cell phone and had to step outside of class. I was away about two minutes but when I got back the black girls had lined up at the front of the classroom and were convulsing to the delight of the boys.

    Many black people, especially black women, are enormously fat. Some are so fat I had to arrange special seating to accommodate their bulk. I am not saying there are no fat white students — there are — but it is a matter of numbers and attitudes. Many black girls simply do not care that they are fat. There are plenty of white anorexics, but I have never met or heard of a black anorexic.

    “Black women be big Mr. Jackson,” my students would explain.

    “Is it okay in the black community to be a little overweight?” I ask. Two obese black girls in front of my desk begin to dance, “You know dem boys lak juicy fruit, Mr. Jackson.” “Juicy” is a colorful black expression for the buttocks.

    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.”

    For decades, the country has been lamenting the poor academic performance of blacks and there is much to lament. There is no question, however, that many blacks come to school with a serious handicap that is not their fault. At home they have learned a dialect that is almost a different language. Blacks not only mispronounce words; their grammar is often wrong. When a black wants to ask, “Where is the bathroom?” he may actually say “Whar da badroom be?” Grammatically, this is the equivalent of “Where the bathroom is?” And this is the way they speak in high school. Students write the way they speak, so this is the language that shows up in written assignments.

    It is true that some whites face a similar handicap. They speak with what I would call a “country” accent that is hard to reproduce but results in sentences such as “I’m gonna gemme a Coke.” Some of these country whites had to learn correct pronunciation and usage. The difference is that most whites overcome this handicap and learn to speak correctly; many blacks do not.

    Most of the blacks I taught simply had no interest in academic subjects. I taught history, and students would often say they didn’t want to do an assignment or they didn’t like history because it was all about white people. Of course, this was “diversity” history, in which every cowboy’s black cook got a special page on how he contributed to winning the West, but black children still found it inadequate. So I would throw up my hands and assign them a project on a real, historical black person. My favorite was Marcus Garvey. They had never heard of him, and I would tell them to research him, but they never did. They didn’t care and they didn’t want to do any work.

    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.”

    My students had only the vaguest notion of who pays for government services. For them, it was like a magical piggy bank that never goes empty. One black girl was exhorting the class on the need for more social services and I kept trying to explain that people, real live people, are taxed for the money to pay for those services. “Yeah, it come from whites,” she finally said. “They stingy anyway.”

    “Many black people make over $50,000 dollars a year and you would also be taking away from your own people,” I said.

    She had an answer to that: “Dey half breed.” The class agreed. I let the subject drop.

    Many black girls are perfectly happy to be welfare queens. On career day, one girl explained to the class that she was going to have lots of children and get fat checks from the government. No one in the class seemed to have any objection to this career choice.

    Surprising attitudes can come out in class discussion. We were talking about the crimes committed in the aftermath of Hurricane Katrina, and I brought up the rape of a young girl in the bathroom of the Superdome. A majority of my students believed this was a horrible crime but a few took it lightly. One black boy spoke up without raising his hand: “Dat no big deal. They thought they is gonna die so they figured they have some fun. Dey jus’ wanna have a fun time; you know what I’m sayin’?” A few black heads nodded in agreement.

    My department head once asked all the teachers to get a response from all students to the following question: “Do you think it is okay to break the law if it will benefit you greatly?” By then, I had been teaching for a while and was not surprised by answers that left a young, liberal, white woman colleague aghast. “Yeah” was the favorite answer. As one student explained, “Get dat green.”

    There is a level of conformity among blacks that whites would find hard to believe. They like one kind of music: rap. They will vote for one political party: Democrat. They dance one way, speak one way, are loud the same way, and fail their exams in the same way. Of course, there are exceptions but they are rare.

    Whites are different. Some like country music, others heavy metal, some prefer pop, and still others, God forbid, enjoy rap music. They have different associations, groups, almost ideologies. There are jocks, nerds, preppies, and hunters. Blacks are all — well — black, and they are quick to let other blacks know when they deviate from the norm.

    One might object that there are important group differences among blacks that a white man simply cannot detect. I have done my best to find them, but so far as I can tell, they dress the same, talk the same, think the same. Certainly, they form rival groups, but the groups are not different in any discernible way. There simply are no groups of blacks that are as distinctly different from each other as white “nerds,” “hunters,” or “Goths,” for example.

    How the world looks to blacks: One point on which all blacks agree is that everything is “racis’.” This is one message of liberalism they have absorbed completely. Did you do your homework? “Na, homework racis’.” Why did you get an F on the test? “Test racis’.”

    I was trying to teach a unit on British philosophers and the first thing the students noticed about Bentham, Hobbes, and Locke was “Dey all white! Where da black philosopher a’?” I tried to explain there were no blacks in eighteenth century Britain. You can probably guess what they said to that: “Dat racis’!” One student accused me of deliberately failing him on a test because I didn’t like black people.

    “Do you think I really hate black people?”
    “Yeah.”
    “Have I done anything to make you feel this way? How do you know?”
    “You just do.”
    “Why do you say that?”

    He just smirked, looked out the window, and sucked air through his teeth. Perhaps this was a regional thing, but the blacks often sucked air through their teeth as a wordless expression of disdain or hostility.

    My students were sometimes unable to see the world except through the lens of their own blackness. I had a class that was host to a German exchange student. One day he put on a Power Point presentation with famous German landmarks as well as his school and family.

    From time to time during the presentation, blacks would scream, “Where da black folk?!” The exasperated German tried several times to explain that there were no black people where he lived in Germany. The students did not believe him. I told them Germany is in Europe, where white people are from, and Africa is where black people are from. They insisted that the German student was racist, and deliberately refused to associate with blacks.

    Blacks are keenly interested in their own racial characteristics. I have learned, for example, that some blacks have “good hair.” Good hair is black parlance for black-white hybrid hair. Apparently, it is less kinky, easier to style, and considered more attractive. Blacks are also proud of light skin. Imagine two black students shouting insults across the room. One is dark but slim; the other light and obese. The dark one begins the exchange: “You fat, Ridario!” Ridario smiles, doesn’t deign to look at his detractor, shakes his head like a wobbling top, and says, “You wish you light skinned.”

    They could go on like this, repeating the same insults over and over.

    My black students had nothing but contempt for Hispanic immigrants. They would vent their feelings so crudely that our department strongly advised us never to talk about immigration in class in case the principal or some outsider might overhear.

    Whites were “racis’,” of course, but they thought of us at least as Americans. Not the Mexicans. Blacks have a certain, not necessarily hostile understanding of white people. They know how whites act, and it is clear they believe whites are smart and are good at organizing things. At the same time, they probably suspect whites are just putting on an act when they talk about equality, as if it is all a sham that makes it easier for whites to control blacks. Blacks want a bigger piece of the American pie. I’m convinced that if it were up to them they would give whites a considerably smaller piece than whites get now, but they would give us something. They wouldn’t give Mexicans anything.

    What about black boys and white girls? No one is supposed to notice this or talk about it but it is glaringly obvious: Black boys are obsessed with white girls. I’ve witnessed the following drama countless times. A black boy saunters up to a white girl. The cocky black dances around her, not really in a menacing way. It’s more a shuffle than a threat. As he bobs and shuffles he asks, “When you gonna go wit’ me?”

    There are two kinds of reply. The more confident white girl gets annoyed, looks away from the black and shouts, “I don’t wanna go out with you!” The more demure girl will look at her feet and mumble a polite excuse but ultimately say no.

    There is only one response from the black boy: “You racis’.” Many girls — all too many — actually feel guilty because they do not want to date blacks. Most white girls at my school stayed away from blacks, but a few, particularly the ones who were addicted to drugs, fell in with them.

    There is something else that is striking about blacks. They seem to have no sense of romance, of falling in love. What brings men and women together is sex, pure and simple, and there is a crude openness about this. There are many degenerate whites, of course, but some of my white students were capable of real devotion and tenderness, emotions that seemed absent from blacks — especially the boys.

    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.

    Blacks are extraordinarily quick to take offense. Once I accidentally scuffed a black boy’s white sneaker with my shoe. He immediately rubbed his body up against mine and threatened to attack me. I stepped outside the class and had a security guard escort the student to the office. It was unusual for students to threaten teachers physically this way, but among themselves, they were quick to fight for similar reasons.

    The real victims are the unfortunate whites caught in this. They are always in danger and their educations suffer. White weaklings are particularly susceptible, but mostly to petty violence. They may be slapped or get a couple of kicks when they are trying to open a bottom locker. Typically, blacks save the hard, serious violence for each other.

    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.

    Pregnancy was common among the blacks, though many black girls were so fat I could not tell the difference. I don’t know how many girls got abortions, but when they had the baby they usually stayed in school and had their own parents look after the child. The school did not offer daycare.

    Aside from the police officers constantly on patrol, a sure sign that you are in a black school is the coke cage: the chain-link fence that many majority-black schools use to protect vending machines. The cage surrounds the machine and even covers its top. Delivery employees have to unlock a gate on the front of the cage to service the machines. Companies would prefer not to build cages around vending machines. They are expensive, ugly, and a bother, but black students smashed the machines so many times it was cheaper to build a cage than repair the damage. Rumor had it that before the cages went up blacks would turn the machines upside down in the hope that the money would fall out.

    Security guards are everywhere in black schools — we had one on every hall. They also sat in on unruly classes and escorted students to the office. They were unarmed, but worked closely with the three city police officers who were constantly on duty.

    There was a lot of drug-dealing at my school. This was a good way to make a fair amount of money but it also gave boys power over girls who wanted drugs. An addicted girl — black or white — became the plaything of anyone who could get her drugs.

    One of my students was a notorious drug dealer. Everyone knew it. He was 19 years old and in eleventh grade. Once he got a score of three out of 100 on a test. He had been locked up four times since he was 13.

    One day, I asked him, “Why do you come to school?”

    He wouldn’t answer. He just looked out the window, smiled, and sucked air through his teeth. His friend Yidarius ventured an explanation: “He get dat green and get dem females.”

    “What is the green?” I asked. “Money or dope?” “Both,” said Yidarius with a smile.

    A very fat black interrupted from across the room: “We get dat lunch,” Mr. Jackson. “We gotta get dat lunch and brickfuss.” He means the free breakfast and lunch poor students get every day. “Nigga, we know’d you be lovin’ brickfuss!” shouts another student.

    Some readers may believe that I have drawn a cruel caricature of black students. After all, according to official figures some 85 percent of them graduate. It would be instructive to know how many of those scraped by with barely a C- record. They go from grade to grade and they finally get their diplomas because there is so much pressure on teachers to push them through. It saves money to move them along, the school looks good, and the teachers look good.

    Many of these children should have been failed, but the system would crack under their weight if they were all held back.

    How did my experiences make me feel about blacks? Ultimately, I lost sympathy for them. In so many ways they seem to make their own beds. There they were in an integrationist’s fantasy–in the same classroom with white students, eating the same lunch, using the same bathrooms, listening to the same teachers–and yet the blacks fail while the whites pass.

    One tragic outcome among whites who have been teaching for too long is that it can engender something close to hatred. One teacher I knew gave up fast food–not for health reasons but because where he lived most fast-food workers were black. He had enough of blacks on the job. This was an extreme example but years of frustration can take their toll. Many of my white colleagues with any experience were well on their way to that state of mind.

    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.

    Teachers are told that blacks are more vocal and do not learn through reading and lectures. The implication is that they have certain traits that lend themselves to a different kind of teaching.

    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.

    Public school has certainly changed since anyone reading this was a student. I have a friend who teaches elementary school, and she tells me that every week the students get a new diversity lesson, shipped in fresh from some bureaucrat’s office in Washington or the state capital. She showed me the materials for one week: a large poster, about the size of a forty-two inch flat-screen television. It shows an utterly diverse group — I mean diverse: handicapped, Muslim, Jewish, effeminate, poor, rich, brown, slightly brown, yellow, etc.–sitting at a table, smiling gaily, accomplishing some undefined task. The poster comes with a sheet of questions the teacher is supposed to ask. One might be: “These kids sure look different, but they look happy. Can you tell me which one in the picture is an American?”

    Some eight-year-old, mired in ignorance, will point to a white child like himself. “That one.”

    The teacher reads from the answer, conveniently printed along with the question. “No, Billy, all these children are Americans. They are just as American as you.”

    The children get a snack, and the poster goes up on the wall until another one comes a week later. This is what happens at predominately white, middle-class, elementary schools everywhere. Elementary school teachers love All of the Colors of the Race, by award-winning children’s poet Arnold Adoff.

    These are some of the lines they read to the children: “Mama is chocolate . . . Daddy is vanilla . . . Me (sic) is better . . . It is a new color. It is a new flavor. For love. Sometimes blackness seems too black for me, and whiteness is too sickly pale; and I wish every one were golden. Remember: long ago before people moved and migrated, and mixed and matched . . . there was one people: one color, one race. The colors are flowing from what was before me to what will be after. All the colors.”

    Teaching as a career: It may come as a surprise after what I have written, but my experiences have given me a deep appreciation for teaching as a career. It offers a stable, middle-class life but comes with the capacity to make real differences in the lives of children. In our modern, atomized world children often have very little communication with adults — especially, or even, with their parents — so there is potential for a real transaction between pupil and teacher, disciple and master.

    A rewarding relationship can grow up between an exceptional, interested student and his teacher. I have stayed in my classroom with a group of students discussing ideas and playing chess until the janitor kicked us out. I was the old gentleman, imparting my history, culture, personal loves and triumphs, defeats and failures to young kinsman. Sometimes I fancied myself Tyrtaeus, the Spartan poet, who counseled the youth to honor and loyalty. I never had this kind intimacy with a black student, and I know of no other white teacher who did.

    Teaching can be fun. For a certain kind of person it is exhilarating to map out battles on chalkboards, and teach heroism. It is rewarding to challenge liberal prejudices, to leave my mark on these children, but what I aimed for with my white students I could never achieve with the blacks.

    There is a kind of child whose look can melt your heart: some working-class castaway, in and out of foster homes, often abused, who is nevertheless almost an angel. Your heart melts for these children, this refuse of the modern world.

    Many white students possess a certain innocence; their cheeks still blush. Try as I might, I could not get the blacks to care one bit about Beethoven or Sherman’s march to the sea, or Tyrtaeus, or Oswald Spengler, or even liberals like John Rawls, or their own history. They cared about nothing I tried to teach them. When this goes on year after year it chokes the soul out of a teacher, destroys his pathos, and sends him guiltily searching for The Bell Curve on the Internet.

    Blacks break down the intimacy that can be achieved in the classroom, and leave you convinced that that intimacy is really a form of kinship. Without intending to, they destroy what is most beautiful–whether it be your belief in human equality, your daughter’s innocence, or even the state of the hallway.

    Just last year I read on the bathroom stall the words “F**k Whitey.” Not two feet away, on the same stall, was a small swastika.

    The National Council for the Social Studies, the leading authority on social science education in the United States, urges teachers to inculcate such values as equality of opportunity, individual property rights, and a democratic form of government. Even if teachers could inculcate this milquetoast ideology into whites, liberalism is doomed because so many non-whites are not receptive to education of any kind beyond the merest basics.

    It is impossible to get them to care about such abstractions as property rights or democratic citizenship. They do not see much further than the fact that you live in a big house and “we in da pro-jek.” Of course, there are a few loutish whites who will never think past their next meal and a few sensitive blacks for whom anything is possible, but no society takes on the characteristics of its exceptions.

    Once I asked my students, “What do you think of the Constitution?” “It white,” one slouching black rang out. The class began to laugh. And I caught myself laughing along with them, laughing while Pompeii’s volcano simmers, while the barbarians swell around the Palatine, while the country I love, and the job I love, and the community I love become dimmer by the day.

    I read a book by an expatriate Rhodesian who visited Zimbabwe not too many years ago. Traveling with a companion, she stopped at a store along the highway. A black man materialized next to her car window. “Job, boss, (I) work good, boss,” he pleaded. “You give job.”

    “What happened to your old job?” the expatriate white asked. The black man replied in the straightforward manner of his race: “We drove out the whites. No more jobs. You give job.”

    At some level, my students understand the same thing. One day I asked the bored, black faces staring back at me. “What would happen if all the white people in America disappeared tomorrow?”

    “We screwed,” a young, pitch-black boy screamed back. The rest of the blacks laughed.

    I have had children tell me to my face as they struggled with an assignment. “I cain’t do dis,” Mr. Jackson. “I black.”

    The point is that human beings are not always rational. It is in the black man’s interest to have whites in Zimbabwe but he drives them out and starves. Most whites do not think black Americans could ever do anything so irrational. They see blacks on television smiling, fighting evil whites, embodying white values. But the real black is not on television, and you pull your purse closer when you see him, and you lock the car doors when he swaggers by with his pants hanging down almost to his knees.

    For those of you with children, better a smaller house in a white district than a fancy one near a black school.

    I have been in parent-teacher conferences that broke my heart: the child pleading with his parents to take him out of school; the parents convinced their child’s fears are groundless. If you love your child, show her you care — not by giving her fancy vacations or a car, but making her innocent years safe and happy. Give her the gift of a not-heavily black school.

    • Replies: @Jasper Been
    Thank you for taking the time to write this comment/essay. It was very illuminating.
    , @Otto the P
    Brilliant piece, really should be published elsewhere so even libs encounter it. Also: tragic. Where the hell are we going and what are we doing to ourselves?
    , @Clyde
    My favorite line from that is near the end:

    One day I asked the bored students, their black faces staring back at me. “What would happen if all the white people in America disappeared tomorrow?”
    “We screwed,” a young, pitch-black boy screamed back. The rest of the blacks laughed.
     
    , @TB
    Well written, love teaching myself, but one have to choose schools wisely.
    , @EriK
    Isn't there a "MORE" tag still available? Can't you windy commenters used it? Please.
    , @Joe Stalin
    I went to a Chicago elementary school that "changed" in the late 1960s and a HS that was almost all Black. But at that point, Black students were really spiraling down to total primitive status.

    Remember Hillary Clinton's book: "It Takes a Village: And Other Lessons Children Teach Us?"

    "The book's title is attributed to an African proverb: "It takes a village to raise a child.""

    Blacks everywhere want someone else to raise their feral youth.

    I for one am sick of it.
  29. @Reg Cæsar

    … which seeks to resolve conflicts through talking circles…
     
    The tactical advantage of a circle is that everyone is visible to everyone else. Is that the logic here?

    They blame the district for failing to provide the staff and training needed to effectively shift to the new approach…
     
    But they don't blame the district for the "new approach" per se. Where is the teacher's union in all this?

    A wildcat strike would wake people up.

    … talking circles …

    Are they crazy in Cali? Drum circles are what work. Everybody knows that.

    • Replies: @Reg Cæsar

    Are they crazy in Cali? Drum circles are what work. Everybody knows that.

     

    Better yet, crop circles.
  30. It sounds like this Superintendent Ramon Cortines is just saying he didn’t have enough money and lobbying for the Feds to dump a bucket of cash on him.

    In other words, “Mo money fo dem programs”.

  31. OT: https://twitter.com/charlesmurray/status/666611861073338368

    Charles Murray retweets the first few lines of A WSJ opinion:

    Incompetent writers pen trite racial screeds aimed at the very society that lifts them above their ability. They are hailed as geniuses.

    Shots fired!

    • Replies: @SPMoore8
    The same article also called out Trump and his supporters for "sanctified tantrums": as if anything Bret Stephens writes is anything but.

    BTW, the Berkeley High student who was messing around with a computer in the library before he got caught and the admin succeeded in turning his stupid prank into a nuclear detonation was a "Student of Color, but not black." I'm guessing Asian at this point.

    Also, because the student is not white, they may not expel him but may apply "restorative justice", whatever that is supposed to mean.
  32. I guess Joe Clark wouldn’t last five minutes in the LAUSD.

  33. @education realist
    "This policy seems so obviously nuts that Im assuming there must be more to it than this. "

    There's not.

    There are two ways to handle school discipline. One prioritizes classroom environment, the other prioritizes the individual student. The overwhelming majority of teachers prioritize classroom environment. Progressive educators push the individual student.

    When you focus on the individual student and seek out the causes of his or her behavior problems leading to suspensions and expulsions, it's very easy to see that relatively minor misunderstandings are often at the root of the behavior. Giving the student a chance to explain his or her behavior can often lead to that student feeling more vested in education, feeling as if people understand him.

    All of this is true. I can't stress this strongly enough. Many at-risk kids just need a bit of individualized attention to stop acting out and ultimately, given the absurd expectations that public school places on low-achieving kids, that's not a terrible price to pay. (hang on before you think I'm supporting it.)

    Charters simply won't pay this price. They don't have to thus far, although I suspect New Orleans' all charter method will reveal that the piper's at the door. But because oversubscribed charters are an attendance privilege, not a right, they can boot kids without caring why they misbehave. (Lower achieving, undersubscribed charters have much the same problems as public schools do.) This is why Evil Obnoxious B**** Eva can brag about how tough she is, and how forcing kids to pay attention is best for them, how she learned this obvious mechanism from a "great teacher"--because never once in the history of the world before this brilliant teacher did anyone else think "gosh, this class would be so much easier to teach if I could just remove DeWayne every time he bangs his ruler on the desk in rhythm with the song he's listening to on a phone he refuses to put away."

    Public schools have a much stronger incentive to keep kids in school, and believe it or not a lot of this is about ideology. Teachers don't usually want to expel tons of kids. They just want them gone from the class for the three Ds: disruption, disrespect, defiance, with each teacher prioritizing the D they care most about (I don't much care about disrespect, but toss a kid out if I tell him to hand over food and he shoves the last bite in his mouth).

    But even if it's not about ideology, it's about money. Disruptive kids = less desirable schools. At each level of the strata, schools have a different ability to handle or manage the disruptive kids. Parents want their kids away from the disruptors. Economically and racially diverse schools are on the thin edge of a knife, as I point out in this Spring Valley High analysis. Spring Valley has a large number of white and non-poor black students. It desperately wants to hang on to them. So outright criminals are easily disposed of, and minor infractions, if openly defied, can lead to arrest. They've got the time to focus on the small stuff, and they've got the incentive. They don't want to tip over by driving their non-poor parents away. At the same time, they don't want to kick out all the poor kids just because they are harder to educate. So there are a lot of services put in place to catch these kids. Yes, the kids get suspended, but the administrators have the luxury of talking to the kids, finding out what the problem is, getting them counseling or services. Then there's usually an alternative school around for the least motivated kids, or kids who had a bad year and need to catch up. Precisely because they have the luxury of overreacting on problems, they can keep a lot of kids educated one way or the other. This is a good thing. Teachers roll their eyes when the kid comes back for one more chance, but in many cases it works out and if not hey, the year's usually almost over.


    Schools with a much higher degree of poverty have cops who have to focus on actual criminal kids, meaning that they can't focus on disruptive kids. And that leads to disruptive classrooms, and that means the administrators can't keep order as well, because they can't suspend or expel too many kids without criminal cause of some sort. The counselors and administrators do care, do their form of intervention, but it's much closer to triage.

    The problem is that if you just send out misbehaving kids, most of them will be black or Hispanic, and that means you're at risk of disparate impact lawsuits. While the Obama Administration has been egregious at this nonsense, the risk has always been there.

    Into this chaos comes the restorative justice movement. It is adopted by chaotic schools because they have no choice, or the midlevel disruptive schools that get caught in the disparate impact nonsense. For the first group, it's not a bad idea. For the second group, it's basically a way to send a knife-edge school into the chaotic category, because all the parents who can will take their kids and run.

    Teachers are not fans of restorative justice, as a rule. You occasionally find teachers ideologically committed to the individual, as opposed to the classroom environment, but push that teacher hard enough and it turns out she either teaches high ability kids OR she has a "discipline buddy" who gets her disruptive kids when they're too much of a problem. That is, they're frauds who the rest of us teachers come down pretty hard on when given the chance.

    If you have a small school environment committed to restorative justice, it can sometimes work. But most of the times, it's chaos because the entire methodology privileges the individual over the classroom environment. So a kid who beats another kid gets a circle, in which the victim gets to describe how he felt during the beatdown, the teacher gets to describe how he felt, the class gets to describe how they felt, and the criminal assailant gets to describe why he beat the kid down. It's utterly crazy unless the vast majority of the kids are both assailants and victims, which is probably the case in some of the chaotic schools. For the rest of them, it's horrible. I would leave a school like this.

    Teachers are very afraid to throw out kids in even mid-level poverty schools. I wrote about this here; when I taught All Algebra All the Time, I was under continuous pressure to keep more kids in the classroom. At the same time, it's true that some teachers throw out kids for absurd reasons, that kids fail because their teachers have ludicrous expectations given their environment.

    The classroom environment must prevail. In my last school, the AVP set a clear standard for disruption: a teacher could only send a kid out if he was making it impossible to teach the class. This was the standard I used for sending out so many kids, and the AVP got so pissed off by my using his words that he eliminated the standard the next year. But I think it's a good standard, and low income schools should be given the staff and personnel they need to enforce that standard while not losing too many kids who might otherwise be saved.

    if I could just remove DeWayne

    Don’t you mean DeShaun? Every DeWayne I’ve known was white. Downscale, yes, but white.

    Seriously, though, I met a veteran teacher of darkening SoCal schools through her Midwest relatives. She was an old-school leftie and devout Lutheran.

    She liked to say that the most critical difference between young teachers who succeeded and those who failed and left is that the former believed in Original Sin, and the latter did not.

    • Replies: @ben tillman

    Don’t you mean DeShaun? Every DeWayne I’ve known was white. Downscale, yes, but white.
     
    Ha ha! In Dallas, we have a bankruptcy judge named Harlin Dewayne Hale. He goes by "Your Honor".


    Or "Cooter", depending on the context.

    But I did play baseball with a Black Dwayne (is that close enough?) in junior high. He was arrested and sentenced to 20 years for armed robbery at the age of 15. Spokeo indicates he's still alive.
  34. @iSteveFan
    OT - Another faux hate crime has taken place at a Michigan campus. SAGINAW, MI — Police at Saginaw Valley State University say a threat posted on the social media site Yik Yak read, "I'm going to shoot every black person I can on campus. Starting tomorrow morning."

    It turns out the perp was a black student at another school. Of course he says it was all a joke. If he were white, would that suffice as an excuse?

    OT – Another faux hate crime…

    How many times do I have to remind you people? There are no fake hate crimes.

    Those are real hate crimes– in the other direction!

    • Replies: @Big Bill
    Exactly!

    I cannot figure out how the local prosecutors never go after them for hate crimes. Minority hate-crimers are clearly trying to get fellow minorities agitated and afraid when they hang their nooses and draw their swastikas.

    But they think the fear they generate will ultimately cause good things to happen, e.g. "raise awareness".

    Nonetheless, it is racial fear they are deliberately generating, so their actions are hate crimes, regardless of the motivation.
  35. Sorry to be OT again, but this is making its way around the net. Progressives are trying to split hairs over the Syrian refugee issue by making a distinction between a refugee and an asylee. They’ve even taken to define the Boston Bombers as not being refugees as though this should alleviate our fear of taking in the Syrians.

    Detractors of refugee resettlement, however, point to Tamerlan and Dzhokhar Tsarnaev — the Boston Bombers — as evidence to the contrary. The pair of brothers who bombed the Boston Marathon in 2013 were not, however, refugees. They were, on the contrary, children of an asylee, according to the State Department, and the distinction is crucial.

    I guess it really doesn’t amaze me that the Left is doubling down after Paris. But they are now splitting so many hairs that they have seemingly been able to compartmentalize non-Europeans into the categories of refugee, asylee, immigrant, children of asylees and native born citizen with probably even more categories yet to be mentioned. However, the real issue is in fact taking in millions and millions of non-Europeans whatever name you might call it.

    There has got to be a way to reach these people. After all many are intelligent. They have to understand that with 7 billion people in the world there simply is not enough room in the West. And that if they truly cared about humanity, they’d realize the only salvation for 6 billion people is to improve their living conditions where they are.

    Whatever happened to the Peace Corps? Why can’t white progressives just leave the West and journey to the third world to fix it? How do we convince them to take that up as their life’s mission?

    • Replies: @bomag
    There has got to be a way to reach these people.

    Ha. We're dealing with a death cult. They are either wearing Nike tennis shoes under a triangular purple blanket, waiting for the Mother Ship; or standing in line towards a vat of purple kool aid.

    Our Overlords anxiously run around the world telling others how many pollutants they can spew; where to set their interest rates; how many drugs their athletes can take; etc. They need to take the leap and start delimiting population. This all is so obviously a population issue.

  36. “The shift has brought dramatic changes: Suspensions districtwide plummeted to 0.55% last school year compared with 8% in 2007-08, and days lost to suspension also plunged, to 5,024 from 75,000 during that same period, according to the most recent data.”

    Schools are funded based on how many kids are present. When you suspend them, you lose that money. Now in most schools that amount is insignificant, but it schools with these sky high numbers, it matters. If 8% of the students are so bad that they get suspended under the rules in LAUSD, they are likely criminal or near criminal mentality. They are not just getting suspended for goofy crap like skipping school, too many tardies or smoking in the restroom, like we used to get. Any kid that is full on defiant of a teacher likely is criminal minded or has not had his butt beat enough by his dad.

  37. @Reg Cæsar

    OT – Another faux hate crime…
     
    How many times do I have to remind you people? There are no fake hate crimes.

    Those are real hate crimes-- in the other direction!

    Exactly!

    I cannot figure out how the local prosecutors never go after them for hate crimes. Minority hate-crimers are clearly trying to get fellow minorities agitated and afraid when they hang their nooses and draw their swastikas.

    But they think the fear they generate will ultimately cause good things to happen, e.g. “raise awareness”.

    Nonetheless, it is racial fear they are deliberately generating, so their actions are hate crimes, regardless of the motivation.

  38. @iSteveFan
    Sorry to be OT again, but this is making its way around the net. Progressives are trying to split hairs over the Syrian refugee issue by making a distinction between a refugee and an asylee. They've even taken to define the Boston Bombers as not being refugees as though this should alleviate our fear of taking in the Syrians.

    Detractors of refugee resettlement, however, point to Tamerlan and Dzhokhar Tsarnaev -- the Boston Bombers -- as evidence to the contrary. The pair of brothers who bombed the Boston Marathon in 2013 were not, however, refugees. They were, on the contrary, children of an asylee, according to the State Department, and the distinction is crucial.
     
    I guess it really doesn't amaze me that the Left is doubling down after Paris. But they are now splitting so many hairs that they have seemingly been able to compartmentalize non-Europeans into the categories of refugee, asylee, immigrant, children of asylees and native born citizen with probably even more categories yet to be mentioned. However, the real issue is in fact taking in millions and millions of non-Europeans whatever name you might call it.

    There has got to be a way to reach these people. After all many are intelligent. They have to understand that with 7 billion people in the world there simply is not enough room in the West. And that if they truly cared about humanity, they'd realize the only salvation for 6 billion people is to improve their living conditions where they are.

    Whatever happened to the Peace Corps? Why can't white progressives just leave the West and journey to the third world to fix it? How do we convince them to take that up as their life's mission?

    There has got to be a way to reach these people.

    Ha. We’re dealing with a death cult. They are either wearing Nike tennis shoes under a triangular purple blanket, waiting for the Mother Ship; or standing in line towards a vat of purple kool aid.

    Our Overlords anxiously run around the world telling others how many pollutants they can spew; where to set their interest rates; how many drugs their athletes can take; etc. They need to take the leap and start delimiting population. This all is so obviously a population issue.

  39. @education realist
    "This policy seems so obviously nuts that Im assuming there must be more to it than this. "

    There's not.

    There are two ways to handle school discipline. One prioritizes classroom environment, the other prioritizes the individual student. The overwhelming majority of teachers prioritize classroom environment. Progressive educators push the individual student.

    When you focus on the individual student and seek out the causes of his or her behavior problems leading to suspensions and expulsions, it's very easy to see that relatively minor misunderstandings are often at the root of the behavior. Giving the student a chance to explain his or her behavior can often lead to that student feeling more vested in education, feeling as if people understand him.

    All of this is true. I can't stress this strongly enough. Many at-risk kids just need a bit of individualized attention to stop acting out and ultimately, given the absurd expectations that public school places on low-achieving kids, that's not a terrible price to pay. (hang on before you think I'm supporting it.)

    Charters simply won't pay this price. They don't have to thus far, although I suspect New Orleans' all charter method will reveal that the piper's at the door. But because oversubscribed charters are an attendance privilege, not a right, they can boot kids without caring why they misbehave. (Lower achieving, undersubscribed charters have much the same problems as public schools do.) This is why Evil Obnoxious B**** Eva can brag about how tough she is, and how forcing kids to pay attention is best for them, how she learned this obvious mechanism from a "great teacher"--because never once in the history of the world before this brilliant teacher did anyone else think "gosh, this class would be so much easier to teach if I could just remove DeWayne every time he bangs his ruler on the desk in rhythm with the song he's listening to on a phone he refuses to put away."

    Public schools have a much stronger incentive to keep kids in school, and believe it or not a lot of this is about ideology. Teachers don't usually want to expel tons of kids. They just want them gone from the class for the three Ds: disruption, disrespect, defiance, with each teacher prioritizing the D they care most about (I don't much care about disrespect, but toss a kid out if I tell him to hand over food and he shoves the last bite in his mouth).

    But even if it's not about ideology, it's about money. Disruptive kids = less desirable schools. At each level of the strata, schools have a different ability to handle or manage the disruptive kids. Parents want their kids away from the disruptors. Economically and racially diverse schools are on the thin edge of a knife, as I point out in this Spring Valley High analysis. Spring Valley has a large number of white and non-poor black students. It desperately wants to hang on to them. So outright criminals are easily disposed of, and minor infractions, if openly defied, can lead to arrest. They've got the time to focus on the small stuff, and they've got the incentive. They don't want to tip over by driving their non-poor parents away. At the same time, they don't want to kick out all the poor kids just because they are harder to educate. So there are a lot of services put in place to catch these kids. Yes, the kids get suspended, but the administrators have the luxury of talking to the kids, finding out what the problem is, getting them counseling or services. Then there's usually an alternative school around for the least motivated kids, or kids who had a bad year and need to catch up. Precisely because they have the luxury of overreacting on problems, they can keep a lot of kids educated one way or the other. This is a good thing. Teachers roll their eyes when the kid comes back for one more chance, but in many cases it works out and if not hey, the year's usually almost over.


    Schools with a much higher degree of poverty have cops who have to focus on actual criminal kids, meaning that they can't focus on disruptive kids. And that leads to disruptive classrooms, and that means the administrators can't keep order as well, because they can't suspend or expel too many kids without criminal cause of some sort. The counselors and administrators do care, do their form of intervention, but it's much closer to triage.

    The problem is that if you just send out misbehaving kids, most of them will be black or Hispanic, and that means you're at risk of disparate impact lawsuits. While the Obama Administration has been egregious at this nonsense, the risk has always been there.

    Into this chaos comes the restorative justice movement. It is adopted by chaotic schools because they have no choice, or the midlevel disruptive schools that get caught in the disparate impact nonsense. For the first group, it's not a bad idea. For the second group, it's basically a way to send a knife-edge school into the chaotic category, because all the parents who can will take their kids and run.

    Teachers are not fans of restorative justice, as a rule. You occasionally find teachers ideologically committed to the individual, as opposed to the classroom environment, but push that teacher hard enough and it turns out she either teaches high ability kids OR she has a "discipline buddy" who gets her disruptive kids when they're too much of a problem. That is, they're frauds who the rest of us teachers come down pretty hard on when given the chance.

    If you have a small school environment committed to restorative justice, it can sometimes work. But most of the times, it's chaos because the entire methodology privileges the individual over the classroom environment. So a kid who beats another kid gets a circle, in which the victim gets to describe how he felt during the beatdown, the teacher gets to describe how he felt, the class gets to describe how they felt, and the criminal assailant gets to describe why he beat the kid down. It's utterly crazy unless the vast majority of the kids are both assailants and victims, which is probably the case in some of the chaotic schools. For the rest of them, it's horrible. I would leave a school like this.

    Teachers are very afraid to throw out kids in even mid-level poverty schools. I wrote about this here; when I taught All Algebra All the Time, I was under continuous pressure to keep more kids in the classroom. At the same time, it's true that some teachers throw out kids for absurd reasons, that kids fail because their teachers have ludicrous expectations given their environment.

    The classroom environment must prevail. In my last school, the AVP set a clear standard for disruption: a teacher could only send a kid out if he was making it impossible to teach the class. This was the standard I used for sending out so many kids, and the AVP got so pissed off by my using his words that he eliminated the standard the next year. But I think it's a good standard, and low income schools should be given the staff and personnel they need to enforce that standard while not losing too many kids who might otherwise be saved.

    sounds like the tsunami of homeschooling that I see in my area will continue. Plenty of the new ones aren’t even Christians, they’re just so sick of stuff like this in their neighborhood schools.

    Part of the problem is that the kids who bully and intimidate other students (and should be kicked out IMO) are labeled with some sort of disability. So it makes it seem like this unacceptable behavior isn’t really their fault. A friend pulled her daughter from a local junior high for this reason. No matter how she tried to reason with the administration, their hands were tied when it came to booting the ADHD (or whatever) kid who pulled her daughter’s hair or walked all over her backpack.

    so… homeschooling.

    • Replies: @Mr. Blank
    My wife is an elementary school teacher, and she gets at least one student every year who's like this — a brat who abuses and bullies all the other kids, but nobody's allowed to touch him (it's always a him) because he's "disabled" with ADHD or something, and the parents threaten to sue the school if anybody tries to enforce the rules with their "disabled" special snowflake.
  40. “an alternative known as restorative justice, which seeks to resolve conflicts through talking circles and other methods to build trust. …”

    How much time does this take? It would seem that if the alternative is to routinely stop the actual teaching process and spend time in some kumbaya drum circle asking the disruptive student why he/she feels the need to be disruptive, then the obvious “cost” of this is an entire classroom of students who have had the learning process stopped while everyone pays attention to the miscreant. There are only so many hours in a day, and only so many minutes in a school year.

    “resolve conflicts”? A bigger question is why students come to class and have so many conflicts to resolve.

  41. @Anonymous Nephew
    OT - Turkish football fans boo, shout "Allahu Akbar!" during minute's silence for Paris victims.


    http://www.reuters.com/article/2015/11/17/us-soccer-friendly-turkey-idUSKCN0T62LY20151117

    http://time.com/4117684/soccer-turkey-fans-boo-silence-paris-attacks/

    http://www.ibtimes.co.uk/turkey-football-fans-boo-during-minute-silence-paris-terror-attack-victims-1529242

    https://twitter.com/ecetoksabay

    Bosnian fans also booed the minute’s silence at the game against Ireland in Dublin.

  42. Anon • Disclaimer says:

    We should support this.

    Most teachers are Democrats.

    Most troublesome kids are Democrats.

    Let them destroy one another.

    One thing for sure, Liberal teachers cannot blame Reagan’s legacy for this.

    ‘Restorative Justice’.

    How these fools keep coming up with fancy terms to mask idiot policy.

    It’s like ‘affirmative action’.

    New Age social therapy.

    My guess is people who cook up such schemes are not close to the reality.

    They are like generals planning with phantom armies that don’t even exist.

    Cut off from reality.

  43. @the cruncher
    OT: https://twitter.com/charlesmurray/status/666611861073338368

    Charles Murray retweets the first few lines of A WSJ opinion:

    Incompetent writers pen trite racial screeds aimed at the very society that lifts them above their ability. They are hailed as geniuses.
     

    Shots fired!

    The same article also called out Trump and his supporters for “sanctified tantrums”: as if anything Bret Stephens writes is anything but.

    BTW, the Berkeley High student who was messing around with a computer in the library before he got caught and the admin succeeded in turning his stupid prank into a nuclear detonation was a “Student of Color, but not black.” I’m guessing Asian at this point.

    Also, because the student is not white, they may not expel him but may apply “restorative justice”, whatever that is supposed to mean.

  44. “amid national concern”

    I don’t recall any such concern. Although, they could be counting one guy in Washington, a gal in New York, and their two buddies in LA, I suppose.

  45. @Sleep
    Was it really "screw you" or something more vulgar? I shouldnt stereotype, though, Ive had experience with classrooms where the only vulgar words they know all begin with P.

    More to the point: Are there seriously school districts that had a problem rolling out iPads? I've been working as a substitute teacher in a school district so poor that we have to use trailers with space heaters, and we were able to afford iPads. Not even one of them was stolen. Maybe that's not the problem, though, and I'm just stereotyping again, but just by coincidence, I've also worked for a company that Apple outsources its manual labor to (no it's not all in China), and I'm pretty sure there is some sort of educational discount for bulk buyers. And if my old farm town could afford it, I'm sure major cities could afford it too. If there is a school district having "problems" I'm not sure what their problem is.

    To make it fair, they should offer the student a choice between a chromebook (or tablet) or a smart phone. If they take the phone, they are free to go, and the smart kids can study in peace.

  46. @Anonymous Nephew
    OT - Turkish football fans boo, shout "Allahu Akbar!" during minute's silence for Paris victims.


    http://www.reuters.com/article/2015/11/17/us-soccer-friendly-turkey-idUSKCN0T62LY20151117

    http://time.com/4117684/soccer-turkey-fans-boo-silence-paris-attacks/

    http://www.ibtimes.co.uk/turkey-football-fans-boo-during-minute-silence-paris-terror-attack-victims-1529242

    https://twitter.com/ecetoksabay

    This is a quite fitting picture of how Islam has invaded the West. Because Westerners feel it’d be judgmental to offer Christian prayers we have saccharine but universally-acceptable moments of silence. But moments of silence on work when everyone there agrees to honor the lost by actually being silent; Muslims see this silence as a weakness and exploit it for their cult. Not unlike our immigration, social, or economic policies.

  47. WhatEvvs [AKA "Internet Addict"] says:

    Orthogonally relevant…Obama is an impossible human being. I wonder whether his shenanigans are having an effect on BdB’s unpopularity among NYC whites:

    http://mobile.nytimes.com/2015/11/18/nyregion/mayor-de-blasio-has-lost-support-of-white-new-yorkers-poll-finds.html?_r=1&referer=https://www.google.com/

    Mr. de Blasio’s support among white residents has descended to a level so dismal that it has challenged a core assumption of his political strategy: that in a diversifying city, moderate white voters had lost much of their electoral influence, and that the mayor’s path to re-election runs through nonwhite communities.

    Any relevance to the Prez election? I can only hope so.

  48. @Patrick in SC

    The district moved to ban suspensions amid national concern that they imperil academic achievement and disproportionately affect minorities, particularly African Americans.
     
    I love how they sort of conflate two entirely different things: "See, disproportionately suspending blacks = imperiling academic achievement. Stop picking on these young scholars and they will flourish!"

    “The district moved to ban suspensions amid national concern that they imperil academic achievement and disproportionately affect minorities, particularly African Americans.”

    I love how they sort of conflate two entirely different things: “See, disproportionately suspending blacks = imperiling academic achievement. Stop picking on these young scholars and they will flourish!”

    “Imperil academic achievement” doesn’t mean what you think it means. It does not refer to actual academic achievement. It means “having a pretty transcript.” Suspensions “imperil academic achievement” because they look bad on the transcript, along with the D’s and F’s assigned for missing work and tests whilst on suspension, being unable to count above 10 while wearing shoes, u.s.w..

    Refusing to suspend troublemakers is actually a twofer for American liberals: the non-suspended pupils get a prettier transcript and the non-troublemakers get a less productive schoolday, which helps to close “the gap.”

    • Agree: Clyde
  49. headline in twenty years: lack of suspensions disproportionately negatively effecting blacks and hispanics.

    • Agree: EriK
  50. @NOTA
    This policy seems so obviously nuts that Im assuming there must be more to it than this. At any rate, some kids don't belong in school and should be somewhere else--a kid who can't read or multiply 2-digit numbers is wasting his time in high school, and both he and his teachers know it. Keeping him there is asking for trouble.

    Inflation, or deflation based on perspective, hits everywhere, even in student achievement.

    Back in the day, a kid was described as so dumb that he couldn’t multiply two common fractions. Now that would have to be restated as fractions are too advanced.

  51. @NJ Transit Commuter
    Prediction: Should these policies actually be enacted on a wide scale basis, the "Achievement Gap" will increase even further.

    Education without discipline is impossible. Here in the leafy suburbs, it's not a concern because kids are generally well behaved and serious about their studies. But a lax discipline policy in schools that require it will be a disaster.

    Are good teachers going to remain in schools where it is impossible to teach due to constant disruption from unruly students? Of course not. They will move to schools with better disciplined and higher achieving students. Will concerned parents let their children stay in bad schools? No, they will move to the same high achievement schools. The resulting feedback loop will make good schools better and bad ones worse.

    Right. When realtors talk about “good schools”, what they really mean is not too many NAMs.

  52. @V Vega
    A Teacher From a Black High School:

    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.




    Most whites simply do not know what black people are like in large numbers, and the first encounter can be a shock.

    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.

    It did no good to try to quiet them, and white women were particularly inept at trying. I sat in on one woman’s class as she begged the children to pipe down. They just yelled louder so their voices would carry over hers.

    Many of my black students would repeat themselves over and over again — just louder. It was as if they suffered from Tourette syndrome. They seemed to have no conception of waiting for an appropriate time to say something. They would get ideas in their heads and simply had to shout them out. I might be leading a discussion on government and suddenly be interrupted: “We gotta get more Democrats! Clinton, she good!” The student may seem content with that outburst but two minutes later, he would suddenly start yelling again: “Clinton good!”

    Anyone who is around young blacks will probably get a constant diet of rap music. Blacks often make up their own jingles, and it was not uncommon for 15 black boys to swagger into a classroom, bouncing their shoulders and jiving back.

    They were yelling back and forth, rapping 15 different sets of words in the same harsh, rasping dialect. The words were almost invariably a childish form of boasting: “Who got dem shine rim, who got dem shine shoe, who got dem shine grill (gold and silver dental caps)?” The amateur rapper usually ends with a claim–in the crudest terms imaginable — that all womankind is sexually devoted to him. For whatever reason, my students would often groan instead of saying a particular word, as in, “She suck dat aaahhhh (think of a long grinding groan), she f**k dat aaaahhhh, she lick dat aaaahhh.”

    Black women love to dance — in a way white people might call gyrating. So many black girls dance in the hall, in the classroom, on the chairs, next to the chairs, under the chairs, everywhere. Once I took a call on my cell phone and had to step outside of class. I was away about two minutes but when I got back the black girls had lined up at the front of the classroom and were convulsing to the delight of the boys.

    Many black people, especially black women, are enormously fat. Some are so fat I had to arrange special seating to accommodate their bulk. I am not saying there are no fat white students — there are — but it is a matter of numbers and attitudes. Many black girls simply do not care that they are fat. There are plenty of white anorexics, but I have never met or heard of a black anorexic.

    “Black women be big Mr. Jackson,” my students would explain.

    “Is it okay in the black community to be a little overweight?” I ask. Two obese black girls in front of my desk begin to dance, “You know dem boys lak juicy fruit, Mr. Jackson.” “Juicy” is a colorful black expression for the buttocks.

    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.”

    For decades, the country has been lamenting the poor academic performance of blacks and there is much to lament. There is no question, however, that many blacks come to school with a serious handicap that is not their fault. At home they have learned a dialect that is almost a different language. Blacks not only mispronounce words; their grammar is often wrong. When a black wants to ask, “Where is the bathroom?” he may actually say “Whar da badroom be?” Grammatically, this is the equivalent of “Where the bathroom is?” And this is the way they speak in high school. Students write the way they speak, so this is the language that shows up in written assignments.

    It is true that some whites face a similar handicap. They speak with what I would call a “country” accent that is hard to reproduce but results in sentences such as “I’m gonna gemme a Coke.” Some of these country whites had to learn correct pronunciation and usage. The difference is that most whites overcome this handicap and learn to speak correctly; many blacks do not.

    Most of the blacks I taught simply had no interest in academic subjects. I taught history, and students would often say they didn’t want to do an assignment or they didn’t like history because it was all about white people. Of course, this was “diversity” history, in which every cowboy’s black cook got a special page on how he contributed to winning the West, but black children still found it inadequate. So I would throw up my hands and assign them a project on a real, historical black person. My favorite was Marcus Garvey. They had never heard of him, and I would tell them to research him, but they never did. They didn’t care and they didn’t want to do any work.

    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.”

    My students had only the vaguest notion of who pays for government services. For them, it was like a magical piggy bank that never goes empty. One black girl was exhorting the class on the need for more social services and I kept trying to explain that people, real live people, are taxed for the money to pay for those services. “Yeah, it come from whites,” she finally said. “They stingy anyway.”

    “Many black people make over $50,000 dollars a year and you would also be taking away from your own people,” I said.

    She had an answer to that: “Dey half breed.” The class agreed. I let the subject drop.

    Many black girls are perfectly happy to be welfare queens. On career day, one girl explained to the class that she was going to have lots of children and get fat checks from the government. No one in the class seemed to have any objection to this career choice.

    Surprising attitudes can come out in class discussion. We were talking about the crimes committed in the aftermath of Hurricane Katrina, and I brought up the rape of a young girl in the bathroom of the Superdome. A majority of my students believed this was a horrible crime but a few took it lightly. One black boy spoke up without raising his hand: “Dat no big deal. They thought they is gonna die so they figured they have some fun. Dey jus’ wanna have a fun time; you know what I’m sayin’?” A few black heads nodded in agreement.

    My department head once asked all the teachers to get a response from all students to the following question: “Do you think it is okay to break the law if it will benefit you greatly?” By then, I had been teaching for a while and was not surprised by answers that left a young, liberal, white woman colleague aghast. “Yeah” was the favorite answer. As one student explained, “Get dat green.”

    There is a level of conformity among blacks that whites would find hard to believe. They like one kind of music: rap. They will vote for one political party: Democrat. They dance one way, speak one way, are loud the same way, and fail their exams in the same way. Of course, there are exceptions but they are rare.

    Whites are different. Some like country music, others heavy metal, some prefer pop, and still others, God forbid, enjoy rap music. They have different associations, groups, almost ideologies. There are jocks, nerds, preppies, and hunters. Blacks are all — well — black, and they are quick to let other blacks know when they deviate from the norm.

    One might object that there are important group differences among blacks that a white man simply cannot detect. I have done my best to find them, but so far as I can tell, they dress the same, talk the same, think the same. Certainly, they form rival groups, but the groups are not different in any discernible way. There simply are no groups of blacks that are as distinctly different from each other as white “nerds,” “hunters,” or “Goths,” for example.

    How the world looks to blacks: One point on which all blacks agree is that everything is “racis’.” This is one message of liberalism they have absorbed completely. Did you do your homework? “Na, homework racis’.” Why did you get an F on the test? “Test racis’.”

    I was trying to teach a unit on British philosophers and the first thing the students noticed about Bentham, Hobbes, and Locke was “Dey all white! Where da black philosopher a’?” I tried to explain there were no blacks in eighteenth century Britain. You can probably guess what they said to that: “Dat racis’!” One student accused me of deliberately failing him on a test because I didn’t like black people.

    “Do you think I really hate black people?”
    “Yeah.”
    “Have I done anything to make you feel this way? How do you know?”
    “You just do.”
    “Why do you say that?”

    He just smirked, looked out the window, and sucked air through his teeth. Perhaps this was a regional thing, but the blacks often sucked air through their teeth as a wordless expression of disdain or hostility.

    My students were sometimes unable to see the world except through the lens of their own blackness. I had a class that was host to a German exchange student. One day he put on a Power Point presentation with famous German landmarks as well as his school and family.

    From time to time during the presentation, blacks would scream, “Where da black folk?!” The exasperated German tried several times to explain that there were no black people where he lived in Germany. The students did not believe him. I told them Germany is in Europe, where white people are from, and Africa is where black people are from. They insisted that the German student was racist, and deliberately refused to associate with blacks.

    Blacks are keenly interested in their own racial characteristics. I have learned, for example, that some blacks have “good hair.” Good hair is black parlance for black-white hybrid hair. Apparently, it is less kinky, easier to style, and considered more attractive. Blacks are also proud of light skin. Imagine two black students shouting insults across the room. One is dark but slim; the other light and obese. The dark one begins the exchange: “You fat, Ridario!” Ridario smiles, doesn’t deign to look at his detractor, shakes his head like a wobbling top, and says, “You wish you light skinned.”

    They could go on like this, repeating the same insults over and over.

    My black students had nothing but contempt for Hispanic immigrants. They would vent their feelings so crudely that our department strongly advised us never to talk about immigration in class in case the principal or some outsider might overhear.

    Whites were “racis’,” of course, but they thought of us at least as Americans. Not the Mexicans. Blacks have a certain, not necessarily hostile understanding of white people. They know how whites act, and it is clear they believe whites are smart and are good at organizing things. At the same time, they probably suspect whites are just putting on an act when they talk about equality, as if it is all a sham that makes it easier for whites to control blacks. Blacks want a bigger piece of the American pie. I’m convinced that if it were up to them they would give whites a considerably smaller piece than whites get now, but they would give us something. They wouldn’t give Mexicans anything.

    What about black boys and white girls? No one is supposed to notice this or talk about it but it is glaringly obvious: Black boys are obsessed with white girls. I’ve witnessed the following drama countless times. A black boy saunters up to a white girl. The cocky black dances around her, not really in a menacing way. It’s more a shuffle than a threat. As he bobs and shuffles he asks, “When you gonna go wit’ me?”

    There are two kinds of reply. The more confident white girl gets annoyed, looks away from the black and shouts, “I don’t wanna go out with you!” The more demure girl will look at her feet and mumble a polite excuse but ultimately say no.

    There is only one response from the black boy: “You racis’.” Many girls — all too many — actually feel guilty because they do not want to date blacks. Most white girls at my school stayed away from blacks, but a few, particularly the ones who were addicted to drugs, fell in with them.

    There is something else that is striking about blacks. They seem to have no sense of romance, of falling in love. What brings men and women together is sex, pure and simple, and there is a crude openness about this. There are many degenerate whites, of course, but some of my white students were capable of real devotion and tenderness, emotions that seemed absent from blacks — especially the boys.

    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.

    Blacks are extraordinarily quick to take offense. Once I accidentally scuffed a black boy’s white sneaker with my shoe. He immediately rubbed his body up against mine and threatened to attack me. I stepped outside the class and had a security guard escort the student to the office. It was unusual for students to threaten teachers physically this way, but among themselves, they were quick to fight for similar reasons.

    The real victims are the unfortunate whites caught in this. They are always in danger and their educations suffer. White weaklings are particularly susceptible, but mostly to petty violence. They may be slapped or get a couple of kicks when they are trying to open a bottom locker. Typically, blacks save the hard, serious violence for each other.

    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.

    Pregnancy was common among the blacks, though many black girls were so fat I could not tell the difference. I don’t know how many girls got abortions, but when they had the baby they usually stayed in school and had their own parents look after the child. The school did not offer daycare.

    Aside from the police officers constantly on patrol, a sure sign that you are in a black school is the coke cage: the chain-link fence that many majority-black schools use to protect vending machines. The cage surrounds the machine and even covers its top. Delivery employees have to unlock a gate on the front of the cage to service the machines. Companies would prefer not to build cages around vending machines. They are expensive, ugly, and a bother, but black students smashed the machines so many times it was cheaper to build a cage than repair the damage. Rumor had it that before the cages went up blacks would turn the machines upside down in the hope that the money would fall out.

    Security guards are everywhere in black schools — we had one on every hall. They also sat in on unruly classes and escorted students to the office. They were unarmed, but worked closely with the three city police officers who were constantly on duty.

    There was a lot of drug-dealing at my school. This was a good way to make a fair amount of money but it also gave boys power over girls who wanted drugs. An addicted girl — black or white — became the plaything of anyone who could get her drugs.

    One of my students was a notorious drug dealer. Everyone knew it. He was 19 years old and in eleventh grade. Once he got a score of three out of 100 on a test. He had been locked up four times since he was 13.

    One day, I asked him, “Why do you come to school?”

    He wouldn’t answer. He just looked out the window, smiled, and sucked air through his teeth. His friend Yidarius ventured an explanation: “He get dat green and get dem females.”

    “What is the green?” I asked. “Money or dope?” “Both,” said Yidarius with a smile.

    A very fat black interrupted from across the room: “We get dat lunch,” Mr. Jackson. “We gotta get dat lunch and brickfuss.” He means the free breakfast and lunch poor students get every day. “Nigga, we know’d you be lovin’ brickfuss!” shouts another student.

    Some readers may believe that I have drawn a cruel caricature of black students. After all, according to official figures some 85 percent of them graduate. It would be instructive to know how many of those scraped by with barely a C- record. They go from grade to grade and they finally get their diplomas because there is so much pressure on teachers to push them through. It saves money to move them along, the school looks good, and the teachers look good.

    Many of these children should have been failed, but the system would crack under their weight if they were all held back.

    How did my experiences make me feel about blacks? Ultimately, I lost sympathy for them. In so many ways they seem to make their own beds. There they were in an integrationist’s fantasy–in the same classroom with white students, eating the same lunch, using the same bathrooms, listening to the same teachers–and yet the blacks fail while the whites pass.

    One tragic outcome among whites who have been teaching for too long is that it can engender something close to hatred. One teacher I knew gave up fast food–not for health reasons but because where he lived most fast-food workers were black. He had enough of blacks on the job. This was an extreme example but years of frustration can take their toll. Many of my white colleagues with any experience were well on their way to that state of mind.

    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.

    Teachers are told that blacks are more vocal and do not learn through reading and lectures. The implication is that they have certain traits that lend themselves to a different kind of teaching.

    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.

    Public school has certainly changed since anyone reading this was a student. I have a friend who teaches elementary school, and she tells me that every week the students get a new diversity lesson, shipped in fresh from some bureaucrat’s office in Washington or the state capital. She showed me the materials for one week: a large poster, about the size of a forty-two inch flat-screen television. It shows an utterly diverse group — I mean diverse: handicapped, Muslim, Jewish, effeminate, poor, rich, brown, slightly brown, yellow, etc.–sitting at a table, smiling gaily, accomplishing some undefined task. The poster comes with a sheet of questions the teacher is supposed to ask. One might be: “These kids sure look different, but they look happy. Can you tell me which one in the picture is an American?”

    Some eight-year-old, mired in ignorance, will point to a white child like himself. “That one.”

    The teacher reads from the answer, conveniently printed along with the question. “No, Billy, all these children are Americans. They are just as American as you.”

    The children get a snack, and the poster goes up on the wall until another one comes a week later. This is what happens at predominately white, middle-class, elementary schools everywhere. Elementary school teachers love All of the Colors of the Race, by award-winning children’s poet Arnold Adoff.

    These are some of the lines they read to the children: “Mama is chocolate . . . Daddy is vanilla . . . Me (sic) is better . . . It is a new color. It is a new flavor. For love. Sometimes blackness seems too black for me, and whiteness is too sickly pale; and I wish every one were golden. Remember: long ago before people moved and migrated, and mixed and matched . . . there was one people: one color, one race. The colors are flowing from what was before me to what will be after. All the colors.”

    Teaching as a career: It may come as a surprise after what I have written, but my experiences have given me a deep appreciation for teaching as a career. It offers a stable, middle-class life but comes with the capacity to make real differences in the lives of children. In our modern, atomized world children often have very little communication with adults — especially, or even, with their parents — so there is potential for a real transaction between pupil and teacher, disciple and master.

    A rewarding relationship can grow up between an exceptional, interested student and his teacher. I have stayed in my classroom with a group of students discussing ideas and playing chess until the janitor kicked us out. I was the old gentleman, imparting my history, culture, personal loves and triumphs, defeats and failures to young kinsman. Sometimes I fancied myself Tyrtaeus, the Spartan poet, who counseled the youth to honor and loyalty. I never had this kind intimacy with a black student, and I know of no other white teacher who did.

    Teaching can be fun. For a certain kind of person it is exhilarating to map out battles on chalkboards, and teach heroism. It is rewarding to challenge liberal prejudices, to leave my mark on these children, but what I aimed for with my white students I could never achieve with the blacks.

    There is a kind of child whose look can melt your heart: some working-class castaway, in and out of foster homes, often abused, who is nevertheless almost an angel. Your heart melts for these children, this refuse of the modern world.

    Many white students possess a certain innocence; their cheeks still blush. Try as I might, I could not get the blacks to care one bit about Beethoven or Sherman’s march to the sea, or Tyrtaeus, or Oswald Spengler, or even liberals like John Rawls, or their own history. They cared about nothing I tried to teach them. When this goes on year after year it chokes the soul out of a teacher, destroys his pathos, and sends him guiltily searching for The Bell Curve on the Internet.

    Blacks break down the intimacy that can be achieved in the classroom, and leave you convinced that that intimacy is really a form of kinship. Without intending to, they destroy what is most beautiful–whether it be your belief in human equality, your daughter’s innocence, or even the state of the hallway.

    Just last year I read on the bathroom stall the words “F**k Whitey.” Not two feet away, on the same stall, was a small swastika.

    The National Council for the Social Studies, the leading authority on social science education in the United States, urges teachers to inculcate such values as equality of opportunity, individual property rights, and a democratic form of government. Even if teachers could inculcate this milquetoast ideology into whites, liberalism is doomed because so many non-whites are not receptive to education of any kind beyond the merest basics.

    It is impossible to get them to care about such abstractions as property rights or democratic citizenship. They do not see much further than the fact that you live in a big house and “we in da pro-jek.” Of course, there are a few loutish whites who will never think past their next meal and a few sensitive blacks for whom anything is possible, but no society takes on the characteristics of its exceptions.

    Once I asked my students, “What do you think of the Constitution?” “It white,” one slouching black rang out. The class began to laugh. And I caught myself laughing along with them, laughing while Pompeii’s volcano simmers, while the barbarians swell around the Palatine, while the country I love, and the job I love, and the community I love become dimmer by the day.

    I read a book by an expatriate Rhodesian who visited Zimbabwe not too many years ago. Traveling with a companion, she stopped at a store along the highway. A black man materialized next to her car window. “Job, boss, (I) work good, boss,” he pleaded. “You give job.”

    “What happened to your old job?” the expatriate white asked. The black man replied in the straightforward manner of his race: “We drove out the whites. No more jobs. You give job.”

    At some level, my students understand the same thing. One day I asked the bored, black faces staring back at me. “What would happen if all the white people in America disappeared tomorrow?”

    “We screwed,” a young, pitch-black boy screamed back. The rest of the blacks laughed.

    I have had children tell me to my face as they struggled with an assignment. “I cain’t do dis,” Mr. Jackson. “I black.”

    The point is that human beings are not always rational. It is in the black man’s interest to have whites in Zimbabwe but he drives them out and starves. Most whites do not think black Americans could ever do anything so irrational. They see blacks on television smiling, fighting evil whites, embodying white values. But the real black is not on television, and you pull your purse closer when you see him, and you lock the car doors when he swaggers by with his pants hanging down almost to his knees.

    For those of you with children, better a smaller house in a white district than a fancy one near a black school.

    I have been in parent-teacher conferences that broke my heart: the child pleading with his parents to take him out of school; the parents convinced their child’s fears are groundless. If you love your child, show her you care — not by giving her fancy vacations or a car, but making her innocent years safe and happy. Give her the gift of a not-heavily black school.

    Thank you for taking the time to write this comment/essay. It was very illuminating.

  53. @Gary
    Virtually all discipline is now prohibited in LAUSD schools. The goal of this ACLU triumph and Common Core is to destroy public education and to produce a nation of dysfunctional ignoramuses who will be easily controlled in the Super-Orwellian Police State run by their parasitic, genocidal masters.

    Realtors supporting the school districts surrounding LAUSD have profited handsomely in helping parents escape the lunacy. Private schools also benefit.

    The survivors in the worse parts of LAUSD end up paying for the policies of their board, especially if they don’t have an accessible charter option.

    If you want an eye-opening experience, park by a few schools at different times of day, if you dare, to see how the students and parents look. Are they happy, glad to skip along to school or does their body language tell you something else like wild horses are needed to drag them there?

    • Replies: @Ron Mexico
    "Private schools also benefit." In certain areas, but tuition does prevent some deserving kids from escaping "the lunacy." Charters and homeschool networks benefit, as well. In the end, though, the elites, whether public or private, always win.
  54. Here’s an angle for you Steve that no one is connecting right now :

    The ghost of Antioch and the future of liberal colleges.

    Recall that Antioch shut down after a long steady decline brought on first by student protests over racial inequities and secondly after being taken over by radical feminists.

    This 2007 essay “Who Killed Antioch? Womyn.” is a good background primer :

    http://www.latimes.com/la-oe-daum30jun30-column.html

    • Agree: Anonym
  55. Anon • Disclaimer says:

    ‘Restorative Justice’ reverses the whole point of true justice.

    True justice is about punishing the bad.

    RJ does the opposite. It coddles the bad and puts pressure on the good to make the bad good. The pressure isn’t on the bad to be good.

    It reflects all of what our society has become.

    If homos act bad and spread disease, blame Reagan for not having done enough.

    If Jews rob through Wall Street and mess the world up with Neocon foreign policy, try to be nicer to Israel. And EU needs to take in more migrants. And hey, Pollard is getting out of jail.

    If blacks loot and burn down cities, try to understand and show them that we ‘care’.

  56. @Mark Minter
    lulz. A completely sublime mocking.

    Speaking of lulz I found this comment on what I think is the most sublime alt-right forum.

    "I predicted back in January that 2015 would be the lulziest year ever, and already it's exceeded my wildest expectations. But the craziest and funniest thing of all is that a few hundred hardcore internet trolls are moving the needle on the culture. And we're doing so in the face of overwhelming opposition and complete public conformity to the shitlib orthodoxy.

    By dissenting when no one else would, and by mocking when no one else dared, we've opened the door for change.

    It's especially hilarious that all of those pompous proclamations about how the internet (especially Twitter) would bring about political revolutions have turned out to be true, but just not the way they thought! :lol:

    Instead, it turns out that the people who are best able to use twitter and the internet for revolutionary purposes are the white dudebro shitlords, the same people who are the most competent at everything else (except basketball, manipulating financial markets, and ethnic nepotism). :lol: "
     
    Sailer is much loved, linked, and quoted by these dudebros and when they say 'we', they mean him too.

    Mark, that forum really has some erudite posters, with perspective I haven’t seen before. Thanks for the cryptic link. For example the following hilarious quote. It is quite interesting to me that a forum of the internet is exploring the repurposing of the word “racism”, which I wrote about several days ago.

    Liberalism’s faulty definition of racism isn’t entirely irrational, however, when you take into account harm-based morality, which naturally focuses on interactions between dominant and subordinate groups.  Liberal views on racism aren’t entirely the product of them living in 98% white neighborhoods from which they safely denounce imagined uprisings of cross-burning Tea Partiers, while pricing every black but Will Smith out of the residential market.  Some part of it is produced by a skewed morality that emphasizes harm over other moral factors, and particularly harm practiced by a dominant against a subordinate group.

    http://mpcdot.com/forums/topic/7155-the-future-of-racism/#

  57. @V Vega
    A Teacher From a Black High School:

    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.




    Most whites simply do not know what black people are like in large numbers, and the first encounter can be a shock.

    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.

    It did no good to try to quiet them, and white women were particularly inept at trying. I sat in on one woman’s class as she begged the children to pipe down. They just yelled louder so their voices would carry over hers.

    Many of my black students would repeat themselves over and over again — just louder. It was as if they suffered from Tourette syndrome. They seemed to have no conception of waiting for an appropriate time to say something. They would get ideas in their heads and simply had to shout them out. I might be leading a discussion on government and suddenly be interrupted: “We gotta get more Democrats! Clinton, she good!” The student may seem content with that outburst but two minutes later, he would suddenly start yelling again: “Clinton good!”

    Anyone who is around young blacks will probably get a constant diet of rap music. Blacks often make up their own jingles, and it was not uncommon for 15 black boys to swagger into a classroom, bouncing their shoulders and jiving back.

    They were yelling back and forth, rapping 15 different sets of words in the same harsh, rasping dialect. The words were almost invariably a childish form of boasting: “Who got dem shine rim, who got dem shine shoe, who got dem shine grill (gold and silver dental caps)?” The amateur rapper usually ends with a claim–in the crudest terms imaginable — that all womankind is sexually devoted to him. For whatever reason, my students would often groan instead of saying a particular word, as in, “She suck dat aaahhhh (think of a long grinding groan), she f**k dat aaaahhhh, she lick dat aaaahhh.”

    Black women love to dance — in a way white people might call gyrating. So many black girls dance in the hall, in the classroom, on the chairs, next to the chairs, under the chairs, everywhere. Once I took a call on my cell phone and had to step outside of class. I was away about two minutes but when I got back the black girls had lined up at the front of the classroom and were convulsing to the delight of the boys.

    Many black people, especially black women, are enormously fat. Some are so fat I had to arrange special seating to accommodate their bulk. I am not saying there are no fat white students — there are — but it is a matter of numbers and attitudes. Many black girls simply do not care that they are fat. There are plenty of white anorexics, but I have never met or heard of a black anorexic.

    “Black women be big Mr. Jackson,” my students would explain.

    “Is it okay in the black community to be a little overweight?” I ask. Two obese black girls in front of my desk begin to dance, “You know dem boys lak juicy fruit, Mr. Jackson.” “Juicy” is a colorful black expression for the buttocks.

    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.”

    For decades, the country has been lamenting the poor academic performance of blacks and there is much to lament. There is no question, however, that many blacks come to school with a serious handicap that is not their fault. At home they have learned a dialect that is almost a different language. Blacks not only mispronounce words; their grammar is often wrong. When a black wants to ask, “Where is the bathroom?” he may actually say “Whar da badroom be?” Grammatically, this is the equivalent of “Where the bathroom is?” And this is the way they speak in high school. Students write the way they speak, so this is the language that shows up in written assignments.

    It is true that some whites face a similar handicap. They speak with what I would call a “country” accent that is hard to reproduce but results in sentences such as “I’m gonna gemme a Coke.” Some of these country whites had to learn correct pronunciation and usage. The difference is that most whites overcome this handicap and learn to speak correctly; many blacks do not.

    Most of the blacks I taught simply had no interest in academic subjects. I taught history, and students would often say they didn’t want to do an assignment or they didn’t like history because it was all about white people. Of course, this was “diversity” history, in which every cowboy’s black cook got a special page on how he contributed to winning the West, but black children still found it inadequate. So I would throw up my hands and assign them a project on a real, historical black person. My favorite was Marcus Garvey. They had never heard of him, and I would tell them to research him, but they never did. They didn’t care and they didn’t want to do any work.

    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.”

    My students had only the vaguest notion of who pays for government services. For them, it was like a magical piggy bank that never goes empty. One black girl was exhorting the class on the need for more social services and I kept trying to explain that people, real live people, are taxed for the money to pay for those services. “Yeah, it come from whites,” she finally said. “They stingy anyway.”

    “Many black people make over $50,000 dollars a year and you would also be taking away from your own people,” I said.

    She had an answer to that: “Dey half breed.” The class agreed. I let the subject drop.

    Many black girls are perfectly happy to be welfare queens. On career day, one girl explained to the class that she was going to have lots of children and get fat checks from the government. No one in the class seemed to have any objection to this career choice.

    Surprising attitudes can come out in class discussion. We were talking about the crimes committed in the aftermath of Hurricane Katrina, and I brought up the rape of a young girl in the bathroom of the Superdome. A majority of my students believed this was a horrible crime but a few took it lightly. One black boy spoke up without raising his hand: “Dat no big deal. They thought they is gonna die so they figured they have some fun. Dey jus’ wanna have a fun time; you know what I’m sayin’?” A few black heads nodded in agreement.

    My department head once asked all the teachers to get a response from all students to the following question: “Do you think it is okay to break the law if it will benefit you greatly?” By then, I had been teaching for a while and was not surprised by answers that left a young, liberal, white woman colleague aghast. “Yeah” was the favorite answer. As one student explained, “Get dat green.”

    There is a level of conformity among blacks that whites would find hard to believe. They like one kind of music: rap. They will vote for one political party: Democrat. They dance one way, speak one way, are loud the same way, and fail their exams in the same way. Of course, there are exceptions but they are rare.

    Whites are different. Some like country music, others heavy metal, some prefer pop, and still others, God forbid, enjoy rap music. They have different associations, groups, almost ideologies. There are jocks, nerds, preppies, and hunters. Blacks are all — well — black, and they are quick to let other blacks know when they deviate from the norm.

    One might object that there are important group differences among blacks that a white man simply cannot detect. I have done my best to find them, but so far as I can tell, they dress the same, talk the same, think the same. Certainly, they form rival groups, but the groups are not different in any discernible way. There simply are no groups of blacks that are as distinctly different from each other as white “nerds,” “hunters,” or “Goths,” for example.

    How the world looks to blacks: One point on which all blacks agree is that everything is “racis’.” This is one message of liberalism they have absorbed completely. Did you do your homework? “Na, homework racis’.” Why did you get an F on the test? “Test racis’.”

    I was trying to teach a unit on British philosophers and the first thing the students noticed about Bentham, Hobbes, and Locke was “Dey all white! Where da black philosopher a’?” I tried to explain there were no blacks in eighteenth century Britain. You can probably guess what they said to that: “Dat racis’!” One student accused me of deliberately failing him on a test because I didn’t like black people.

    “Do you think I really hate black people?”
    “Yeah.”
    “Have I done anything to make you feel this way? How do you know?”
    “You just do.”
    “Why do you say that?”

    He just smirked, looked out the window, and sucked air through his teeth. Perhaps this was a regional thing, but the blacks often sucked air through their teeth as a wordless expression of disdain or hostility.

    My students were sometimes unable to see the world except through the lens of their own blackness. I had a class that was host to a German exchange student. One day he put on a Power Point presentation with famous German landmarks as well as his school and family.

    From time to time during the presentation, blacks would scream, “Where da black folk?!” The exasperated German tried several times to explain that there were no black people where he lived in Germany. The students did not believe him. I told them Germany is in Europe, where white people are from, and Africa is where black people are from. They insisted that the German student was racist, and deliberately refused to associate with blacks.

    Blacks are keenly interested in their own racial characteristics. I have learned, for example, that some blacks have “good hair.” Good hair is black parlance for black-white hybrid hair. Apparently, it is less kinky, easier to style, and considered more attractive. Blacks are also proud of light skin. Imagine two black students shouting insults across the room. One is dark but slim; the other light and obese. The dark one begins the exchange: “You fat, Ridario!” Ridario smiles, doesn’t deign to look at his detractor, shakes his head like a wobbling top, and says, “You wish you light skinned.”

    They could go on like this, repeating the same insults over and over.

    My black students had nothing but contempt for Hispanic immigrants. They would vent their feelings so crudely that our department strongly advised us never to talk about immigration in class in case the principal or some outsider might overhear.

    Whites were “racis’,” of course, but they thought of us at least as Americans. Not the Mexicans. Blacks have a certain, not necessarily hostile understanding of white people. They know how whites act, and it is clear they believe whites are smart and are good at organizing things. At the same time, they probably suspect whites are just putting on an act when they talk about equality, as if it is all a sham that makes it easier for whites to control blacks. Blacks want a bigger piece of the American pie. I’m convinced that if it were up to them they would give whites a considerably smaller piece than whites get now, but they would give us something. They wouldn’t give Mexicans anything.

    What about black boys and white girls? No one is supposed to notice this or talk about it but it is glaringly obvious: Black boys are obsessed with white girls. I’ve witnessed the following drama countless times. A black boy saunters up to a white girl. The cocky black dances around her, not really in a menacing way. It’s more a shuffle than a threat. As he bobs and shuffles he asks, “When you gonna go wit’ me?”

    There are two kinds of reply. The more confident white girl gets annoyed, looks away from the black and shouts, “I don’t wanna go out with you!” The more demure girl will look at her feet and mumble a polite excuse but ultimately say no.

    There is only one response from the black boy: “You racis’.” Many girls — all too many — actually feel guilty because they do not want to date blacks. Most white girls at my school stayed away from blacks, but a few, particularly the ones who were addicted to drugs, fell in with them.

    There is something else that is striking about blacks. They seem to have no sense of romance, of falling in love. What brings men and women together is sex, pure and simple, and there is a crude openness about this. There are many degenerate whites, of course, but some of my white students were capable of real devotion and tenderness, emotions that seemed absent from blacks — especially the boys.

    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.

    Blacks are extraordinarily quick to take offense. Once I accidentally scuffed a black boy’s white sneaker with my shoe. He immediately rubbed his body up against mine and threatened to attack me. I stepped outside the class and had a security guard escort the student to the office. It was unusual for students to threaten teachers physically this way, but among themselves, they were quick to fight for similar reasons.

    The real victims are the unfortunate whites caught in this. They are always in danger and their educations suffer. White weaklings are particularly susceptible, but mostly to petty violence. They may be slapped or get a couple of kicks when they are trying to open a bottom locker. Typically, blacks save the hard, serious violence for each other.

    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.

    Pregnancy was common among the blacks, though many black girls were so fat I could not tell the difference. I don’t know how many girls got abortions, but when they had the baby they usually stayed in school and had their own parents look after the child. The school did not offer daycare.

    Aside from the police officers constantly on patrol, a sure sign that you are in a black school is the coke cage: the chain-link fence that many majority-black schools use to protect vending machines. The cage surrounds the machine and even covers its top. Delivery employees have to unlock a gate on the front of the cage to service the machines. Companies would prefer not to build cages around vending machines. They are expensive, ugly, and a bother, but black students smashed the machines so many times it was cheaper to build a cage than repair the damage. Rumor had it that before the cages went up blacks would turn the machines upside down in the hope that the money would fall out.

    Security guards are everywhere in black schools — we had one on every hall. They also sat in on unruly classes and escorted students to the office. They were unarmed, but worked closely with the three city police officers who were constantly on duty.

    There was a lot of drug-dealing at my school. This was a good way to make a fair amount of money but it also gave boys power over girls who wanted drugs. An addicted girl — black or white — became the plaything of anyone who could get her drugs.

    One of my students was a notorious drug dealer. Everyone knew it. He was 19 years old and in eleventh grade. Once he got a score of three out of 100 on a test. He had been locked up four times since he was 13.

    One day, I asked him, “Why do you come to school?”

    He wouldn’t answer. He just looked out the window, smiled, and sucked air through his teeth. His friend Yidarius ventured an explanation: “He get dat green and get dem females.”

    “What is the green?” I asked. “Money or dope?” “Both,” said Yidarius with a smile.

    A very fat black interrupted from across the room: “We get dat lunch,” Mr. Jackson. “We gotta get dat lunch and brickfuss.” He means the free breakfast and lunch poor students get every day. “Nigga, we know’d you be lovin’ brickfuss!” shouts another student.

    Some readers may believe that I have drawn a cruel caricature of black students. After all, according to official figures some 85 percent of them graduate. It would be instructive to know how many of those scraped by with barely a C- record. They go from grade to grade and they finally get their diplomas because there is so much pressure on teachers to push them through. It saves money to move them along, the school looks good, and the teachers look good.

    Many of these children should have been failed, but the system would crack under their weight if they were all held back.

    How did my experiences make me feel about blacks? Ultimately, I lost sympathy for them. In so many ways they seem to make their own beds. There they were in an integrationist’s fantasy–in the same classroom with white students, eating the same lunch, using the same bathrooms, listening to the same teachers–and yet the blacks fail while the whites pass.

    One tragic outcome among whites who have been teaching for too long is that it can engender something close to hatred. One teacher I knew gave up fast food–not for health reasons but because where he lived most fast-food workers were black. He had enough of blacks on the job. This was an extreme example but years of frustration can take their toll. Many of my white colleagues with any experience were well on their way to that state of mind.

    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.

    Teachers are told that blacks are more vocal and do not learn through reading and lectures. The implication is that they have certain traits that lend themselves to a different kind of teaching.

    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.

    Public school has certainly changed since anyone reading this was a student. I have a friend who teaches elementary school, and she tells me that every week the students get a new diversity lesson, shipped in fresh from some bureaucrat’s office in Washington or the state capital. She showed me the materials for one week: a large poster, about the size of a forty-two inch flat-screen television. It shows an utterly diverse group — I mean diverse: handicapped, Muslim, Jewish, effeminate, poor, rich, brown, slightly brown, yellow, etc.–sitting at a table, smiling gaily, accomplishing some undefined task. The poster comes with a sheet of questions the teacher is supposed to ask. One might be: “These kids sure look different, but they look happy. Can you tell me which one in the picture is an American?”

    Some eight-year-old, mired in ignorance, will point to a white child like himself. “That one.”

    The teacher reads from the answer, conveniently printed along with the question. “No, Billy, all these children are Americans. They are just as American as you.”

    The children get a snack, and the poster goes up on the wall until another one comes a week later. This is what happens at predominately white, middle-class, elementary schools everywhere. Elementary school teachers love All of the Colors of the Race, by award-winning children’s poet Arnold Adoff.

    These are some of the lines they read to the children: “Mama is chocolate . . . Daddy is vanilla . . . Me (sic) is better . . . It is a new color. It is a new flavor. For love. Sometimes blackness seems too black for me, and whiteness is too sickly pale; and I wish every one were golden. Remember: long ago before people moved and migrated, and mixed and matched . . . there was one people: one color, one race. The colors are flowing from what was before me to what will be after. All the colors.”

    Teaching as a career: It may come as a surprise after what I have written, but my experiences have given me a deep appreciation for teaching as a career. It offers a stable, middle-class life but comes with the capacity to make real differences in the lives of children. In our modern, atomized world children often have very little communication with adults — especially, or even, with their parents — so there is potential for a real transaction between pupil and teacher, disciple and master.

    A rewarding relationship can grow up between an exceptional, interested student and his teacher. I have stayed in my classroom with a group of students discussing ideas and playing chess until the janitor kicked us out. I was the old gentleman, imparting my history, culture, personal loves and triumphs, defeats and failures to young kinsman. Sometimes I fancied myself Tyrtaeus, the Spartan poet, who counseled the youth to honor and loyalty. I never had this kind intimacy with a black student, and I know of no other white teacher who did.

    Teaching can be fun. For a certain kind of person it is exhilarating to map out battles on chalkboards, and teach heroism. It is rewarding to challenge liberal prejudices, to leave my mark on these children, but what I aimed for with my white students I could never achieve with the blacks.

    There is a kind of child whose look can melt your heart: some working-class castaway, in and out of foster homes, often abused, who is nevertheless almost an angel. Your heart melts for these children, this refuse of the modern world.

    Many white students possess a certain innocence; their cheeks still blush. Try as I might, I could not get the blacks to care one bit about Beethoven or Sherman’s march to the sea, or Tyrtaeus, or Oswald Spengler, or even liberals like John Rawls, or their own history. They cared about nothing I tried to teach them. When this goes on year after year it chokes the soul out of a teacher, destroys his pathos, and sends him guiltily searching for The Bell Curve on the Internet.

    Blacks break down the intimacy that can be achieved in the classroom, and leave you convinced that that intimacy is really a form of kinship. Without intending to, they destroy what is most beautiful–whether it be your belief in human equality, your daughter’s innocence, or even the state of the hallway.

    Just last year I read on the bathroom stall the words “F**k Whitey.” Not two feet away, on the same stall, was a small swastika.

    The National Council for the Social Studies, the leading authority on social science education in the United States, urges teachers to inculcate such values as equality of opportunity, individual property rights, and a democratic form of government. Even if teachers could inculcate this milquetoast ideology into whites, liberalism is doomed because so many non-whites are not receptive to education of any kind beyond the merest basics.

    It is impossible to get them to care about such abstractions as property rights or democratic citizenship. They do not see much further than the fact that you live in a big house and “we in da pro-jek.” Of course, there are a few loutish whites who will never think past their next meal and a few sensitive blacks for whom anything is possible, but no society takes on the characteristics of its exceptions.

    Once I asked my students, “What do you think of the Constitution?” “It white,” one slouching black rang out. The class began to laugh. And I caught myself laughing along with them, laughing while Pompeii’s volcano simmers, while the barbarians swell around the Palatine, while the country I love, and the job I love, and the community I love become dimmer by the day.

    I read a book by an expatriate Rhodesian who visited Zimbabwe not too many years ago. Traveling with a companion, she stopped at a store along the highway. A black man materialized next to her car window. “Job, boss, (I) work good, boss,” he pleaded. “You give job.”

    “What happened to your old job?” the expatriate white asked. The black man replied in the straightforward manner of his race: “We drove out the whites. No more jobs. You give job.”

    At some level, my students understand the same thing. One day I asked the bored, black faces staring back at me. “What would happen if all the white people in America disappeared tomorrow?”

    “We screwed,” a young, pitch-black boy screamed back. The rest of the blacks laughed.

    I have had children tell me to my face as they struggled with an assignment. “I cain’t do dis,” Mr. Jackson. “I black.”

    The point is that human beings are not always rational. It is in the black man’s interest to have whites in Zimbabwe but he drives them out and starves. Most whites do not think black Americans could ever do anything so irrational. They see blacks on television smiling, fighting evil whites, embodying white values. But the real black is not on television, and you pull your purse closer when you see him, and you lock the car doors when he swaggers by with his pants hanging down almost to his knees.

    For those of you with children, better a smaller house in a white district than a fancy one near a black school.

    I have been in parent-teacher conferences that broke my heart: the child pleading with his parents to take him out of school; the parents convinced their child’s fears are groundless. If you love your child, show her you care — not by giving her fancy vacations or a car, but making her innocent years safe and happy. Give her the gift of a not-heavily black school.

    Brilliant piece, really should be published elsewhere so even libs encounter it. Also: tragic. Where the hell are we going and what are we doing to ourselves?

  58. @Dirk Dagger

    ... talking circles ...
     
    Are they crazy in Cali? Drum circles are what work. Everybody knows that.

    Are they crazy in Cali? Drum circles are what work. Everybody knows that.

    Better yet, crop circles.

  59. My wife teaches in a fairly conservative school district in a fairly conservative area, and even here, the lack of effective tools to enforce classroom discipline has caused serious problems. The stuff kids are allowed to get away with these days is shocking. Administrators are too frightened of litigious parents to do anything.

    With the stories my wife tells me, it’s no surprise that there’s been such an explosion of interest in homeschooling, private schools and semi-private charter schools over the past few decades.

    • Replies: @David In TN
    Yes, it's hard to discipline "kids" in relatively white, conservative areas. The parents often take up for the "kids."
  60. @Formerly CARealist
    sounds like the tsunami of homeschooling that I see in my area will continue. Plenty of the new ones aren't even Christians, they're just so sick of stuff like this in their neighborhood schools.

    Part of the problem is that the kids who bully and intimidate other students (and should be kicked out IMO) are labeled with some sort of disability. So it makes it seem like this unacceptable behavior isn't really their fault. A friend pulled her daughter from a local junior high for this reason. No matter how she tried to reason with the administration, their hands were tied when it came to booting the ADHD (or whatever) kid who pulled her daughter's hair or walked all over her backpack.

    so... homeschooling.

    My wife is an elementary school teacher, and she gets at least one student every year who’s like this — a brat who abuses and bullies all the other kids, but nobody’s allowed to touch him (it’s always a him) because he’s “disabled” with ADHD or something, and the parents threaten to sue the school if anybody tries to enforce the rules with their “disabled” special snowflake.

  61. @V Vega
    A Teacher From a Black High School:

    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.




    Most whites simply do not know what black people are like in large numbers, and the first encounter can be a shock.

    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.

    It did no good to try to quiet them, and white women were particularly inept at trying. I sat in on one woman’s class as she begged the children to pipe down. They just yelled louder so their voices would carry over hers.

    Many of my black students would repeat themselves over and over again — just louder. It was as if they suffered from Tourette syndrome. They seemed to have no conception of waiting for an appropriate time to say something. They would get ideas in their heads and simply had to shout them out. I might be leading a discussion on government and suddenly be interrupted: “We gotta get more Democrats! Clinton, she good!” The student may seem content with that outburst but two minutes later, he would suddenly start yelling again: “Clinton good!”

    Anyone who is around young blacks will probably get a constant diet of rap music. Blacks often make up their own jingles, and it was not uncommon for 15 black boys to swagger into a classroom, bouncing their shoulders and jiving back.

    They were yelling back and forth, rapping 15 different sets of words in the same harsh, rasping dialect. The words were almost invariably a childish form of boasting: “Who got dem shine rim, who got dem shine shoe, who got dem shine grill (gold and silver dental caps)?” The amateur rapper usually ends with a claim–in the crudest terms imaginable — that all womankind is sexually devoted to him. For whatever reason, my students would often groan instead of saying a particular word, as in, “She suck dat aaahhhh (think of a long grinding groan), she f**k dat aaaahhhh, she lick dat aaaahhh.”

    Black women love to dance — in a way white people might call gyrating. So many black girls dance in the hall, in the classroom, on the chairs, next to the chairs, under the chairs, everywhere. Once I took a call on my cell phone and had to step outside of class. I was away about two minutes but when I got back the black girls had lined up at the front of the classroom and were convulsing to the delight of the boys.

    Many black people, especially black women, are enormously fat. Some are so fat I had to arrange special seating to accommodate their bulk. I am not saying there are no fat white students — there are — but it is a matter of numbers and attitudes. Many black girls simply do not care that they are fat. There are plenty of white anorexics, but I have never met or heard of a black anorexic.

    “Black women be big Mr. Jackson,” my students would explain.

    “Is it okay in the black community to be a little overweight?” I ask. Two obese black girls in front of my desk begin to dance, “You know dem boys lak juicy fruit, Mr. Jackson.” “Juicy” is a colorful black expression for the buttocks.

    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.”

    For decades, the country has been lamenting the poor academic performance of blacks and there is much to lament. There is no question, however, that many blacks come to school with a serious handicap that is not their fault. At home they have learned a dialect that is almost a different language. Blacks not only mispronounce words; their grammar is often wrong. When a black wants to ask, “Where is the bathroom?” he may actually say “Whar da badroom be?” Grammatically, this is the equivalent of “Where the bathroom is?” And this is the way they speak in high school. Students write the way they speak, so this is the language that shows up in written assignments.

    It is true that some whites face a similar handicap. They speak with what I would call a “country” accent that is hard to reproduce but results in sentences such as “I’m gonna gemme a Coke.” Some of these country whites had to learn correct pronunciation and usage. The difference is that most whites overcome this handicap and learn to speak correctly; many blacks do not.

    Most of the blacks I taught simply had no interest in academic subjects. I taught history, and students would often say they didn’t want to do an assignment or they didn’t like history because it was all about white people. Of course, this was “diversity” history, in which every cowboy’s black cook got a special page on how he contributed to winning the West, but black children still found it inadequate. So I would throw up my hands and assign them a project on a real, historical black person. My favorite was Marcus Garvey. They had never heard of him, and I would tell them to research him, but they never did. They didn’t care and they didn’t want to do any work.

    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.”

    My students had only the vaguest notion of who pays for government services. For them, it was like a magical piggy bank that never goes empty. One black girl was exhorting the class on the need for more social services and I kept trying to explain that people, real live people, are taxed for the money to pay for those services. “Yeah, it come from whites,” she finally said. “They stingy anyway.”

    “Many black people make over $50,000 dollars a year and you would also be taking away from your own people,” I said.

    She had an answer to that: “Dey half breed.” The class agreed. I let the subject drop.

    Many black girls are perfectly happy to be welfare queens. On career day, one girl explained to the class that she was going to have lots of children and get fat checks from the government. No one in the class seemed to have any objection to this career choice.

    Surprising attitudes can come out in class discussion. We were talking about the crimes committed in the aftermath of Hurricane Katrina, and I brought up the rape of a young girl in the bathroom of the Superdome. A majority of my students believed this was a horrible crime but a few took it lightly. One black boy spoke up without raising his hand: “Dat no big deal. They thought they is gonna die so they figured they have some fun. Dey jus’ wanna have a fun time; you know what I’m sayin’?” A few black heads nodded in agreement.

    My department head once asked all the teachers to get a response from all students to the following question: “Do you think it is okay to break the law if it will benefit you greatly?” By then, I had been teaching for a while and was not surprised by answers that left a young, liberal, white woman colleague aghast. “Yeah” was the favorite answer. As one student explained, “Get dat green.”

    There is a level of conformity among blacks that whites would find hard to believe. They like one kind of music: rap. They will vote for one political party: Democrat. They dance one way, speak one way, are loud the same way, and fail their exams in the same way. Of course, there are exceptions but they are rare.

    Whites are different. Some like country music, others heavy metal, some prefer pop, and still others, God forbid, enjoy rap music. They have different associations, groups, almost ideologies. There are jocks, nerds, preppies, and hunters. Blacks are all — well — black, and they are quick to let other blacks know when they deviate from the norm.

    One might object that there are important group differences among blacks that a white man simply cannot detect. I have done my best to find them, but so far as I can tell, they dress the same, talk the same, think the same. Certainly, they form rival groups, but the groups are not different in any discernible way. There simply are no groups of blacks that are as distinctly different from each other as white “nerds,” “hunters,” or “Goths,” for example.

    How the world looks to blacks: One point on which all blacks agree is that everything is “racis’.” This is one message of liberalism they have absorbed completely. Did you do your homework? “Na, homework racis’.” Why did you get an F on the test? “Test racis’.”

    I was trying to teach a unit on British philosophers and the first thing the students noticed about Bentham, Hobbes, and Locke was “Dey all white! Where da black philosopher a’?” I tried to explain there were no blacks in eighteenth century Britain. You can probably guess what they said to that: “Dat racis’!” One student accused me of deliberately failing him on a test because I didn’t like black people.

    “Do you think I really hate black people?”
    “Yeah.”
    “Have I done anything to make you feel this way? How do you know?”
    “You just do.”
    “Why do you say that?”

    He just smirked, looked out the window, and sucked air through his teeth. Perhaps this was a regional thing, but the blacks often sucked air through their teeth as a wordless expression of disdain or hostility.

    My students were sometimes unable to see the world except through the lens of their own blackness. I had a class that was host to a German exchange student. One day he put on a Power Point presentation with famous German landmarks as well as his school and family.

    From time to time during the presentation, blacks would scream, “Where da black folk?!” The exasperated German tried several times to explain that there were no black people where he lived in Germany. The students did not believe him. I told them Germany is in Europe, where white people are from, and Africa is where black people are from. They insisted that the German student was racist, and deliberately refused to associate with blacks.

    Blacks are keenly interested in their own racial characteristics. I have learned, for example, that some blacks have “good hair.” Good hair is black parlance for black-white hybrid hair. Apparently, it is less kinky, easier to style, and considered more attractive. Blacks are also proud of light skin. Imagine two black students shouting insults across the room. One is dark but slim; the other light and obese. The dark one begins the exchange: “You fat, Ridario!” Ridario smiles, doesn’t deign to look at his detractor, shakes his head like a wobbling top, and says, “You wish you light skinned.”

    They could go on like this, repeating the same insults over and over.

    My black students had nothing but contempt for Hispanic immigrants. They would vent their feelings so crudely that our department strongly advised us never to talk about immigration in class in case the principal or some outsider might overhear.

    Whites were “racis’,” of course, but they thought of us at least as Americans. Not the Mexicans. Blacks have a certain, not necessarily hostile understanding of white people. They know how whites act, and it is clear they believe whites are smart and are good at organizing things. At the same time, they probably suspect whites are just putting on an act when they talk about equality, as if it is all a sham that makes it easier for whites to control blacks. Blacks want a bigger piece of the American pie. I’m convinced that if it were up to them they would give whites a considerably smaller piece than whites get now, but they would give us something. They wouldn’t give Mexicans anything.

    What about black boys and white girls? No one is supposed to notice this or talk about it but it is glaringly obvious: Black boys are obsessed with white girls. I’ve witnessed the following drama countless times. A black boy saunters up to a white girl. The cocky black dances around her, not really in a menacing way. It’s more a shuffle than a threat. As he bobs and shuffles he asks, “When you gonna go wit’ me?”

    There are two kinds of reply. The more confident white girl gets annoyed, looks away from the black and shouts, “I don’t wanna go out with you!” The more demure girl will look at her feet and mumble a polite excuse but ultimately say no.

    There is only one response from the black boy: “You racis’.” Many girls — all too many — actually feel guilty because they do not want to date blacks. Most white girls at my school stayed away from blacks, but a few, particularly the ones who were addicted to drugs, fell in with them.

    There is something else that is striking about blacks. They seem to have no sense of romance, of falling in love. What brings men and women together is sex, pure and simple, and there is a crude openness about this. There are many degenerate whites, of course, but some of my white students were capable of real devotion and tenderness, emotions that seemed absent from blacks — especially the boys.

    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.

    Blacks are extraordinarily quick to take offense. Once I accidentally scuffed a black boy’s white sneaker with my shoe. He immediately rubbed his body up against mine and threatened to attack me. I stepped outside the class and had a security guard escort the student to the office. It was unusual for students to threaten teachers physically this way, but among themselves, they were quick to fight for similar reasons.

    The real victims are the unfortunate whites caught in this. They are always in danger and their educations suffer. White weaklings are particularly susceptible, but mostly to petty violence. They may be slapped or get a couple of kicks when they are trying to open a bottom locker. Typically, blacks save the hard, serious violence for each other.

    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.

    Pregnancy was common among the blacks, though many black girls were so fat I could not tell the difference. I don’t know how many girls got abortions, but when they had the baby they usually stayed in school and had their own parents look after the child. The school did not offer daycare.

    Aside from the police officers constantly on patrol, a sure sign that you are in a black school is the coke cage: the chain-link fence that many majority-black schools use to protect vending machines. The cage surrounds the machine and even covers its top. Delivery employees have to unlock a gate on the front of the cage to service the machines. Companies would prefer not to build cages around vending machines. They are expensive, ugly, and a bother, but black students smashed the machines so many times it was cheaper to build a cage than repair the damage. Rumor had it that before the cages went up blacks would turn the machines upside down in the hope that the money would fall out.

    Security guards are everywhere in black schools — we had one on every hall. They also sat in on unruly classes and escorted students to the office. They were unarmed, but worked closely with the three city police officers who were constantly on duty.

    There was a lot of drug-dealing at my school. This was a good way to make a fair amount of money but it also gave boys power over girls who wanted drugs. An addicted girl — black or white — became the plaything of anyone who could get her drugs.

    One of my students was a notorious drug dealer. Everyone knew it. He was 19 years old and in eleventh grade. Once he got a score of three out of 100 on a test. He had been locked up four times since he was 13.

    One day, I asked him, “Why do you come to school?”

    He wouldn’t answer. He just looked out the window, smiled, and sucked air through his teeth. His friend Yidarius ventured an explanation: “He get dat green and get dem females.”

    “What is the green?” I asked. “Money or dope?” “Both,” said Yidarius with a smile.

    A very fat black interrupted from across the room: “We get dat lunch,” Mr. Jackson. “We gotta get dat lunch and brickfuss.” He means the free breakfast and lunch poor students get every day. “Nigga, we know’d you be lovin’ brickfuss!” shouts another student.

    Some readers may believe that I have drawn a cruel caricature of black students. After all, according to official figures some 85 percent of them graduate. It would be instructive to know how many of those scraped by with barely a C- record. They go from grade to grade and they finally get their diplomas because there is so much pressure on teachers to push them through. It saves money to move them along, the school looks good, and the teachers look good.

    Many of these children should have been failed, but the system would crack under their weight if they were all held back.

    How did my experiences make me feel about blacks? Ultimately, I lost sympathy for them. In so many ways they seem to make their own beds. There they were in an integrationist’s fantasy–in the same classroom with white students, eating the same lunch, using the same bathrooms, listening to the same teachers–and yet the blacks fail while the whites pass.

    One tragic outcome among whites who have been teaching for too long is that it can engender something close to hatred. One teacher I knew gave up fast food–not for health reasons but because where he lived most fast-food workers were black. He had enough of blacks on the job. This was an extreme example but years of frustration can take their toll. Many of my white colleagues with any experience were well on their way to that state of mind.

    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.

    Teachers are told that blacks are more vocal and do not learn through reading and lectures. The implication is that they have certain traits that lend themselves to a different kind of teaching.

    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.

    Public school has certainly changed since anyone reading this was a student. I have a friend who teaches elementary school, and she tells me that every week the students get a new diversity lesson, shipped in fresh from some bureaucrat’s office in Washington or the state capital. She showed me the materials for one week: a large poster, about the size of a forty-two inch flat-screen television. It shows an utterly diverse group — I mean diverse: handicapped, Muslim, Jewish, effeminate, poor, rich, brown, slightly brown, yellow, etc.–sitting at a table, smiling gaily, accomplishing some undefined task. The poster comes with a sheet of questions the teacher is supposed to ask. One might be: “These kids sure look different, but they look happy. Can you tell me which one in the picture is an American?”

    Some eight-year-old, mired in ignorance, will point to a white child like himself. “That one.”

    The teacher reads from the answer, conveniently printed along with the question. “No, Billy, all these children are Americans. They are just as American as you.”

    The children get a snack, and the poster goes up on the wall until another one comes a week later. This is what happens at predominately white, middle-class, elementary schools everywhere. Elementary school teachers love All of the Colors of the Race, by award-winning children’s poet Arnold Adoff.

    These are some of the lines they read to the children: “Mama is chocolate . . . Daddy is vanilla . . . Me (sic) is better . . . It is a new color. It is a new flavor. For love. Sometimes blackness seems too black for me, and whiteness is too sickly pale; and I wish every one were golden. Remember: long ago before people moved and migrated, and mixed and matched . . . there was one people: one color, one race. The colors are flowing from what was before me to what will be after. All the colors.”

    Teaching as a career: It may come as a surprise after what I have written, but my experiences have given me a deep appreciation for teaching as a career. It offers a stable, middle-class life but comes with the capacity to make real differences in the lives of children. In our modern, atomized world children often have very little communication with adults — especially, or even, with their parents — so there is potential for a real transaction between pupil and teacher, disciple and master.

    A rewarding relationship can grow up between an exceptional, interested student and his teacher. I have stayed in my classroom with a group of students discussing ideas and playing chess until the janitor kicked us out. I was the old gentleman, imparting my history, culture, personal loves and triumphs, defeats and failures to young kinsman. Sometimes I fancied myself Tyrtaeus, the Spartan poet, who counseled the youth to honor and loyalty. I never had this kind intimacy with a black student, and I know of no other white teacher who did.

    Teaching can be fun. For a certain kind of person it is exhilarating to map out battles on chalkboards, and teach heroism. It is rewarding to challenge liberal prejudices, to leave my mark on these children, but what I aimed for with my white students I could never achieve with the blacks.

    There is a kind of child whose look can melt your heart: some working-class castaway, in and out of foster homes, often abused, who is nevertheless almost an angel. Your heart melts for these children, this refuse of the modern world.

    Many white students possess a certain innocence; their cheeks still blush. Try as I might, I could not get the blacks to care one bit about Beethoven or Sherman’s march to the sea, or Tyrtaeus, or Oswald Spengler, or even liberals like John Rawls, or their own history. They cared about nothing I tried to teach them. When this goes on year after year it chokes the soul out of a teacher, destroys his pathos, and sends him guiltily searching for The Bell Curve on the Internet.

    Blacks break down the intimacy that can be achieved in the classroom, and leave you convinced that that intimacy is really a form of kinship. Without intending to, they destroy what is most beautiful–whether it be your belief in human equality, your daughter’s innocence, or even the state of the hallway.

    Just last year I read on the bathroom stall the words “F**k Whitey.” Not two feet away, on the same stall, was a small swastika.

    The National Council for the Social Studies, the leading authority on social science education in the United States, urges teachers to inculcate such values as equality of opportunity, individual property rights, and a democratic form of government. Even if teachers could inculcate this milquetoast ideology into whites, liberalism is doomed because so many non-whites are not receptive to education of any kind beyond the merest basics.

    It is impossible to get them to care about such abstractions as property rights or democratic citizenship. They do not see much further than the fact that you live in a big house and “we in da pro-jek.” Of course, there are a few loutish whites who will never think past their next meal and a few sensitive blacks for whom anything is possible, but no society takes on the characteristics of its exceptions.

    Once I asked my students, “What do you think of the Constitution?” “It white,” one slouching black rang out. The class began to laugh. And I caught myself laughing along with them, laughing while Pompeii’s volcano simmers, while the barbarians swell around the Palatine, while the country I love, and the job I love, and the community I love become dimmer by the day.

    I read a book by an expatriate Rhodesian who visited Zimbabwe not too many years ago. Traveling with a companion, she stopped at a store along the highway. A black man materialized next to her car window. “Job, boss, (I) work good, boss,” he pleaded. “You give job.”

    “What happened to your old job?” the expatriate white asked. The black man replied in the straightforward manner of his race: “We drove out the whites. No more jobs. You give job.”

    At some level, my students understand the same thing. One day I asked the bored, black faces staring back at me. “What would happen if all the white people in America disappeared tomorrow?”

    “We screwed,” a young, pitch-black boy screamed back. The rest of the blacks laughed.

    I have had children tell me to my face as they struggled with an assignment. “I cain’t do dis,” Mr. Jackson. “I black.”

    The point is that human beings are not always rational. It is in the black man’s interest to have whites in Zimbabwe but he drives them out and starves. Most whites do not think black Americans could ever do anything so irrational. They see blacks on television smiling, fighting evil whites, embodying white values. But the real black is not on television, and you pull your purse closer when you see him, and you lock the car doors when he swaggers by with his pants hanging down almost to his knees.

    For those of you with children, better a smaller house in a white district than a fancy one near a black school.

    I have been in parent-teacher conferences that broke my heart: the child pleading with his parents to take him out of school; the parents convinced their child’s fears are groundless. If you love your child, show her you care — not by giving her fancy vacations or a car, but making her innocent years safe and happy. Give her the gift of a not-heavily black school.

    My favorite line from that is near the end:

    One day I asked the bored students, their black faces staring back at me. “What would happen if all the white people in America disappeared tomorrow?”
    “We screwed,” a young, pitch-black boy screamed back. The rest of the blacks laughed.

  62. @Reg Cæsar

    if I could just remove DeWayne
     
    Don't you mean DeShaun? Every DeWayne I've known was white. Downscale, yes, but white.

    Seriously, though, I met a veteran teacher of darkening SoCal schools through her Midwest relatives. She was an old-school leftie and devout Lutheran.

    She liked to say that the most critical difference between young teachers who succeeded and those who failed and left is that the former believed in Original Sin, and the latter did not.

    Don’t you mean DeShaun? Every DeWayne I’ve known was white. Downscale, yes, but white.

    Ha ha! In Dallas, we have a bankruptcy judge named Harlin Dewayne Hale. He goes by “Your Honor”.

    Or “Cooter”, depending on the context.

    But I did play baseball with a Black Dwayne (is that close enough?) in junior high. He was arrested and sentenced to 20 years for armed robbery at the age of 15. Spokeo indicates he’s still alive.

  63. I went to a half black high school for a couple years and, to be honest, I don’t think it’s possible to discipline a lot of these kids. At least not for your typical teacher. The idea that teachers are imposing too much discipline is kind of absurd. I’ve seen students tell teachers to “shut up,” I’ve seen kids rolling joints in class, drinking rum out of a snapple bottle while pregnant(!), and so many other instances of bad behavior it would take an essay to properly describe the environment.

    I remember my first day in the school well. Perhaps the most colorful scene was in the cafeteria. I thought I’d go in and have lunch, not realizing at the time that white kids ate outside or in their cars when it was cold. Not because they were banned from the cafeteria, but rather because it was simply a bit too much for them. Upon opening the doors I was treated to a raucous scene of food fights and kids dancing on the tables, accompanied by hilarity and extremely loud laughter and conversation. Fruits and vegetables, mandated as part of free lunches but apparently never eaten, were used as missiles. The experience was like a trip to the zoo. I don’t believe I stood there watching for more than 20 seconds or so before I turned around and went elsewhere, never to return, but that cafeteria remains one of the most memorable places I have ever seen.

    How on earth could white college grads – mainly female – hope to discipline these people?

    • Replies: @Kylie
    "How on earth could white grads--mainly female--hope to discipline these people?"

    How on earth could whites hope to coexist with these people?
  64. Steve is an honest guy so he’s missing the point. I did too for many years.

    ALL Leftism is a giant scam.

    The whole point of this non-discipline is to make K-12 online education targeted at the mildly affluent Latino/White population more lucrative.

    News/Fox, Pearson, Apple, Microsoft, and Facebook have heavily invested in online education, particularly K-12.

    Make public schools a war zone.
    Push private online K-12 without disruptive students.
    Profit.

    Its that simple. You have to ask, who in the Obama Admin is in partnership/consultancy with these private online schools?

    Wonder WHY these Halloween Jihads against White kids in college are happening?

    AGAIN, online education. And probably also bars, which will be the substitute for White kids getting together rather than colleges. Heck probably quite a bit of investment in PUA boot camps since bars replacing colleges punishes the 90% of White guys lacking dominance and instant charisma.

  65. @Luke Lea
    Really, web cameras in every public school classroom are long overdue. Only then will it be possible to police student misbehavior and document teacher incompetence, two fixable factors dragging down inner-city school performance. Cameras in the classroom may not close the gap but they should help better behaved students get a better education.

    Isn’t this what students are using their phones for? Only that they think their films will prove them right but does the opposite?

  66. @Steve from Detroit
    NOTA:

    Agreed. I've long believed the solution is to make school voluntary. The reaction, of course, would be wailing and grinding of teeth: "how can we not educate all children", "you're dooming them to a life of failure".

    My response is that the kids who would voluntarily drop out are currently not being educated (by their own actions), and are still dooming themselves to a life of failure. If you completely remove them from the school, at least the 70% of kids who are there to at least attempt to better themselves have passed the lowest hurdle: voluntary willingness to learn. Maybe we can at least save them, and get them away from the others. It is a variant of Steve's theory that the most damaging thing (or one of the most damaging) things about being poor is that you are constantly surrounded by other poor people, many of whom are complete knuckleheads.

    Put the other kids in a form of day care. Give them food, TVs and a gymnasium. At least it will give them somewhere to go and not cause trouble for others. Maybe have a few books lying around in case lightning strikes. Would it be any worse than what is going on now?

    Nah, young people need education, but it needs to be vocational. High schools should have internship, apprentiship and job placement offices, such that every student that leaves the building goes to a job or to an appropriate college. There is no reason that high school girls cannot be trained to be nurses aids or clerks or all kinds of stuff. Those who choose this path should be allowed to get a vocational diploma at the end of 10th grade. If they later want to continue their education, they can go to community college to take a year of classes to fill in whatever they didn’t get in the last two years of high school and then apply to a university if they wish. About 75% of students belong in basic programs, not advanced (STEM etc.) or semi-advanced (psych majors).

  67. @V Vega
    A Teacher From a Black High School:

    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.




    Most whites simply do not know what black people are like in large numbers, and the first encounter can be a shock.

    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.

    It did no good to try to quiet them, and white women were particularly inept at trying. I sat in on one woman’s class as she begged the children to pipe down. They just yelled louder so their voices would carry over hers.

    Many of my black students would repeat themselves over and over again — just louder. It was as if they suffered from Tourette syndrome. They seemed to have no conception of waiting for an appropriate time to say something. They would get ideas in their heads and simply had to shout them out. I might be leading a discussion on government and suddenly be interrupted: “We gotta get more Democrats! Clinton, she good!” The student may seem content with that outburst but two minutes later, he would suddenly start yelling again: “Clinton good!”

    Anyone who is around young blacks will probably get a constant diet of rap music. Blacks often make up their own jingles, and it was not uncommon for 15 black boys to swagger into a classroom, bouncing their shoulders and jiving back.

    They were yelling back and forth, rapping 15 different sets of words in the same harsh, rasping dialect. The words were almost invariably a childish form of boasting: “Who got dem shine rim, who got dem shine shoe, who got dem shine grill (gold and silver dental caps)?” The amateur rapper usually ends with a claim–in the crudest terms imaginable — that all womankind is sexually devoted to him. For whatever reason, my students would often groan instead of saying a particular word, as in, “She suck dat aaahhhh (think of a long grinding groan), she f**k dat aaaahhhh, she lick dat aaaahhh.”

    Black women love to dance — in a way white people might call gyrating. So many black girls dance in the hall, in the classroom, on the chairs, next to the chairs, under the chairs, everywhere. Once I took a call on my cell phone and had to step outside of class. I was away about two minutes but when I got back the black girls had lined up at the front of the classroom and were convulsing to the delight of the boys.

    Many black people, especially black women, are enormously fat. Some are so fat I had to arrange special seating to accommodate their bulk. I am not saying there are no fat white students — there are — but it is a matter of numbers and attitudes. Many black girls simply do not care that they are fat. There are plenty of white anorexics, but I have never met or heard of a black anorexic.

    “Black women be big Mr. Jackson,” my students would explain.

    “Is it okay in the black community to be a little overweight?” I ask. Two obese black girls in front of my desk begin to dance, “You know dem boys lak juicy fruit, Mr. Jackson.” “Juicy” is a colorful black expression for the buttocks.

    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.”

    For decades, the country has been lamenting the poor academic performance of blacks and there is much to lament. There is no question, however, that many blacks come to school with a serious handicap that is not their fault. At home they have learned a dialect that is almost a different language. Blacks not only mispronounce words; their grammar is often wrong. When a black wants to ask, “Where is the bathroom?” he may actually say “Whar da badroom be?” Grammatically, this is the equivalent of “Where the bathroom is?” And this is the way they speak in high school. Students write the way they speak, so this is the language that shows up in written assignments.

    It is true that some whites face a similar handicap. They speak with what I would call a “country” accent that is hard to reproduce but results in sentences such as “I’m gonna gemme a Coke.” Some of these country whites had to learn correct pronunciation and usage. The difference is that most whites overcome this handicap and learn to speak correctly; many blacks do not.

    Most of the blacks I taught simply had no interest in academic subjects. I taught history, and students would often say they didn’t want to do an assignment or they didn’t like history because it was all about white people. Of course, this was “diversity” history, in which every cowboy’s black cook got a special page on how he contributed to winning the West, but black children still found it inadequate. So I would throw up my hands and assign them a project on a real, historical black person. My favorite was Marcus Garvey. They had never heard of him, and I would tell them to research him, but they never did. They didn’t care and they didn’t want to do any work.

    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.”

    My students had only the vaguest notion of who pays for government services. For them, it was like a magical piggy bank that never goes empty. One black girl was exhorting the class on the need for more social services and I kept trying to explain that people, real live people, are taxed for the money to pay for those services. “Yeah, it come from whites,” she finally said. “They stingy anyway.”

    “Many black people make over $50,000 dollars a year and you would also be taking away from your own people,” I said.

    She had an answer to that: “Dey half breed.” The class agreed. I let the subject drop.

    Many black girls are perfectly happy to be welfare queens. On career day, one girl explained to the class that she was going to have lots of children and get fat checks from the government. No one in the class seemed to have any objection to this career choice.

    Surprising attitudes can come out in class discussion. We were talking about the crimes committed in the aftermath of Hurricane Katrina, and I brought up the rape of a young girl in the bathroom of the Superdome. A majority of my students believed this was a horrible crime but a few took it lightly. One black boy spoke up without raising his hand: “Dat no big deal. They thought they is gonna die so they figured they have some fun. Dey jus’ wanna have a fun time; you know what I’m sayin’?” A few black heads nodded in agreement.

    My department head once asked all the teachers to get a response from all students to the following question: “Do you think it is okay to break the law if it will benefit you greatly?” By then, I had been teaching for a while and was not surprised by answers that left a young, liberal, white woman colleague aghast. “Yeah” was the favorite answer. As one student explained, “Get dat green.”

    There is a level of conformity among blacks that whites would find hard to believe. They like one kind of music: rap. They will vote for one political party: Democrat. They dance one way, speak one way, are loud the same way, and fail their exams in the same way. Of course, there are exceptions but they are rare.

    Whites are different. Some like country music, others heavy metal, some prefer pop, and still others, God forbid, enjoy rap music. They have different associations, groups, almost ideologies. There are jocks, nerds, preppies, and hunters. Blacks are all — well — black, and they are quick to let other blacks know when they deviate from the norm.

    One might object that there are important group differences among blacks that a white man simply cannot detect. I have done my best to find them, but so far as I can tell, they dress the same, talk the same, think the same. Certainly, they form rival groups, but the groups are not different in any discernible way. There simply are no groups of blacks that are as distinctly different from each other as white “nerds,” “hunters,” or “Goths,” for example.

    How the world looks to blacks: One point on which all blacks agree is that everything is “racis’.” This is one message of liberalism they have absorbed completely. Did you do your homework? “Na, homework racis’.” Why did you get an F on the test? “Test racis’.”

    I was trying to teach a unit on British philosophers and the first thing the students noticed about Bentham, Hobbes, and Locke was “Dey all white! Where da black philosopher a’?” I tried to explain there were no blacks in eighteenth century Britain. You can probably guess what they said to that: “Dat racis’!” One student accused me of deliberately failing him on a test because I didn’t like black people.

    “Do you think I really hate black people?”
    “Yeah.”
    “Have I done anything to make you feel this way? How do you know?”
    “You just do.”
    “Why do you say that?”

    He just smirked, looked out the window, and sucked air through his teeth. Perhaps this was a regional thing, but the blacks often sucked air through their teeth as a wordless expression of disdain or hostility.

    My students were sometimes unable to see the world except through the lens of their own blackness. I had a class that was host to a German exchange student. One day he put on a Power Point presentation with famous German landmarks as well as his school and family.

    From time to time during the presentation, blacks would scream, “Where da black folk?!” The exasperated German tried several times to explain that there were no black people where he lived in Germany. The students did not believe him. I told them Germany is in Europe, where white people are from, and Africa is where black people are from. They insisted that the German student was racist, and deliberately refused to associate with blacks.

    Blacks are keenly interested in their own racial characteristics. I have learned, for example, that some blacks have “good hair.” Good hair is black parlance for black-white hybrid hair. Apparently, it is less kinky, easier to style, and considered more attractive. Blacks are also proud of light skin. Imagine two black students shouting insults across the room. One is dark but slim; the other light and obese. The dark one begins the exchange: “You fat, Ridario!” Ridario smiles, doesn’t deign to look at his detractor, shakes his head like a wobbling top, and says, “You wish you light skinned.”

    They could go on like this, repeating the same insults over and over.

    My black students had nothing but contempt for Hispanic immigrants. They would vent their feelings so crudely that our department strongly advised us never to talk about immigration in class in case the principal or some outsider might overhear.

    Whites were “racis’,” of course, but they thought of us at least as Americans. Not the Mexicans. Blacks have a certain, not necessarily hostile understanding of white people. They know how whites act, and it is clear they believe whites are smart and are good at organizing things. At the same time, they probably suspect whites are just putting on an act when they talk about equality, as if it is all a sham that makes it easier for whites to control blacks. Blacks want a bigger piece of the American pie. I’m convinced that if it were up to them they would give whites a considerably smaller piece than whites get now, but they would give us something. They wouldn’t give Mexicans anything.

    What about black boys and white girls? No one is supposed to notice this or talk about it but it is glaringly obvious: Black boys are obsessed with white girls. I’ve witnessed the following drama countless times. A black boy saunters up to a white girl. The cocky black dances around her, not really in a menacing way. It’s more a shuffle than a threat. As he bobs and shuffles he asks, “When you gonna go wit’ me?”

    There are two kinds of reply. The more confident white girl gets annoyed, looks away from the black and shouts, “I don’t wanna go out with you!” The more demure girl will look at her feet and mumble a polite excuse but ultimately say no.

    There is only one response from the black boy: “You racis’.” Many girls — all too many — actually feel guilty because they do not want to date blacks. Most white girls at my school stayed away from blacks, but a few, particularly the ones who were addicted to drugs, fell in with them.

    There is something else that is striking about blacks. They seem to have no sense of romance, of falling in love. What brings men and women together is sex, pure and simple, and there is a crude openness about this. There are many degenerate whites, of course, but some of my white students were capable of real devotion and tenderness, emotions that seemed absent from blacks — especially the boys.

    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.

    Blacks are extraordinarily quick to take offense. Once I accidentally scuffed a black boy’s white sneaker with my shoe. He immediately rubbed his body up against mine and threatened to attack me. I stepped outside the class and had a security guard escort the student to the office. It was unusual for students to threaten teachers physically this way, but among themselves, they were quick to fight for similar reasons.

    The real victims are the unfortunate whites caught in this. They are always in danger and their educations suffer. White weaklings are particularly susceptible, but mostly to petty violence. They may be slapped or get a couple of kicks when they are trying to open a bottom locker. Typically, blacks save the hard, serious violence for each other.

    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.

    Pregnancy was common among the blacks, though many black girls were so fat I could not tell the difference. I don’t know how many girls got abortions, but when they had the baby they usually stayed in school and had their own parents look after the child. The school did not offer daycare.

    Aside from the police officers constantly on patrol, a sure sign that you are in a black school is the coke cage: the chain-link fence that many majority-black schools use to protect vending machines. The cage surrounds the machine and even covers its top. Delivery employees have to unlock a gate on the front of the cage to service the machines. Companies would prefer not to build cages around vending machines. They are expensive, ugly, and a bother, but black students smashed the machines so many times it was cheaper to build a cage than repair the damage. Rumor had it that before the cages went up blacks would turn the machines upside down in the hope that the money would fall out.

    Security guards are everywhere in black schools — we had one on every hall. They also sat in on unruly classes and escorted students to the office. They were unarmed, but worked closely with the three city police officers who were constantly on duty.

    There was a lot of drug-dealing at my school. This was a good way to make a fair amount of money but it also gave boys power over girls who wanted drugs. An addicted girl — black or white — became the plaything of anyone who could get her drugs.

    One of my students was a notorious drug dealer. Everyone knew it. He was 19 years old and in eleventh grade. Once he got a score of three out of 100 on a test. He had been locked up four times since he was 13.

    One day, I asked him, “Why do you come to school?”

    He wouldn’t answer. He just looked out the window, smiled, and sucked air through his teeth. His friend Yidarius ventured an explanation: “He get dat green and get dem females.”

    “What is the green?” I asked. “Money or dope?” “Both,” said Yidarius with a smile.

    A very fat black interrupted from across the room: “We get dat lunch,” Mr. Jackson. “We gotta get dat lunch and brickfuss.” He means the free breakfast and lunch poor students get every day. “Nigga, we know’d you be lovin’ brickfuss!” shouts another student.

    Some readers may believe that I have drawn a cruel caricature of black students. After all, according to official figures some 85 percent of them graduate. It would be instructive to know how many of those scraped by with barely a C- record. They go from grade to grade and they finally get their diplomas because there is so much pressure on teachers to push them through. It saves money to move them along, the school looks good, and the teachers look good.

    Many of these children should have been failed, but the system would crack under their weight if they were all held back.

    How did my experiences make me feel about blacks? Ultimately, I lost sympathy for them. In so many ways they seem to make their own beds. There they were in an integrationist’s fantasy–in the same classroom with white students, eating the same lunch, using the same bathrooms, listening to the same teachers–and yet the blacks fail while the whites pass.

    One tragic outcome among whites who have been teaching for too long is that it can engender something close to hatred. One teacher I knew gave up fast food–not for health reasons but because where he lived most fast-food workers were black. He had enough of blacks on the job. This was an extreme example but years of frustration can take their toll. Many of my white colleagues with any experience were well on their way to that state of mind.

    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.

    Teachers are told that blacks are more vocal and do not learn through reading and lectures. The implication is that they have certain traits that lend themselves to a different kind of teaching.

    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.

    Public school has certainly changed since anyone reading this was a student. I have a friend who teaches elementary school, and she tells me that every week the students get a new diversity lesson, shipped in fresh from some bureaucrat’s office in Washington or the state capital. She showed me the materials for one week: a large poster, about the size of a forty-two inch flat-screen television. It shows an utterly diverse group — I mean diverse: handicapped, Muslim, Jewish, effeminate, poor, rich, brown, slightly brown, yellow, etc.–sitting at a table, smiling gaily, accomplishing some undefined task. The poster comes with a sheet of questions the teacher is supposed to ask. One might be: “These kids sure look different, but they look happy. Can you tell me which one in the picture is an American?”

    Some eight-year-old, mired in ignorance, will point to a white child like himself. “That one.”

    The teacher reads from the answer, conveniently printed along with the question. “No, Billy, all these children are Americans. They are just as American as you.”

    The children get a snack, and the poster goes up on the wall until another one comes a week later. This is what happens at predominately white, middle-class, elementary schools everywhere. Elementary school teachers love All of the Colors of the Race, by award-winning children’s poet Arnold Adoff.

    These are some of the lines they read to the children: “Mama is chocolate . . . Daddy is vanilla . . . Me (sic) is better . . . It is a new color. It is a new flavor. For love. Sometimes blackness seems too black for me, and whiteness is too sickly pale; and I wish every one were golden. Remember: long ago before people moved and migrated, and mixed and matched . . . there was one people: one color, one race. The colors are flowing from what was before me to what will be after. All the colors.”

    Teaching as a career: It may come as a surprise after what I have written, but my experiences have given me a deep appreciation for teaching as a career. It offers a stable, middle-class life but comes with the capacity to make real differences in the lives of children. In our modern, atomized world children often have very little communication with adults — especially, or even, with their parents — so there is potential for a real transaction between pupil and teacher, disciple and master.

    A rewarding relationship can grow up between an exceptional, interested student and his teacher. I have stayed in my classroom with a group of students discussing ideas and playing chess until the janitor kicked us out. I was the old gentleman, imparting my history, culture, personal loves and triumphs, defeats and failures to young kinsman. Sometimes I fancied myself Tyrtaeus, the Spartan poet, who counseled the youth to honor and loyalty. I never had this kind intimacy with a black student, and I know of no other white teacher who did.

    Teaching can be fun. For a certain kind of person it is exhilarating to map out battles on chalkboards, and teach heroism. It is rewarding to challenge liberal prejudices, to leave my mark on these children, but what I aimed for with my white students I could never achieve with the blacks.

    There is a kind of child whose look can melt your heart: some working-class castaway, in and out of foster homes, often abused, who is nevertheless almost an angel. Your heart melts for these children, this refuse of the modern world.

    Many white students possess a certain innocence; their cheeks still blush. Try as I might, I could not get the blacks to care one bit about Beethoven or Sherman’s march to the sea, or Tyrtaeus, or Oswald Spengler, or even liberals like John Rawls, or their own history. They cared about nothing I tried to teach them. When this goes on year after year it chokes the soul out of a teacher, destroys his pathos, and sends him guiltily searching for The Bell Curve on the Internet.

    Blacks break down the intimacy that can be achieved in the classroom, and leave you convinced that that intimacy is really a form of kinship. Without intending to, they destroy what is most beautiful–whether it be your belief in human equality, your daughter’s innocence, or even the state of the hallway.

    Just last year I read on the bathroom stall the words “F**k Whitey.” Not two feet away, on the same stall, was a small swastika.

    The National Council for the Social Studies, the leading authority on social science education in the United States, urges teachers to inculcate such values as equality of opportunity, individual property rights, and a democratic form of government. Even if teachers could inculcate this milquetoast ideology into whites, liberalism is doomed because so many non-whites are not receptive to education of any kind beyond the merest basics.

    It is impossible to get them to care about such abstractions as property rights or democratic citizenship. They do not see much further than the fact that you live in a big house and “we in da pro-jek.” Of course, there are a few loutish whites who will never think past their next meal and a few sensitive blacks for whom anything is possible, but no society takes on the characteristics of its exceptions.

    Once I asked my students, “What do you think of the Constitution?” “It white,” one slouching black rang out. The class began to laugh. And I caught myself laughing along with them, laughing while Pompeii’s volcano simmers, while the barbarians swell around the Palatine, while the country I love, and the job I love, and the community I love become dimmer by the day.

    I read a book by an expatriate Rhodesian who visited Zimbabwe not too many years ago. Traveling with a companion, she stopped at a store along the highway. A black man materialized next to her car window. “Job, boss, (I) work good, boss,” he pleaded. “You give job.”

    “What happened to your old job?” the expatriate white asked. The black man replied in the straightforward manner of his race: “We drove out the whites. No more jobs. You give job.”

    At some level, my students understand the same thing. One day I asked the bored, black faces staring back at me. “What would happen if all the white people in America disappeared tomorrow?”

    “We screwed,” a young, pitch-black boy screamed back. The rest of the blacks laughed.

    I have had children tell me to my face as they struggled with an assignment. “I cain’t do dis,” Mr. Jackson. “I black.”

    The point is that human beings are not always rational. It is in the black man’s interest to have whites in Zimbabwe but he drives them out and starves. Most whites do not think black Americans could ever do anything so irrational. They see blacks on television smiling, fighting evil whites, embodying white values. But the real black is not on television, and you pull your purse closer when you see him, and you lock the car doors when he swaggers by with his pants hanging down almost to his knees.

    For those of you with children, better a smaller house in a white district than a fancy one near a black school.

    I have been in parent-teacher conferences that broke my heart: the child pleading with his parents to take him out of school; the parents convinced their child’s fears are groundless. If you love your child, show her you care — not by giving her fancy vacations or a car, but making her innocent years safe and happy. Give her the gift of a not-heavily black school.

    Well written, love teaching myself, but one have to choose schools wisely.

    • Replies: @TB
    One has to of course, or you have to. Crap, even if English is my second language, I find simple grammatical errors like this embarrassing. But to the teacher that wrote this: Bravo!
  68. The number of state governors not wanting to accept Syrian refugees has increased from 26 to 32. So 32 U.S governors are KKK White supremacists using Left Wing logic.

  69. @V Vega
    A Teacher From a Black High School:

    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.




    Most whites simply do not know what black people are like in large numbers, and the first encounter can be a shock.

    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.

    It did no good to try to quiet them, and white women were particularly inept at trying. I sat in on one woman’s class as she begged the children to pipe down. They just yelled louder so their voices would carry over hers.

    Many of my black students would repeat themselves over and over again — just louder. It was as if they suffered from Tourette syndrome. They seemed to have no conception of waiting for an appropriate time to say something. They would get ideas in their heads and simply had to shout them out. I might be leading a discussion on government and suddenly be interrupted: “We gotta get more Democrats! Clinton, she good!” The student may seem content with that outburst but two minutes later, he would suddenly start yelling again: “Clinton good!”

    Anyone who is around young blacks will probably get a constant diet of rap music. Blacks often make up their own jingles, and it was not uncommon for 15 black boys to swagger into a classroom, bouncing their shoulders and jiving back.

    They were yelling back and forth, rapping 15 different sets of words in the same harsh, rasping dialect. The words were almost invariably a childish form of boasting: “Who got dem shine rim, who got dem shine shoe, who got dem shine grill (gold and silver dental caps)?” The amateur rapper usually ends with a claim–in the crudest terms imaginable — that all womankind is sexually devoted to him. For whatever reason, my students would often groan instead of saying a particular word, as in, “She suck dat aaahhhh (think of a long grinding groan), she f**k dat aaaahhhh, she lick dat aaaahhh.”

    Black women love to dance — in a way white people might call gyrating. So many black girls dance in the hall, in the classroom, on the chairs, next to the chairs, under the chairs, everywhere. Once I took a call on my cell phone and had to step outside of class. I was away about two minutes but when I got back the black girls had lined up at the front of the classroom and were convulsing to the delight of the boys.

    Many black people, especially black women, are enormously fat. Some are so fat I had to arrange special seating to accommodate their bulk. I am not saying there are no fat white students — there are — but it is a matter of numbers and attitudes. Many black girls simply do not care that they are fat. There are plenty of white anorexics, but I have never met or heard of a black anorexic.

    “Black women be big Mr. Jackson,” my students would explain.

    “Is it okay in the black community to be a little overweight?” I ask. Two obese black girls in front of my desk begin to dance, “You know dem boys lak juicy fruit, Mr. Jackson.” “Juicy” is a colorful black expression for the buttocks.

    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.”

    For decades, the country has been lamenting the poor academic performance of blacks and there is much to lament. There is no question, however, that many blacks come to school with a serious handicap that is not their fault. At home they have learned a dialect that is almost a different language. Blacks not only mispronounce words; their grammar is often wrong. When a black wants to ask, “Where is the bathroom?” he may actually say “Whar da badroom be?” Grammatically, this is the equivalent of “Where the bathroom is?” And this is the way they speak in high school. Students write the way they speak, so this is the language that shows up in written assignments.

    It is true that some whites face a similar handicap. They speak with what I would call a “country” accent that is hard to reproduce but results in sentences such as “I’m gonna gemme a Coke.” Some of these country whites had to learn correct pronunciation and usage. The difference is that most whites overcome this handicap and learn to speak correctly; many blacks do not.

    Most of the blacks I taught simply had no interest in academic subjects. I taught history, and students would often say they didn’t want to do an assignment or they didn’t like history because it was all about white people. Of course, this was “diversity” history, in which every cowboy’s black cook got a special page on how he contributed to winning the West, but black children still found it inadequate. So I would throw up my hands and assign them a project on a real, historical black person. My favorite was Marcus Garvey. They had never heard of him, and I would tell them to research him, but they never did. They didn’t care and they didn’t want to do any work.

    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.”

    My students had only the vaguest notion of who pays for government services. For them, it was like a magical piggy bank that never goes empty. One black girl was exhorting the class on the need for more social services and I kept trying to explain that people, real live people, are taxed for the money to pay for those services. “Yeah, it come from whites,” she finally said. “They stingy anyway.”

    “Many black people make over $50,000 dollars a year and you would also be taking away from your own people,” I said.

    She had an answer to that: “Dey half breed.” The class agreed. I let the subject drop.

    Many black girls are perfectly happy to be welfare queens. On career day, one girl explained to the class that she was going to have lots of children and get fat checks from the government. No one in the class seemed to have any objection to this career choice.

    Surprising attitudes can come out in class discussion. We were talking about the crimes committed in the aftermath of Hurricane Katrina, and I brought up the rape of a young girl in the bathroom of the Superdome. A majority of my students believed this was a horrible crime but a few took it lightly. One black boy spoke up without raising his hand: “Dat no big deal. They thought they is gonna die so they figured they have some fun. Dey jus’ wanna have a fun time; you know what I’m sayin’?” A few black heads nodded in agreement.

    My department head once asked all the teachers to get a response from all students to the following question: “Do you think it is okay to break the law if it will benefit you greatly?” By then, I had been teaching for a while and was not surprised by answers that left a young, liberal, white woman colleague aghast. “Yeah” was the favorite answer. As one student explained, “Get dat green.”

    There is a level of conformity among blacks that whites would find hard to believe. They like one kind of music: rap. They will vote for one political party: Democrat. They dance one way, speak one way, are loud the same way, and fail their exams in the same way. Of course, there are exceptions but they are rare.

    Whites are different. Some like country music, others heavy metal, some prefer pop, and still others, God forbid, enjoy rap music. They have different associations, groups, almost ideologies. There are jocks, nerds, preppies, and hunters. Blacks are all — well — black, and they are quick to let other blacks know when they deviate from the norm.

    One might object that there are important group differences among blacks that a white man simply cannot detect. I have done my best to find them, but so far as I can tell, they dress the same, talk the same, think the same. Certainly, they form rival groups, but the groups are not different in any discernible way. There simply are no groups of blacks that are as distinctly different from each other as white “nerds,” “hunters,” or “Goths,” for example.

    How the world looks to blacks: One point on which all blacks agree is that everything is “racis’.” This is one message of liberalism they have absorbed completely. Did you do your homework? “Na, homework racis’.” Why did you get an F on the test? “Test racis’.”

    I was trying to teach a unit on British philosophers and the first thing the students noticed about Bentham, Hobbes, and Locke was “Dey all white! Where da black philosopher a’?” I tried to explain there were no blacks in eighteenth century Britain. You can probably guess what they said to that: “Dat racis’!” One student accused me of deliberately failing him on a test because I didn’t like black people.

    “Do you think I really hate black people?”
    “Yeah.”
    “Have I done anything to make you feel this way? How do you know?”
    “You just do.”
    “Why do you say that?”

    He just smirked, looked out the window, and sucked air through his teeth. Perhaps this was a regional thing, but the blacks often sucked air through their teeth as a wordless expression of disdain or hostility.

    My students were sometimes unable to see the world except through the lens of their own blackness. I had a class that was host to a German exchange student. One day he put on a Power Point presentation with famous German landmarks as well as his school and family.

    From time to time during the presentation, blacks would scream, “Where da black folk?!” The exasperated German tried several times to explain that there were no black people where he lived in Germany. The students did not believe him. I told them Germany is in Europe, where white people are from, and Africa is where black people are from. They insisted that the German student was racist, and deliberately refused to associate with blacks.

    Blacks are keenly interested in their own racial characteristics. I have learned, for example, that some blacks have “good hair.” Good hair is black parlance for black-white hybrid hair. Apparently, it is less kinky, easier to style, and considered more attractive. Blacks are also proud of light skin. Imagine two black students shouting insults across the room. One is dark but slim; the other light and obese. The dark one begins the exchange: “You fat, Ridario!” Ridario smiles, doesn’t deign to look at his detractor, shakes his head like a wobbling top, and says, “You wish you light skinned.”

    They could go on like this, repeating the same insults over and over.

    My black students had nothing but contempt for Hispanic immigrants. They would vent their feelings so crudely that our department strongly advised us never to talk about immigration in class in case the principal or some outsider might overhear.

    Whites were “racis’,” of course, but they thought of us at least as Americans. Not the Mexicans. Blacks have a certain, not necessarily hostile understanding of white people. They know how whites act, and it is clear they believe whites are smart and are good at organizing things. At the same time, they probably suspect whites are just putting on an act when they talk about equality, as if it is all a sham that makes it easier for whites to control blacks. Blacks want a bigger piece of the American pie. I’m convinced that if it were up to them they would give whites a considerably smaller piece than whites get now, but they would give us something. They wouldn’t give Mexicans anything.

    What about black boys and white girls? No one is supposed to notice this or talk about it but it is glaringly obvious: Black boys are obsessed with white girls. I’ve witnessed the following drama countless times. A black boy saunters up to a white girl. The cocky black dances around her, not really in a menacing way. It’s more a shuffle than a threat. As he bobs and shuffles he asks, “When you gonna go wit’ me?”

    There are two kinds of reply. The more confident white girl gets annoyed, looks away from the black and shouts, “I don’t wanna go out with you!” The more demure girl will look at her feet and mumble a polite excuse but ultimately say no.

    There is only one response from the black boy: “You racis’.” Many girls — all too many — actually feel guilty because they do not want to date blacks. Most white girls at my school stayed away from blacks, but a few, particularly the ones who were addicted to drugs, fell in with them.

    There is something else that is striking about blacks. They seem to have no sense of romance, of falling in love. What brings men and women together is sex, pure and simple, and there is a crude openness about this. There are many degenerate whites, of course, but some of my white students were capable of real devotion and tenderness, emotions that seemed absent from blacks — especially the boys.

    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.

    Blacks are extraordinarily quick to take offense. Once I accidentally scuffed a black boy’s white sneaker with my shoe. He immediately rubbed his body up against mine and threatened to attack me. I stepped outside the class and had a security guard escort the student to the office. It was unusual for students to threaten teachers physically this way, but among themselves, they were quick to fight for similar reasons.

    The real victims are the unfortunate whites caught in this. They are always in danger and their educations suffer. White weaklings are particularly susceptible, but mostly to petty violence. They may be slapped or get a couple of kicks when they are trying to open a bottom locker. Typically, blacks save the hard, serious violence for each other.

    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.

    Pregnancy was common among the blacks, though many black girls were so fat I could not tell the difference. I don’t know how many girls got abortions, but when they had the baby they usually stayed in school and had their own parents look after the child. The school did not offer daycare.

    Aside from the police officers constantly on patrol, a sure sign that you are in a black school is the coke cage: the chain-link fence that many majority-black schools use to protect vending machines. The cage surrounds the machine and even covers its top. Delivery employees have to unlock a gate on the front of the cage to service the machines. Companies would prefer not to build cages around vending machines. They are expensive, ugly, and a bother, but black students smashed the machines so many times it was cheaper to build a cage than repair the damage. Rumor had it that before the cages went up blacks would turn the machines upside down in the hope that the money would fall out.

    Security guards are everywhere in black schools — we had one on every hall. They also sat in on unruly classes and escorted students to the office. They were unarmed, but worked closely with the three city police officers who were constantly on duty.

    There was a lot of drug-dealing at my school. This was a good way to make a fair amount of money but it also gave boys power over girls who wanted drugs. An addicted girl — black or white — became the plaything of anyone who could get her drugs.

    One of my students was a notorious drug dealer. Everyone knew it. He was 19 years old and in eleventh grade. Once he got a score of three out of 100 on a test. He had been locked up four times since he was 13.

    One day, I asked him, “Why do you come to school?”

    He wouldn’t answer. He just looked out the window, smiled, and sucked air through his teeth. His friend Yidarius ventured an explanation: “He get dat green and get dem females.”

    “What is the green?” I asked. “Money or dope?” “Both,” said Yidarius with a smile.

    A very fat black interrupted from across the room: “We get dat lunch,” Mr. Jackson. “We gotta get dat lunch and brickfuss.” He means the free breakfast and lunch poor students get every day. “Nigga, we know’d you be lovin’ brickfuss!” shouts another student.

    Some readers may believe that I have drawn a cruel caricature of black students. After all, according to official figures some 85 percent of them graduate. It would be instructive to know how many of those scraped by with barely a C- record. They go from grade to grade and they finally get their diplomas because there is so much pressure on teachers to push them through. It saves money to move them along, the school looks good, and the teachers look good.

    Many of these children should have been failed, but the system would crack under their weight if they were all held back.

    How did my experiences make me feel about blacks? Ultimately, I lost sympathy for them. In so many ways they seem to make their own beds. There they were in an integrationist’s fantasy–in the same classroom with white students, eating the same lunch, using the same bathrooms, listening to the same teachers–and yet the blacks fail while the whites pass.

    One tragic outcome among whites who have been teaching for too long is that it can engender something close to hatred. One teacher I knew gave up fast food–not for health reasons but because where he lived most fast-food workers were black. He had enough of blacks on the job. This was an extreme example but years of frustration can take their toll. Many of my white colleagues with any experience were well on their way to that state of mind.

    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.

    Teachers are told that blacks are more vocal and do not learn through reading and lectures. The implication is that they have certain traits that lend themselves to a different kind of teaching.

    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.

    Public school has certainly changed since anyone reading this was a student. I have a friend who teaches elementary school, and she tells me that every week the students get a new diversity lesson, shipped in fresh from some bureaucrat’s office in Washington or the state capital. She showed me the materials for one week: a large poster, about the size of a forty-two inch flat-screen television. It shows an utterly diverse group — I mean diverse: handicapped, Muslim, Jewish, effeminate, poor, rich, brown, slightly brown, yellow, etc.–sitting at a table, smiling gaily, accomplishing some undefined task. The poster comes with a sheet of questions the teacher is supposed to ask. One might be: “These kids sure look different, but they look happy. Can you tell me which one in the picture is an American?”

    Some eight-year-old, mired in ignorance, will point to a white child like himself. “That one.”

    The teacher reads from the answer, conveniently printed along with the question. “No, Billy, all these children are Americans. They are just as American as you.”

    The children get a snack, and the poster goes up on the wall until another one comes a week later. This is what happens at predominately white, middle-class, elementary schools everywhere. Elementary school teachers love All of the Colors of the Race, by award-winning children’s poet Arnold Adoff.

    These are some of the lines they read to the children: “Mama is chocolate . . . Daddy is vanilla . . . Me (sic) is better . . . It is a new color. It is a new flavor. For love. Sometimes blackness seems too black for me, and whiteness is too sickly pale; and I wish every one were golden. Remember: long ago before people moved and migrated, and mixed and matched . . . there was one people: one color, one race. The colors are flowing from what was before me to what will be after. All the colors.”

    Teaching as a career: It may come as a surprise after what I have written, but my experiences have given me a deep appreciation for teaching as a career. It offers a stable, middle-class life but comes with the capacity to make real differences in the lives of children. In our modern, atomized world children often have very little communication with adults — especially, or even, with their parents — so there is potential for a real transaction between pupil and teacher, disciple and master.

    A rewarding relationship can grow up between an exceptional, interested student and his teacher. I have stayed in my classroom with a group of students discussing ideas and playing chess until the janitor kicked us out. I was the old gentleman, imparting my history, culture, personal loves and triumphs, defeats and failures to young kinsman. Sometimes I fancied myself Tyrtaeus, the Spartan poet, who counseled the youth to honor and loyalty. I never had this kind intimacy with a black student, and I know of no other white teacher who did.

    Teaching can be fun. For a certain kind of person it is exhilarating to map out battles on chalkboards, and teach heroism. It is rewarding to challenge liberal prejudices, to leave my mark on these children, but what I aimed for with my white students I could never achieve with the blacks.

    There is a kind of child whose look can melt your heart: some working-class castaway, in and out of foster homes, often abused, who is nevertheless almost an angel. Your heart melts for these children, this refuse of the modern world.

    Many white students possess a certain innocence; their cheeks still blush. Try as I might, I could not get the blacks to care one bit about Beethoven or Sherman’s march to the sea, or Tyrtaeus, or Oswald Spengler, or even liberals like John Rawls, or their own history. They cared about nothing I tried to teach them. When this goes on year after year it chokes the soul out of a teacher, destroys his pathos, and sends him guiltily searching for The Bell Curve on the Internet.

    Blacks break down the intimacy that can be achieved in the classroom, and leave you convinced that that intimacy is really a form of kinship. Without intending to, they destroy what is most beautiful–whether it be your belief in human equality, your daughter’s innocence, or even the state of the hallway.

    Just last year I read on the bathroom stall the words “F**k Whitey.” Not two feet away, on the same stall, was a small swastika.

    The National Council for the Social Studies, the leading authority on social science education in the United States, urges teachers to inculcate such values as equality of opportunity, individual property rights, and a democratic form of government. Even if teachers could inculcate this milquetoast ideology into whites, liberalism is doomed because so many non-whites are not receptive to education of any kind beyond the merest basics.

    It is impossible to get them to care about such abstractions as property rights or democratic citizenship. They do not see much further than the fact that you live in a big house and “we in da pro-jek.” Of course, there are a few loutish whites who will never think past their next meal and a few sensitive blacks for whom anything is possible, but no society takes on the characteristics of its exceptions.

    Once I asked my students, “What do you think of the Constitution?” “It white,” one slouching black rang out. The class began to laugh. And I caught myself laughing along with them, laughing while Pompeii’s volcano simmers, while the barbarians swell around the Palatine, while the country I love, and the job I love, and the community I love become dimmer by the day.

    I read a book by an expatriate Rhodesian who visited Zimbabwe not too many years ago. Traveling with a companion, she stopped at a store along the highway. A black man materialized next to her car window. “Job, boss, (I) work good, boss,” he pleaded. “You give job.”

    “What happened to your old job?” the expatriate white asked. The black man replied in the straightforward manner of his race: “We drove out the whites. No more jobs. You give job.”

    At some level, my students understand the same thing. One day I asked the bored, black faces staring back at me. “What would happen if all the white people in America disappeared tomorrow?”

    “We screwed,” a young, pitch-black boy screamed back. The rest of the blacks laughed.

    I have had children tell me to my face as they struggled with an assignment. “I cain’t do dis,” Mr. Jackson. “I black.”

    The point is that human beings are not always rational. It is in the black man’s interest to have whites in Zimbabwe but he drives them out and starves. Most whites do not think black Americans could ever do anything so irrational. They see blacks on television smiling, fighting evil whites, embodying white values. But the real black is not on television, and you pull your purse closer when you see him, and you lock the car doors when he swaggers by with his pants hanging down almost to his knees.

    For those of you with children, better a smaller house in a white district than a fancy one near a black school.

    I have been in parent-teacher conferences that broke my heart: the child pleading with his parents to take him out of school; the parents convinced their child’s fears are groundless. If you love your child, show her you care — not by giving her fancy vacations or a car, but making her innocent years safe and happy. Give her the gift of a not-heavily black school.

    Isn’t there a “MORE” tag still available? Can’t you windy commenters used it? Please.

  70. The Federal Government should not be involved at all in any classroom-discipline issues.

  71. @education realist
    "This policy seems so obviously nuts that Im assuming there must be more to it than this. "

    There's not.

    There are two ways to handle school discipline. One prioritizes classroom environment, the other prioritizes the individual student. The overwhelming majority of teachers prioritize classroom environment. Progressive educators push the individual student.

    When you focus on the individual student and seek out the causes of his or her behavior problems leading to suspensions and expulsions, it's very easy to see that relatively minor misunderstandings are often at the root of the behavior. Giving the student a chance to explain his or her behavior can often lead to that student feeling more vested in education, feeling as if people understand him.

    All of this is true. I can't stress this strongly enough. Many at-risk kids just need a bit of individualized attention to stop acting out and ultimately, given the absurd expectations that public school places on low-achieving kids, that's not a terrible price to pay. (hang on before you think I'm supporting it.)

    Charters simply won't pay this price. They don't have to thus far, although I suspect New Orleans' all charter method will reveal that the piper's at the door. But because oversubscribed charters are an attendance privilege, not a right, they can boot kids without caring why they misbehave. (Lower achieving, undersubscribed charters have much the same problems as public schools do.) This is why Evil Obnoxious B**** Eva can brag about how tough she is, and how forcing kids to pay attention is best for them, how she learned this obvious mechanism from a "great teacher"--because never once in the history of the world before this brilliant teacher did anyone else think "gosh, this class would be so much easier to teach if I could just remove DeWayne every time he bangs his ruler on the desk in rhythm with the song he's listening to on a phone he refuses to put away."

    Public schools have a much stronger incentive to keep kids in school, and believe it or not a lot of this is about ideology. Teachers don't usually want to expel tons of kids. They just want them gone from the class for the three Ds: disruption, disrespect, defiance, with each teacher prioritizing the D they care most about (I don't much care about disrespect, but toss a kid out if I tell him to hand over food and he shoves the last bite in his mouth).

    But even if it's not about ideology, it's about money. Disruptive kids = less desirable schools. At each level of the strata, schools have a different ability to handle or manage the disruptive kids. Parents want their kids away from the disruptors. Economically and racially diverse schools are on the thin edge of a knife, as I point out in this Spring Valley High analysis. Spring Valley has a large number of white and non-poor black students. It desperately wants to hang on to them. So outright criminals are easily disposed of, and minor infractions, if openly defied, can lead to arrest. They've got the time to focus on the small stuff, and they've got the incentive. They don't want to tip over by driving their non-poor parents away. At the same time, they don't want to kick out all the poor kids just because they are harder to educate. So there are a lot of services put in place to catch these kids. Yes, the kids get suspended, but the administrators have the luxury of talking to the kids, finding out what the problem is, getting them counseling or services. Then there's usually an alternative school around for the least motivated kids, or kids who had a bad year and need to catch up. Precisely because they have the luxury of overreacting on problems, they can keep a lot of kids educated one way or the other. This is a good thing. Teachers roll their eyes when the kid comes back for one more chance, but in many cases it works out and if not hey, the year's usually almost over.


    Schools with a much higher degree of poverty have cops who have to focus on actual criminal kids, meaning that they can't focus on disruptive kids. And that leads to disruptive classrooms, and that means the administrators can't keep order as well, because they can't suspend or expel too many kids without criminal cause of some sort. The counselors and administrators do care, do their form of intervention, but it's much closer to triage.

    The problem is that if you just send out misbehaving kids, most of them will be black or Hispanic, and that means you're at risk of disparate impact lawsuits. While the Obama Administration has been egregious at this nonsense, the risk has always been there.

    Into this chaos comes the restorative justice movement. It is adopted by chaotic schools because they have no choice, or the midlevel disruptive schools that get caught in the disparate impact nonsense. For the first group, it's not a bad idea. For the second group, it's basically a way to send a knife-edge school into the chaotic category, because all the parents who can will take their kids and run.

    Teachers are not fans of restorative justice, as a rule. You occasionally find teachers ideologically committed to the individual, as opposed to the classroom environment, but push that teacher hard enough and it turns out she either teaches high ability kids OR she has a "discipline buddy" who gets her disruptive kids when they're too much of a problem. That is, they're frauds who the rest of us teachers come down pretty hard on when given the chance.

    If you have a small school environment committed to restorative justice, it can sometimes work. But most of the times, it's chaos because the entire methodology privileges the individual over the classroom environment. So a kid who beats another kid gets a circle, in which the victim gets to describe how he felt during the beatdown, the teacher gets to describe how he felt, the class gets to describe how they felt, and the criminal assailant gets to describe why he beat the kid down. It's utterly crazy unless the vast majority of the kids are both assailants and victims, which is probably the case in some of the chaotic schools. For the rest of them, it's horrible. I would leave a school like this.

    Teachers are very afraid to throw out kids in even mid-level poverty schools. I wrote about this here; when I taught All Algebra All the Time, I was under continuous pressure to keep more kids in the classroom. At the same time, it's true that some teachers throw out kids for absurd reasons, that kids fail because their teachers have ludicrous expectations given their environment.

    The classroom environment must prevail. In my last school, the AVP set a clear standard for disruption: a teacher could only send a kid out if he was making it impossible to teach the class. This was the standard I used for sending out so many kids, and the AVP got so pissed off by my using his words that he eliminated the standard the next year. But I think it's a good standard, and low income schools should be given the staff and personnel they need to enforce that standard while not losing too many kids who might otherwise be saved.

    There are two ways to handle school discipline. One prioritizes classroom environment, the other prioritizes the individual student. The overwhelming majority of teachers prioritize classroom environment. Progressive educators push the individual student.

    The Left seeks freedom for aggression. The result is disorder or entropy.

  72. @Mr. Blank
    My wife teaches in a fairly conservative school district in a fairly conservative area, and even here, the lack of effective tools to enforce classroom discipline has caused serious problems. The stuff kids are allowed to get away with these days is shocking. Administrators are too frightened of litigious parents to do anything.

    With the stories my wife tells me, it's no surprise that there's been such an explosion of interest in homeschooling, private schools and semi-private charter schools over the past few decades.

    Yes, it’s hard to discipline “kids” in relatively white, conservative areas. The parents often take up for the “kids.”

  73. To be fair to Obama and his ilk, it was Bush the Elder who signed an “anti-discrimination” law in the early 1990s that codified “disparate impact”.

    Before that law, prosecutors had to prove positive discrimination. Afterwards the defense had to prove a negative – that they did not discriminate. So if blacks are 13% of the school population but receive 25% of suspensions, the school has to prove that the suspensions are justified, because disparate impact says that blacks should receive no more than 13% of suspensions, otherwise racism.

    Truly Orwellian.

    • Replies: @EriK
    GHWB was awful.
  74. @Bill P
    I went to a half black high school for a couple years and, to be honest, I don't think it's possible to discipline a lot of these kids. At least not for your typical teacher. The idea that teachers are imposing too much discipline is kind of absurd. I've seen students tell teachers to "shut up," I've seen kids rolling joints in class, drinking rum out of a snapple bottle while pregnant(!), and so many other instances of bad behavior it would take an essay to properly describe the environment.

    I remember my first day in the school well. Perhaps the most colorful scene was in the cafeteria. I thought I'd go in and have lunch, not realizing at the time that white kids ate outside or in their cars when it was cold. Not because they were banned from the cafeteria, but rather because it was simply a bit too much for them. Upon opening the doors I was treated to a raucous scene of food fights and kids dancing on the tables, accompanied by hilarity and extremely loud laughter and conversation. Fruits and vegetables, mandated as part of free lunches but apparently never eaten, were used as missiles. The experience was like a trip to the zoo. I don't believe I stood there watching for more than 20 seconds or so before I turned around and went elsewhere, never to return, but that cafeteria remains one of the most memorable places I have ever seen.

    How on earth could white college grads - mainly female - hope to discipline these people?

    “How on earth could white grads–mainly female–hope to discipline these people?”

    How on earth could whites hope to coexist with these people?

  75. @V Vega
    A Teacher From a Black High School:

    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.




    Most whites simply do not know what black people are like in large numbers, and the first encounter can be a shock.

    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.

    It did no good to try to quiet them, and white women were particularly inept at trying. I sat in on one woman’s class as she begged the children to pipe down. They just yelled louder so their voices would carry over hers.

    Many of my black students would repeat themselves over and over again — just louder. It was as if they suffered from Tourette syndrome. They seemed to have no conception of waiting for an appropriate time to say something. They would get ideas in their heads and simply had to shout them out. I might be leading a discussion on government and suddenly be interrupted: “We gotta get more Democrats! Clinton, she good!” The student may seem content with that outburst but two minutes later, he would suddenly start yelling again: “Clinton good!”

    Anyone who is around young blacks will probably get a constant diet of rap music. Blacks often make up their own jingles, and it was not uncommon for 15 black boys to swagger into a classroom, bouncing their shoulders and jiving back.

    They were yelling back and forth, rapping 15 different sets of words in the same harsh, rasping dialect. The words were almost invariably a childish form of boasting: “Who got dem shine rim, who got dem shine shoe, who got dem shine grill (gold and silver dental caps)?” The amateur rapper usually ends with a claim–in the crudest terms imaginable — that all womankind is sexually devoted to him. For whatever reason, my students would often groan instead of saying a particular word, as in, “She suck dat aaahhhh (think of a long grinding groan), she f**k dat aaaahhhh, she lick dat aaaahhh.”

    Black women love to dance — in a way white people might call gyrating. So many black girls dance in the hall, in the classroom, on the chairs, next to the chairs, under the chairs, everywhere. Once I took a call on my cell phone and had to step outside of class. I was away about two minutes but when I got back the black girls had lined up at the front of the classroom and were convulsing to the delight of the boys.

    Many black people, especially black women, are enormously fat. Some are so fat I had to arrange special seating to accommodate their bulk. I am not saying there are no fat white students — there are — but it is a matter of numbers and attitudes. Many black girls simply do not care that they are fat. There are plenty of white anorexics, but I have never met or heard of a black anorexic.

    “Black women be big Mr. Jackson,” my students would explain.

    “Is it okay in the black community to be a little overweight?” I ask. Two obese black girls in front of my desk begin to dance, “You know dem boys lak juicy fruit, Mr. Jackson.” “Juicy” is a colorful black expression for the buttocks.

    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.”

    For decades, the country has been lamenting the poor academic performance of blacks and there is much to lament. There is no question, however, that many blacks come to school with a serious handicap that is not their fault. At home they have learned a dialect that is almost a different language. Blacks not only mispronounce words; their grammar is often wrong. When a black wants to ask, “Where is the bathroom?” he may actually say “Whar da badroom be?” Grammatically, this is the equivalent of “Where the bathroom is?” And this is the way they speak in high school. Students write the way they speak, so this is the language that shows up in written assignments.

    It is true that some whites face a similar handicap. They speak with what I would call a “country” accent that is hard to reproduce but results in sentences such as “I’m gonna gemme a Coke.” Some of these country whites had to learn correct pronunciation and usage. The difference is that most whites overcome this handicap and learn to speak correctly; many blacks do not.

    Most of the blacks I taught simply had no interest in academic subjects. I taught history, and students would often say they didn’t want to do an assignment or they didn’t like history because it was all about white people. Of course, this was “diversity” history, in which every cowboy’s black cook got a special page on how he contributed to winning the West, but black children still found it inadequate. So I would throw up my hands and assign them a project on a real, historical black person. My favorite was Marcus Garvey. They had never heard of him, and I would tell them to research him, but they never did. They didn’t care and they didn’t want to do any work.

    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.”

    My students had only the vaguest notion of who pays for government services. For them, it was like a magical piggy bank that never goes empty. One black girl was exhorting the class on the need for more social services and I kept trying to explain that people, real live people, are taxed for the money to pay for those services. “Yeah, it come from whites,” she finally said. “They stingy anyway.”

    “Many black people make over $50,000 dollars a year and you would also be taking away from your own people,” I said.

    She had an answer to that: “Dey half breed.” The class agreed. I let the subject drop.

    Many black girls are perfectly happy to be welfare queens. On career day, one girl explained to the class that she was going to have lots of children and get fat checks from the government. No one in the class seemed to have any objection to this career choice.

    Surprising attitudes can come out in class discussion. We were talking about the crimes committed in the aftermath of Hurricane Katrina, and I brought up the rape of a young girl in the bathroom of the Superdome. A majority of my students believed this was a horrible crime but a few took it lightly. One black boy spoke up without raising his hand: “Dat no big deal. They thought they is gonna die so they figured they have some fun. Dey jus’ wanna have a fun time; you know what I’m sayin’?” A few black heads nodded in agreement.

    My department head once asked all the teachers to get a response from all students to the following question: “Do you think it is okay to break the law if it will benefit you greatly?” By then, I had been teaching for a while and was not surprised by answers that left a young, liberal, white woman colleague aghast. “Yeah” was the favorite answer. As one student explained, “Get dat green.”

    There is a level of conformity among blacks that whites would find hard to believe. They like one kind of music: rap. They will vote for one political party: Democrat. They dance one way, speak one way, are loud the same way, and fail their exams in the same way. Of course, there are exceptions but they are rare.

    Whites are different. Some like country music, others heavy metal, some prefer pop, and still others, God forbid, enjoy rap music. They have different associations, groups, almost ideologies. There are jocks, nerds, preppies, and hunters. Blacks are all — well — black, and they are quick to let other blacks know when they deviate from the norm.

    One might object that there are important group differences among blacks that a white man simply cannot detect. I have done my best to find them, but so far as I can tell, they dress the same, talk the same, think the same. Certainly, they form rival groups, but the groups are not different in any discernible way. There simply are no groups of blacks that are as distinctly different from each other as white “nerds,” “hunters,” or “Goths,” for example.

    How the world looks to blacks: One point on which all blacks agree is that everything is “racis’.” This is one message of liberalism they have absorbed completely. Did you do your homework? “Na, homework racis’.” Why did you get an F on the test? “Test racis’.”

    I was trying to teach a unit on British philosophers and the first thing the students noticed about Bentham, Hobbes, and Locke was “Dey all white! Where da black philosopher a’?” I tried to explain there were no blacks in eighteenth century Britain. You can probably guess what they said to that: “Dat racis’!” One student accused me of deliberately failing him on a test because I didn’t like black people.

    “Do you think I really hate black people?”
    “Yeah.”
    “Have I done anything to make you feel this way? How do you know?”
    “You just do.”
    “Why do you say that?”

    He just smirked, looked out the window, and sucked air through his teeth. Perhaps this was a regional thing, but the blacks often sucked air through their teeth as a wordless expression of disdain or hostility.

    My students were sometimes unable to see the world except through the lens of their own blackness. I had a class that was host to a German exchange student. One day he put on a Power Point presentation with famous German landmarks as well as his school and family.

    From time to time during the presentation, blacks would scream, “Where da black folk?!” The exasperated German tried several times to explain that there were no black people where he lived in Germany. The students did not believe him. I told them Germany is in Europe, where white people are from, and Africa is where black people are from. They insisted that the German student was racist, and deliberately refused to associate with blacks.

    Blacks are keenly interested in their own racial characteristics. I have learned, for example, that some blacks have “good hair.” Good hair is black parlance for black-white hybrid hair. Apparently, it is less kinky, easier to style, and considered more attractive. Blacks are also proud of light skin. Imagine two black students shouting insults across the room. One is dark but slim; the other light and obese. The dark one begins the exchange: “You fat, Ridario!” Ridario smiles, doesn’t deign to look at his detractor, shakes his head like a wobbling top, and says, “You wish you light skinned.”

    They could go on like this, repeating the same insults over and over.

    My black students had nothing but contempt for Hispanic immigrants. They would vent their feelings so crudely that our department strongly advised us never to talk about immigration in class in case the principal or some outsider might overhear.

    Whites were “racis’,” of course, but they thought of us at least as Americans. Not the Mexicans. Blacks have a certain, not necessarily hostile understanding of white people. They know how whites act, and it is clear they believe whites are smart and are good at organizing things. At the same time, they probably suspect whites are just putting on an act when they talk about equality, as if it is all a sham that makes it easier for whites to control blacks. Blacks want a bigger piece of the American pie. I’m convinced that if it were up to them they would give whites a considerably smaller piece than whites get now, but they would give us something. They wouldn’t give Mexicans anything.

    What about black boys and white girls? No one is supposed to notice this or talk about it but it is glaringly obvious: Black boys are obsessed with white girls. I’ve witnessed the following drama countless times. A black boy saunters up to a white girl. The cocky black dances around her, not really in a menacing way. It’s more a shuffle than a threat. As he bobs and shuffles he asks, “When you gonna go wit’ me?”

    There are two kinds of reply. The more confident white girl gets annoyed, looks away from the black and shouts, “I don’t wanna go out with you!” The more demure girl will look at her feet and mumble a polite excuse but ultimately say no.

    There is only one response from the black boy: “You racis’.” Many girls — all too many — actually feel guilty because they do not want to date blacks. Most white girls at my school stayed away from blacks, but a few, particularly the ones who were addicted to drugs, fell in with them.

    There is something else that is striking about blacks. They seem to have no sense of romance, of falling in love. What brings men and women together is sex, pure and simple, and there is a crude openness about this. There are many degenerate whites, of course, but some of my white students were capable of real devotion and tenderness, emotions that seemed absent from blacks — especially the boys.

    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.

    Blacks are extraordinarily quick to take offense. Once I accidentally scuffed a black boy’s white sneaker with my shoe. He immediately rubbed his body up against mine and threatened to attack me. I stepped outside the class and had a security guard escort the student to the office. It was unusual for students to threaten teachers physically this way, but among themselves, they were quick to fight for similar reasons.

    The real victims are the unfortunate whites caught in this. They are always in danger and their educations suffer. White weaklings are particularly susceptible, but mostly to petty violence. They may be slapped or get a couple of kicks when they are trying to open a bottom locker. Typically, blacks save the hard, serious violence for each other.

    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.

    Pregnancy was common among the blacks, though many black girls were so fat I could not tell the difference. I don’t know how many girls got abortions, but when they had the baby they usually stayed in school and had their own parents look after the child. The school did not offer daycare.

    Aside from the police officers constantly on patrol, a sure sign that you are in a black school is the coke cage: the chain-link fence that many majority-black schools use to protect vending machines. The cage surrounds the machine and even covers its top. Delivery employees have to unlock a gate on the front of the cage to service the machines. Companies would prefer not to build cages around vending machines. They are expensive, ugly, and a bother, but black students smashed the machines so many times it was cheaper to build a cage than repair the damage. Rumor had it that before the cages went up blacks would turn the machines upside down in the hope that the money would fall out.

    Security guards are everywhere in black schools — we had one on every hall. They also sat in on unruly classes and escorted students to the office. They were unarmed, but worked closely with the three city police officers who were constantly on duty.

    There was a lot of drug-dealing at my school. This was a good way to make a fair amount of money but it also gave boys power over girls who wanted drugs. An addicted girl — black or white — became the plaything of anyone who could get her drugs.

    One of my students was a notorious drug dealer. Everyone knew it. He was 19 years old and in eleventh grade. Once he got a score of three out of 100 on a test. He had been locked up four times since he was 13.

    One day, I asked him, “Why do you come to school?”

    He wouldn’t answer. He just looked out the window, smiled, and sucked air through his teeth. His friend Yidarius ventured an explanation: “He get dat green and get dem females.”

    “What is the green?” I asked. “Money or dope?” “Both,” said Yidarius with a smile.

    A very fat black interrupted from across the room: “We get dat lunch,” Mr. Jackson. “We gotta get dat lunch and brickfuss.” He means the free breakfast and lunch poor students get every day. “Nigga, we know’d you be lovin’ brickfuss!” shouts another student.

    Some readers may believe that I have drawn a cruel caricature of black students. After all, according to official figures some 85 percent of them graduate. It would be instructive to know how many of those scraped by with barely a C- record. They go from grade to grade and they finally get their diplomas because there is so much pressure on teachers to push them through. It saves money to move them along, the school looks good, and the teachers look good.

    Many of these children should have been failed, but the system would crack under their weight if they were all held back.

    How did my experiences make me feel about blacks? Ultimately, I lost sympathy for them. In so many ways they seem to make their own beds. There they were in an integrationist’s fantasy–in the same classroom with white students, eating the same lunch, using the same bathrooms, listening to the same teachers–and yet the blacks fail while the whites pass.

    One tragic outcome among whites who have been teaching for too long is that it can engender something close to hatred. One teacher I knew gave up fast food–not for health reasons but because where he lived most fast-food workers were black. He had enough of blacks on the job. This was an extreme example but years of frustration can take their toll. Many of my white colleagues with any experience were well on their way to that state of mind.

    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.

    Teachers are told that blacks are more vocal and do not learn through reading and lectures. The implication is that they have certain traits that lend themselves to a different kind of teaching.

    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.

    Public school has certainly changed since anyone reading this was a student. I have a friend who teaches elementary school, and she tells me that every week the students get a new diversity lesson, shipped in fresh from some bureaucrat’s office in Washington or the state capital. She showed me the materials for one week: a large poster, about the size of a forty-two inch flat-screen television. It shows an utterly diverse group — I mean diverse: handicapped, Muslim, Jewish, effeminate, poor, rich, brown, slightly brown, yellow, etc.–sitting at a table, smiling gaily, accomplishing some undefined task. The poster comes with a sheet of questions the teacher is supposed to ask. One might be: “These kids sure look different, but they look happy. Can you tell me which one in the picture is an American?”

    Some eight-year-old, mired in ignorance, will point to a white child like himself. “That one.”

    The teacher reads from the answer, conveniently printed along with the question. “No, Billy, all these children are Americans. They are just as American as you.”

    The children get a snack, and the poster goes up on the wall until another one comes a week later. This is what happens at predominately white, middle-class, elementary schools everywhere. Elementary school teachers love All of the Colors of the Race, by award-winning children’s poet Arnold Adoff.

    These are some of the lines they read to the children: “Mama is chocolate . . . Daddy is vanilla . . . Me (sic) is better . . . It is a new color. It is a new flavor. For love. Sometimes blackness seems too black for me, and whiteness is too sickly pale; and I wish every one were golden. Remember: long ago before people moved and migrated, and mixed and matched . . . there was one people: one color, one race. The colors are flowing from what was before me to what will be after. All the colors.”

    Teaching as a career: It may come as a surprise after what I have written, but my experiences have given me a deep appreciation for teaching as a career. It offers a stable, middle-class life but comes with the capacity to make real differences in the lives of children. In our modern, atomized world children often have very little communication with adults — especially, or even, with their parents — so there is potential for a real transaction between pupil and teacher, disciple and master.

    A rewarding relationship can grow up between an exceptional, interested student and his teacher. I have stayed in my classroom with a group of students discussing ideas and playing chess until the janitor kicked us out. I was the old gentleman, imparting my history, culture, personal loves and triumphs, defeats and failures to young kinsman. Sometimes I fancied myself Tyrtaeus, the Spartan poet, who counseled the youth to honor and loyalty. I never had this kind intimacy with a black student, and I know of no other white teacher who did.

    Teaching can be fun. For a certain kind of person it is exhilarating to map out battles on chalkboards, and teach heroism. It is rewarding to challenge liberal prejudices, to leave my mark on these children, but what I aimed for with my white students I could never achieve with the blacks.

    There is a kind of child whose look can melt your heart: some working-class castaway, in and out of foster homes, often abused, who is nevertheless almost an angel. Your heart melts for these children, this refuse of the modern world.

    Many white students possess a certain innocence; their cheeks still blush. Try as I might, I could not get the blacks to care one bit about Beethoven or Sherman’s march to the sea, or Tyrtaeus, or Oswald Spengler, or even liberals like John Rawls, or their own history. They cared about nothing I tried to teach them. When this goes on year after year it chokes the soul out of a teacher, destroys his pathos, and sends him guiltily searching for The Bell Curve on the Internet.

    Blacks break down the intimacy that can be achieved in the classroom, and leave you convinced that that intimacy is really a form of kinship. Without intending to, they destroy what is most beautiful–whether it be your belief in human equality, your daughter’s innocence, or even the state of the hallway.

    Just last year I read on the bathroom stall the words “F**k Whitey.” Not two feet away, on the same stall, was a small swastika.

    The National Council for the Social Studies, the leading authority on social science education in the United States, urges teachers to inculcate such values as equality of opportunity, individual property rights, and a democratic form of government. Even if teachers could inculcate this milquetoast ideology into whites, liberalism is doomed because so many non-whites are not receptive to education of any kind beyond the merest basics.

    It is impossible to get them to care about such abstractions as property rights or democratic citizenship. They do not see much further than the fact that you live in a big house and “we in da pro-jek.” Of course, there are a few loutish whites who will never think past their next meal and a few sensitive blacks for whom anything is possible, but no society takes on the characteristics of its exceptions.

    Once I asked my students, “What do you think of the Constitution?” “It white,” one slouching black rang out. The class began to laugh. And I caught myself laughing along with them, laughing while Pompeii’s volcano simmers, while the barbarians swell around the Palatine, while the country I love, and the job I love, and the community I love become dimmer by the day.

    I read a book by an expatriate Rhodesian who visited Zimbabwe not too many years ago. Traveling with a companion, she stopped at a store along the highway. A black man materialized next to her car window. “Job, boss, (I) work good, boss,” he pleaded. “You give job.”

    “What happened to your old job?” the expatriate white asked. The black man replied in the straightforward manner of his race: “We drove out the whites. No more jobs. You give job.”

    At some level, my students understand the same thing. One day I asked the bored, black faces staring back at me. “What would happen if all the white people in America disappeared tomorrow?”

    “We screwed,” a young, pitch-black boy screamed back. The rest of the blacks laughed.

    I have had children tell me to my face as they struggled with an assignment. “I cain’t do dis,” Mr. Jackson. “I black.”

    The point is that human beings are not always rational. It is in the black man’s interest to have whites in Zimbabwe but he drives them out and starves. Most whites do not think black Americans could ever do anything so irrational. They see blacks on television smiling, fighting evil whites, embodying white values. But the real black is not on television, and you pull your purse closer when you see him, and you lock the car doors when he swaggers by with his pants hanging down almost to his knees.

    For those of you with children, better a smaller house in a white district than a fancy one near a black school.

    I have been in parent-teacher conferences that broke my heart: the child pleading with his parents to take him out of school; the parents convinced their child’s fears are groundless. If you love your child, show her you care — not by giving her fancy vacations or a car, but making her innocent years safe and happy. Give her the gift of a not-heavily black school.

    I went to a Chicago elementary school that “changed” in the late 1960s and a HS that was almost all Black. But at that point, Black students were really spiraling down to total primitive status.

    Remember Hillary Clinton’s book: “It Takes a Village: And Other Lessons Children Teach Us?”

    “The book’s title is attributed to an African proverb: “It takes a village to raise a child.””

    Blacks everywhere want someone else to raise their feral youth.

    I for one am sick of it.

    • Replies: @ren



    Remember Hillary Clinton’s book: “It Takes a Village: And Other Lessons Children Teach Us?”

    “The book’s title is attributed to an African proverb: “It takes a village to raise a child.””

     

    I have seen it clarified as, "It takes a village to raise a bastard."

    Most functional people were raised my just mom and dad and turned out better than village raised spawn.
  76. “AGAIN, online education. And probably also bars, which will be the substitute for White kids getting together rather than colleges. Heck probably quite a bit of investment in PUA boot camps since bars replacing colleges punishes the 90% of White guys lacking dominance and instant charisma.”

    PUA boot camp teachers in California say they get just as many Asian male students as they do White male students. But they say they rarely get African Americans and Hispanics. Judging by that catcall video in New York City, Jamal and Jose don’t need PUA boot camp courses because they already have high self esteem when it comes to trying to get women.

  77. http://www.youtube.com/watch?v=iKcWu0tsiZM

    Modern Educayshun – judging work by privilege.

  78. @Jim
    One can't say that a liberal program failed. Their always just poorly implemented.

    No, they didn’t go far enough, we need to do more of whatever it is we were doing that was supposed to make a difference. There is never any admittance of failure just an admittance that we aren’t progressing fast enough.

  79. @Ivy
    Realtors supporting the school districts surrounding LAUSD have profited handsomely in helping parents escape the lunacy. Private schools also benefit.

    The survivors in the worse parts of LAUSD end up paying for the policies of their board, especially if they don't have an accessible charter option.

    If you want an eye-opening experience, park by a few schools at different times of day, if you dare, to see how the students and parents look. Are they happy, glad to skip along to school or does their body language tell you something else like wild horses are needed to drag them there?

    “Private schools also benefit.” In certain areas, but tuition does prevent some deserving kids from escaping “the lunacy.” Charters and homeschool networks benefit, as well. In the end, though, the elites, whether public or private, always win.

  80. And Barry sends his kids to private school. Go figure.

  81. Which websites do Isteve visit for news on Donald Trump? The only website I found which reports Donald Trump news without editorializing is Thehill. I would like reader suggestions for other reliable sources of Donald Trump news.

    • Replies: @ben tillman

    Which websites do Isteve visit for news on Donald Trump?
     
    The same one I visit for news on everything else: this one!
    , @Mike Sylwester

    Which websites do Isteve visit for news on Donald Trump?
     
    http://theconservativetreehouse.com/

    http://hillaryis44.net/
  82. Sorry my response was so long; it was in the morning and I should have broken it up.

    To Sir’s essay is a ripoff–it first appeared on the internet about 5 years ago. It’s directly copied. Or he’s the original, but then he should have said so.

    People who say “….so homeschooling” are really being silly. If you have enough money to keep your wife at home, you have enough money for a school district in which this isn’t an issue or you’re in one of those creepy couples who brag about how much money you can save if you spend all your time thinking about how to save money. Homeschooling is never going to be anything more than a luxury good. I wouldn’t brag about it. It’s perfectly fine to do this if you have the money, but it’s not a solution, and the people who do it are not the ones who have public schools that need escaping from.

    As for public school being optional, may I remind you that teachers don’t get paid overtime. Cops and prison guards do. They also get pensions for about 10 years longer than teachers, and often go out on disability 10 years before that. And if you leave adolescents on the street because they choose not to go to school, you’ll be paying for lots more cops and prison guards.

    • Replies: @Jim Don Bob
    Here is the original: http://angrywhitedude.com/2013/07/essay-by-a-teacher-in-a-black-high-school/

    There are some other interesting articles on this site.

    I like your stuff Education Realist, and appreciate your dedication. I know a few women who teach in the public schools. God bless you all. I would not put up with that **** for even one day.
    , @Formerly CARealist
    Homeschooling is a luxury good? I don't know any really wealthy families who do it. Most of us are in the lower middle class. And we're ALL escaping crummy schools by doing it. The moms stay home with their kids because they like raising children and keeping a home not because there's an excess of money.

    And in CA the campus craziness freaks people out. I was out collecting signatures to get a prop on the ballot to oppose the bathroom bill and a teacher from my local high school came by to sign. He said he wouldn't send his own children to his school; his wife was homeschooling their kids. Perhaps he was overreacting, but you can't discount such anecdotes. They get spread throughout church and community networks (he was Russian).

    Anyway, I see homeschooling everywhere here. It may not be THE solution but it is significant.

    BTW, I love reading your stuff.
  83. @education realist
    Sorry my response was so long; it was in the morning and I should have broken it up.

    To Sir's essay is a ripoff--it first appeared on the internet about 5 years ago. It's directly copied. Or he's the original, but then he should have said so.

    People who say "....so homeschooling" are really being silly. If you have enough money to keep your wife at home, you have enough money for a school district in which this isn't an issue or you're in one of those creepy couples who brag about how much money you can save if you spend all your time thinking about how to save money. Homeschooling is never going to be anything more than a luxury good. I wouldn't brag about it. It's perfectly fine to do this if you have the money, but it's not a solution, and the people who do it are not the ones who have public schools that need escaping from.

    As for public school being optional, may I remind you that teachers don't get paid overtime. Cops and prison guards do. They also get pensions for about 10 years longer than teachers, and often go out on disability 10 years before that. And if you leave adolescents on the street because they choose not to go to school, you'll be paying for lots more cops and prison guards.

    Here is the original: http://angrywhitedude.com/2013/07/essay-by-a-teacher-in-a-black-high-school/

    There are some other interesting articles on this site.

    I like your stuff Education Realist, and appreciate your dedication. I know a few women who teach in the public schools. God bless you all. I would not put up with that **** for even one day.

    • Replies: @V Vega
    Jim Don Bob:

    Here is the original: http://angrywhitedude.com/2013/07/essay-by-a-teacher-in-a-black-high-school/

    There are some other interesting articles on this site.


    I checked out your citation. The essay is not originally from the author of that site. According to the site's author, it was from an essay sent to a Black Conservative website.

    But what I don't understand is why you'd provide a citation that contradicted what you claimed here from the get-go. It just makes you look like a horses ass. Is that what you want us to know about you?

    Furthermore, the fact that you'd try to tie your false assertion, in order to perhaps undermine the veracity of that essay, by implicating it's author also runs an "angry white guy" website makes you look like a desperate crank. You know... a huffpo commentor.

    Try to work on that. We don't like you wasting our time, you see. Or fly back to huffpo where you will be loved.

    Granted, you will be loved by middle-aged crazy cat ladies, but it's better than your alternatives, isn't it?
  84. @Jim Don Bob
    To be fair to Obama and his ilk, it was Bush the Elder who signed an "anti-discrimination" law in the early 1990s that codified "disparate impact".

    Before that law, prosecutors had to prove positive discrimination. Afterwards the defense had to prove a negative - that they did not discriminate. So if blacks are 13% of the school population but receive 25% of suspensions, the school has to prove that the suspensions are justified, because disparate impact says that blacks should receive no more than 13% of suspensions, otherwise racism.

    Truly Orwellian.

    GHWB was awful.

    • Replies: @Jim Don Bob
    GHWB was/is a decent guy and was doing a good job as a caretaker president until he backed off his "Read my lips" pledge. Hard to believe that a guy so long in the public sphere would fall for that. It cost him a second term.

    Imagine that! No Billary in 1992!

    I'm gonna have to go lie down for a while now.
  85. @anonymous
    The government has helped destroy public education with it's racial politics and with it has made the teaching profession increasingly less desirable as a career choice. Racial politics have partly ruined much of this country whether it's schools, neighborhoods, culture, etc. It just never ends. This is going to be the great undoing of this country.

    “This will be the undoing of this country.”

    Bro, I don’t know what vault you just walked out of, but I’ve got some bad news about what went down in the last 15 years – you might want to sit down for this.

  86. “Homeschooling is never going to be anything more than a luxury good.”

    Homeschooling households basically mirror the national median household income:

    http://www.hslda.org/docs/study/ray2009/2009_Ray_StudyFINAL.pdf

    I imagine your response to that is that homeschooling families would make a lot more than the average if, like most families, they had two spouses working. But since most homeschooling families have more than one child, often they have a school-age child at the same time that they have an infant or toddler that they would be staying home to take care of anyway (or working part-time when the husband is at home). So I don’t think the modal homeschool family is really choosing between homeschooling or having mom work full-time and taking out a much larger mortgage in a better area. Some, certainly, but not most.

    I know you like to say that anyone who advocates homeschooling on the internet is just covertly bragging about their high income, so bear in mind that I do not have school-age kids.

  87. @EriK
    GHWB was awful.

    GHWB was/is a decent guy and was doing a good job as a caretaker president until he backed off his “Read my lips” pledge. Hard to believe that a guy so long in the public sphere would fall for that. It cost him a second term.

    Imagine that! No Billary in 1992!

    I’m gonna have to go lie down for a while now.

    • Replies: @Stan Adams
    There was more to it than that. The U.S. slogged through a tough recession in the early '90s.

    Bush's broken pledge aside, he lost in '92 because the economy, though technically in recovery, was still struggling to crawl out of the toilet. On election day, most folks were still hurting.

    Clinton's camp had a slogan printed on signs and bumper stickers and plastered all over their headquarters: "It's the economy, stupid!"

    Bush's handlers ran an awful campaign - listless, lackadaisical, unfocused. Bush himself looked tired and worn-out. He was caught on camera looking at his watch during one of the debates.

    And, most significantly, Ross Perot chewed off over a third of Bush's '88 share. Clinton's '92 share was slightly less than Dukakis's '88 share.

    In 1992, fewer than four out of ten voters cast their ballots for the incumbent president. He was resoundingly rejected by the electorate. It must have been humiliating - a war-hero patrician scion of the New England aristocracy found himself trounced by a draft-dodging hillbilly horndog from Arkansas, with more than a little help from a short-statured, big-eared billionaire from Texas.

    In '96, Perot scored far fewer votes, but he was enough of a factor to keep Clinton from winning an outright majority.
  88. @Harry Baldwin
    “I will compare it to the iPad,” Superintendent of the Los Angeles Unified School District] Cortines said. “You cannot piecemeal this kind of thing and think it is going to have the impact that it should have. Don’t make a political statement and then don’t have the wherewithal to back it up.”

    He's acting like someone else is in charge and dropped the ball. Perhaps he perceives his job as mere figurehead. Perhaps correctly.

    Cortines is an octogenarian homosexual brought back out of retirement to fill the position after John Deasy got fired, but he’s still better than Deasy.

  89. @Stan
    Which websites do Isteve visit for news on Donald Trump? The only website I found which reports Donald Trump news without editorializing is Thehill. I would like reader suggestions for other reliable sources of Donald Trump news.

    Which websites do Isteve visit for news on Donald Trump?

    The same one I visit for news on everything else: this one!

  90. @Joe Stalin
    I went to a Chicago elementary school that "changed" in the late 1960s and a HS that was almost all Black. But at that point, Black students were really spiraling down to total primitive status.

    Remember Hillary Clinton's book: "It Takes a Village: And Other Lessons Children Teach Us?"

    "The book's title is attributed to an African proverb: "It takes a village to raise a child.""

    Blacks everywhere want someone else to raise their feral youth.

    I for one am sick of it.

    Remember Hillary Clinton’s book: “It Takes a Village: And Other Lessons Children Teach Us?”

    “The book’s title is attributed to an African proverb: “It takes a village to raise a child.””

    I have seen it clarified as, “It takes a village to raise a bastard.”

    Most functional people were raised my just mom and dad and turned out better than village raised spawn.

  91. @Sleep
    Was it really "screw you" or something more vulgar? I shouldnt stereotype, though, Ive had experience with classrooms where the only vulgar words they know all begin with P.

    More to the point: Are there seriously school districts that had a problem rolling out iPads? I've been working as a substitute teacher in a school district so poor that we have to use trailers with space heaters, and we were able to afford iPads. Not even one of them was stolen. Maybe that's not the problem, though, and I'm just stereotyping again, but just by coincidence, I've also worked for a company that Apple outsources its manual labor to (no it's not all in China), and I'm pretty sure there is some sort of educational discount for bulk buyers. And if my old farm town could afford it, I'm sure major cities could afford it too. If there is a school district having "problems" I'm not sure what their problem is.

    Was it really “screw you” or something more vulgar? I shouldnt stereotype, though, Ive had experience with classrooms where the only vulgar words they know all begin with P.

    My first thoughts too. Something hinky about the dialogue.

  92. @Jim Don Bob
    Here is the original: http://angrywhitedude.com/2013/07/essay-by-a-teacher-in-a-black-high-school/

    There are some other interesting articles on this site.

    I like your stuff Education Realist, and appreciate your dedication. I know a few women who teach in the public schools. God bless you all. I would not put up with that **** for even one day.

    Jim Don Bob:

    Here is the original: http://angrywhitedude.com/2013/07/essay-by-a-teacher-in-a-black-high-school/

    There are some other interesting articles on this site.

    I checked out your citation. The essay is not originally from the author of that site. According to the site’s author, it was from an essay sent to a Black Conservative website.

    But what I don’t understand is why you’d provide a citation that contradicted what you claimed here from the get-go. It just makes you look like a horses ass. Is that what you want us to know about you?

    Furthermore, the fact that you’d try to tie your false assertion, in order to perhaps undermine the veracity of that essay, by implicating it’s author also runs an “angry white guy” website makes you look like a desperate crank. You know… a huffpo commentor.

    Try to work on that. We don’t like you wasting our time, you see. Or fly back to huffpo where you will be loved.

    Granted, you will be loved by middle-aged crazy cat ladies, but it’s better than your alternatives, isn’t it?

  93. @Luke Lea
    Really, web cameras in every public school classroom are long overdue. Only then will it be possible to police student misbehavior and document teacher incompetence, two fixable factors dragging down inner-city school performance. Cameras in the classroom may not close the gap but they should help better behaved students get a better education.

    Really, web cameras in every public school classroom are long overdue.

    This idea has been bandied about for years, but has never been implemented. Ostensible concern about student privacy masks the fear that cameras would demonstrate beyond a reasonable doubt to any disinterested viewer that, if anything, many “students of color” haven’t been suspended enough.

  94. “Homeschooling households basically mirror the national median household income:”

    Rich people don’t homeschool. Professionals don’t usually, either. They have enough money to buy into good districts. On the other hand, low income working class people don’t have the education to do it.

    So it’s the idiosyncratic slightly above middle class educated folk with snowflakes who are paying an enormous amount in lost income. Hence luxury good.

    “So I don’t think the modal homeschool family is really choosing between homeschooling or having mom work full-time and taking out a much larger mortgage in a better area. Some, certainly, but not most.”

    No, that’s a good chunk of it, but reversed. More usually, the couple wants the mom to stay at home, and then since they can’t afford that and a house in a good district, mom gets to double time as a teacher.

    I don’t much care whether people homeschool or not. It’s fine to do as a luxury item. It’s idiotic to pretend it’s a solution. And since it’s useless in policy discussions, there’s not much point to bringing it up unless, you know, bragging.

    • Replies: @Former Darfur
    A parent with a high school education, but legitimate high school education, can educate a kid to her own level without too much trouble. Typically, the parent (usually the mother) learns a lot herself along the way. The resources for homeschooling today are actually pretty impressive.

    If the kid has a legitimately sufficient IQ for college, a year in community college or a prep program will make him or her ready for most selective schools. Otherwise, vo tech or community college is probably the best bet.

    Anyone with a 115 or lower IQ, especially under 110, and a college degree is only going to get one of those you-have-to-have-a degree-but-we-don't-care-what-kind jobs, typically crummy insurance, banking or retail management ones. Is the salary delta between those and the kind of similar ones that don't require college worth the debt of getting a degree? Usually it's one of those things that puts you ahead but only when you are 50+, unless you are the sort that considers college debt an imaginary number. You'll never get a mortgage and you'll overpay on car loans but some seem not to care.
    , @MC
    "I don’t much care whether people homeschool or not. It’s fine to do as a luxury item. It’s idiotic to pretend it’s a solution. And since it’s useless in policy discussions, there’s not much point to bringing it up unless, you know, bragging."

    But this isn't just a "policy" discussion. The non-policy actions of parents are a perfectly legitimate topic of discussion. And for those that do choose a non-public school option, it's relevant to mention homeschooling.

    I mean, if someone were to come here and say, "yeah, I wanted my wife to stay home and take care of the kids, but disruptive school environments forced us to send her to work and move to a nicer neighborhood," that doesn't really sound like bragging to me, nor is it irrelevant to the topic. Yet, they're almost identically situated to parents who choose to homeschool instead.
  95. Set a minimum bar, like _real_ sixth or seventh grade learning. A person can function in society, drive a bus or truck, stock groceries, much of car mechanics (tires, brakes, shocks, exhaust, paint or body work), do landscaping or residential construction, with that and some on the job training. Just keep them off the street without frustrating teachers who want to teach and kids that want to learn.

    Let kids stay in school until they have mastered that and can find some kind of paying job or they turn 17. But if they can’t or don’t care to learn past that level, once they achieve that, let them go to a babysitting school where they can shoot hoops, run, play music, get one meal a day, but the only thing required of them is they behave. Some kind of organized and relatively safe venue for boys, especially, to settle fights-boxing with gloves and helmet, or pugil sticks over the pool (10′ over the water).

    Kids that can’t or won’t get even to that level-babysit them, but make it a little uncomfortable.
    And Norplant the girls.

  96. @education realist
    "Homeschooling households basically mirror the national median household income:"

    Rich people don't homeschool. Professionals don't usually, either. They have enough money to buy into good districts. On the other hand, low income working class people don't have the education to do it.

    So it's the idiosyncratic slightly above middle class educated folk with snowflakes who are paying an enormous amount in lost income. Hence luxury good.

    "So I don’t think the modal homeschool family is really choosing between homeschooling or having mom work full-time and taking out a much larger mortgage in a better area. Some, certainly, but not most."

    No, that's a good chunk of it, but reversed. More usually, the couple wants the mom to stay at home, and then since they can't afford that and a house in a good district, mom gets to double time as a teacher.

    I don't much care whether people homeschool or not. It's fine to do as a luxury item. It's idiotic to pretend it's a solution. And since it's useless in policy discussions, there's not much point to bringing it up unless, you know, bragging.

    A parent with a high school education, but legitimate high school education, can educate a kid to her own level without too much trouble. Typically, the parent (usually the mother) learns a lot herself along the way. The resources for homeschooling today are actually pretty impressive.

    If the kid has a legitimately sufficient IQ for college, a year in community college or a prep program will make him or her ready for most selective schools. Otherwise, vo tech or community college is probably the best bet.

    Anyone with a 115 or lower IQ, especially under 110, and a college degree is only going to get one of those you-have-to-have-a degree-but-we-don’t-care-what-kind jobs, typically crummy insurance, banking or retail management ones. Is the salary delta between those and the kind of similar ones that don’t require college worth the debt of getting a degree? Usually it’s one of those things that puts you ahead but only when you are 50+, unless you are the sort that considers college debt an imaginary number. You’ll never get a mortgage and you’ll overpay on car loans but some seem not to care.

    • Replies: @Bill P

    Anyone with a 115 or lower IQ, especially under 110, and a college degree is only going to get one of those you-have-to-have-a degree-but-we-don’t-care-what-kind jobs, typically crummy insurance, banking or retail management ones. Is the salary delta between those and the kind of similar ones that don’t require college worth the debt of getting a degree? Usually it’s one of those things that puts you ahead but only when you are 50+, unless you are the sort that considers college debt an imaginary number. You’ll never get a mortgage and you’ll overpay on car loans but some seem not to care.
     
    That's right. Having a BA will get you a 40k/year entry level job if you're a pretty average college guy from an average family without connections. With a two-year technical degree my ex made 50k right out of school as an optician some ten years ago, which comes out to over 60k today with inflation factored in. She could have gotten certified as an ophthalmic tech and bumped her pay up to 65k within a couple years, but chose not to at the time. Of course, this was Seattle, so the pay probably isn't so high in other regions, but the point is that she was doing a lot better than her degreed sister and incurred zero debt.

    Also, technical degrees aren't just for people who aren't smart enough for college. Smart guys who start out in a technical field doing hands-on work with a two-year degree and certification are in a great position to take the next step into engineering or even management, and they're guaranteed a job while they're in school. Lots of companies will even pay for talented youngsters' schooling. And perhaps most importantly, there's nothing that instills a work ethic and sense of personal responsibility like work itself.
  97. @Stan
    Which websites do Isteve visit for news on Donald Trump? The only website I found which reports Donald Trump news without editorializing is Thehill. I would like reader suggestions for other reliable sources of Donald Trump news.

    Which websites do Isteve visit for news on Donald Trump?

    http://theconservativetreehouse.com/

    http://hillaryis44.net/

  98. @Jim Don Bob
    GHWB was/is a decent guy and was doing a good job as a caretaker president until he backed off his "Read my lips" pledge. Hard to believe that a guy so long in the public sphere would fall for that. It cost him a second term.

    Imagine that! No Billary in 1992!

    I'm gonna have to go lie down for a while now.

    There was more to it than that. The U.S. slogged through a tough recession in the early ’90s.

    Bush’s broken pledge aside, he lost in ’92 because the economy, though technically in recovery, was still struggling to crawl out of the toilet. On election day, most folks were still hurting.

    Clinton’s camp had a slogan printed on signs and bumper stickers and plastered all over their headquarters: “It’s the economy, stupid!”

    Bush’s handlers ran an awful campaign – listless, lackadaisical, unfocused. Bush himself looked tired and worn-out. He was caught on camera looking at his watch during one of the debates.

    And, most significantly, Ross Perot chewed off over a third of Bush’s ’88 share. Clinton’s ’92 share was slightly less than Dukakis’s ’88 share.

    In 1992, fewer than four out of ten voters cast their ballots for the incumbent president. He was resoundingly rejected by the electorate. It must have been humiliating – a war-hero patrician scion of the New England aristocracy found himself trounced by a draft-dodging hillbilly horndog from Arkansas, with more than a little help from a short-statured, big-eared billionaire from Texas.

    In ’96, Perot scored far fewer votes, but he was enough of a factor to keep Clinton from winning an outright majority.

  99. @TB
    Well written, love teaching myself, but one have to choose schools wisely.

    One has to of course, or you have to. Crap, even if English is my second language, I find simple grammatical errors like this embarrassing. But to the teacher that wrote this: Bravo!

  100. Again, howlingly funny to see people duck to miss the point. If districts are being sued to stop disciplining black and Hispanic students, even when the kids being hurt by disruption are also black and Hispanic, pretty frigging clear all your great plans for “babysitting” kids with low IQs aren’t going to be accepted. And vocational ed that creates any kind of jobs requires an IQ higher than most of the kids in question have.

    As Steve (and I) have mentioned before, we’re doing pretty well at educating kids. These kind of issues don’t really hurt test scores so much as increase flight from publics to charters. Not homeschooling.

    While many people think that’s a great idea, they are missing the reality: charters will not ultimately scale. They are allowed to cap. They are allowed to keep small classes which gives them better results. And they generally hire teachers meeting the same qualifications as public schools. They usually use the same pay scale as the local district. Many of them use the same pension system. Eventually, expect most of them to unionize. This is already happening.

    More charters might mean less money to the public schools, but it doesn’t mean less money for the taxpayers. If charters are allowed to continue expansion, then ultimately they will be put under the same restrictions as public schools, and the features that make them attractive will disappear, one by one. They’ll be scrutinized for equity, expulsions will be limited, special ed parents will start suing under IDEA, all the unmotivated kids will be forced into their classrooms. Meanwhile, you’ll have far *more* teachers to teach fewer kids, more overhead (all charters have principals, etc).

    People who like charters also love Uber. And in both cases, it seems to me they fail to see that the new beloved service thrives because they don’t have to follow the rules of the old hated service. But once the old hated service leaves entirely, the new beloved service will get their asses sued. Why the hell does anyone think the laws began in the first place?

    • Agree: Jim Don Bob
  101. Rich people don’t homeschool. Professionals don’t usually, either. They have enough money to buy into good districts. On the other hand, low income working class people don’t have the education to do it.

    So it’s the idiosyncratic slightly above middle class educated folk with snowflakes who are paying an enormous amount in lost income. Hence luxury good.

    “So I don’t think the modal homeschool family is really choosing between homeschooling or having mom work full-time and taking out a much larger mortgage in a better area. Some, certainly, but not most.”

    No, that’s a good chunk of it, but reversed. More usually, the couple wants the mom to stay at home, and then since they can’t afford that and a house in a good district, mom gets to double time as a teacher.

    I homeschool and private school. I would agree with much of what you are saying. We also live in the best district in our area. WRT luxury good, yeah, what is the point of being well to do if you can’t have what you want? I also agree that the really rich don’t homeschool. They aren’t the warm fuzzy types that hippies and some religious women are when it comes to their babies. We like spending our time with our kids and having them be together a lot. We love the community at the university model school that one of our children attends because it only requires half a day of attendance every other day, but offers sports and a community of like minded people aka a real community. Seriously how do you have a real community with people with literally nothing in common? Not religion, not race, not background, not philosophy, not status, nothing whatever.

  102. @education realist
    Sorry my response was so long; it was in the morning and I should have broken it up.

    To Sir's essay is a ripoff--it first appeared on the internet about 5 years ago. It's directly copied. Or he's the original, but then he should have said so.

    People who say "....so homeschooling" are really being silly. If you have enough money to keep your wife at home, you have enough money for a school district in which this isn't an issue or you're in one of those creepy couples who brag about how much money you can save if you spend all your time thinking about how to save money. Homeschooling is never going to be anything more than a luxury good. I wouldn't brag about it. It's perfectly fine to do this if you have the money, but it's not a solution, and the people who do it are not the ones who have public schools that need escaping from.

    As for public school being optional, may I remind you that teachers don't get paid overtime. Cops and prison guards do. They also get pensions for about 10 years longer than teachers, and often go out on disability 10 years before that. And if you leave adolescents on the street because they choose not to go to school, you'll be paying for lots more cops and prison guards.

    Homeschooling is a luxury good? I don’t know any really wealthy families who do it. Most of us are in the lower middle class. And we’re ALL escaping crummy schools by doing it. The moms stay home with their kids because they like raising children and keeping a home not because there’s an excess of money.

    And in CA the campus craziness freaks people out. I was out collecting signatures to get a prop on the ballot to oppose the bathroom bill and a teacher from my local high school came by to sign. He said he wouldn’t send his own children to his school; his wife was homeschooling their kids. Perhaps he was overreacting, but you can’t discount such anecdotes. They get spread throughout church and community networks (he was Russian).

    Anyway, I see homeschooling everywhere here. It may not be THE solution but it is significant.

    BTW, I love reading your stuff.

  103. @Luke Lea
    Really, web cameras in every public school classroom are long overdue. Only then will it be possible to police student misbehavior and document teacher incompetence, two fixable factors dragging down inner-city school performance. Cameras in the classroom may not close the gap but they should help better behaved students get a better education.

    Schools are getting much more video coverage thanks to students who are stupid enough to upload them to live leak, or worldstarhiphop.com

    World Star will never go broke betting on the collective stupidity of young black folks with cell phones. It serves as the everlasting punchline to “black lives matter”:

    http://www.liveleak.com/view?i=827_1371728722

  104. @Former Darfur
    A parent with a high school education, but legitimate high school education, can educate a kid to her own level without too much trouble. Typically, the parent (usually the mother) learns a lot herself along the way. The resources for homeschooling today are actually pretty impressive.

    If the kid has a legitimately sufficient IQ for college, a year in community college or a prep program will make him or her ready for most selective schools. Otherwise, vo tech or community college is probably the best bet.

    Anyone with a 115 or lower IQ, especially under 110, and a college degree is only going to get one of those you-have-to-have-a degree-but-we-don't-care-what-kind jobs, typically crummy insurance, banking or retail management ones. Is the salary delta between those and the kind of similar ones that don't require college worth the debt of getting a degree? Usually it's one of those things that puts you ahead but only when you are 50+, unless you are the sort that considers college debt an imaginary number. You'll never get a mortgage and you'll overpay on car loans but some seem not to care.

    Anyone with a 115 or lower IQ, especially under 110, and a college degree is only going to get one of those you-have-to-have-a degree-but-we-don’t-care-what-kind jobs, typically crummy insurance, banking or retail management ones. Is the salary delta between those and the kind of similar ones that don’t require college worth the debt of getting a degree? Usually it’s one of those things that puts you ahead but only when you are 50+, unless you are the sort that considers college debt an imaginary number. You’ll never get a mortgage and you’ll overpay on car loans but some seem not to care.

    That’s right. Having a BA will get you a 40k/year entry level job if you’re a pretty average college guy from an average family without connections. With a two-year technical degree my ex made 50k right out of school as an optician some ten years ago, which comes out to over 60k today with inflation factored in. She could have gotten certified as an ophthalmic tech and bumped her pay up to 65k within a couple years, but chose not to at the time. Of course, this was Seattle, so the pay probably isn’t so high in other regions, but the point is that she was doing a lot better than her degreed sister and incurred zero debt.

    Also, technical degrees aren’t just for people who aren’t smart enough for college. Smart guys who start out in a technical field doing hands-on work with a two-year degree and certification are in a great position to take the next step into engineering or even management, and they’re guaranteed a job while they’re in school. Lots of companies will even pay for talented youngsters’ schooling. And perhaps most importantly, there’s nothing that instills a work ethic and sense of personal responsibility like work itself.

  105. @education realist
    "Homeschooling households basically mirror the national median household income:"

    Rich people don't homeschool. Professionals don't usually, either. They have enough money to buy into good districts. On the other hand, low income working class people don't have the education to do it.

    So it's the idiosyncratic slightly above middle class educated folk with snowflakes who are paying an enormous amount in lost income. Hence luxury good.

    "So I don’t think the modal homeschool family is really choosing between homeschooling or having mom work full-time and taking out a much larger mortgage in a better area. Some, certainly, but not most."

    No, that's a good chunk of it, but reversed. More usually, the couple wants the mom to stay at home, and then since they can't afford that and a house in a good district, mom gets to double time as a teacher.

    I don't much care whether people homeschool or not. It's fine to do as a luxury item. It's idiotic to pretend it's a solution. And since it's useless in policy discussions, there's not much point to bringing it up unless, you know, bragging.

    “I don’t much care whether people homeschool or not. It’s fine to do as a luxury item. It’s idiotic to pretend it’s a solution. And since it’s useless in policy discussions, there’s not much point to bringing it up unless, you know, bragging.”

    But this isn’t just a “policy” discussion. The non-policy actions of parents are a perfectly legitimate topic of discussion. And for those that do choose a non-public school option, it’s relevant to mention homeschooling.

    I mean, if someone were to come here and say, “yeah, I wanted my wife to stay home and take care of the kids, but disruptive school environments forced us to send her to work and move to a nicer neighborhood,” that doesn’t really sound like bragging to me, nor is it irrelevant to the topic. Yet, they’re almost identically situated to parents who choose to homeschool instead.

  106. “But this isn’t just a “policy” discussion. ”

    Yeah, actually, it is. But even if it’s not, I was responding to the various commenters who were responding as if their choice was a meaningful policy issue….”and as a result, homeschooling will increase!” That’s a policy response.

    When in fact, homeschooling isn’t significantly driven by the factors under discussion at all.

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