The Unz Review • An Alternative Media Selection$
A Collection of Interesting, Important, and Controversial Perspectives Largely Excluded from the American Mainstream Media
 BlogviewJames Thompson Archive
Pity the Poor Teacher
Email This Page to Someone

 Remember My Information


Bookmark Toggle AllToCAdd to LibraryRemove from Library • B
Show CommentNext New CommentNext New ReplyRead More
ReplyAgree/Disagree/Etc. More... This Commenter This Thread Hide Thread Display All Comments
These buttons register your public Agreement, Disagreement, Thanks, LOL, or Troll with the selected comment. They are ONLY available to recent, frequent commenters who have saved their Name+Email using the 'Remember My Information' checkbox, and may also ONLY be used three times during any eight hour period.
Ignore Commenter Follow Commenter
Search Text Case Sensitive  Exact Words  Include Comments
List of Bookmarks

Teachers loom large in most children’s lives, and are long remembered. Class reunions often talk of the most charismatic teacher, the one whose words and helpfulness made a difference. Who could doubt that they can have an influence on children’s learning and future achievements?

Doug Detterman is one such doubter:

Education and Intelligence: Pity the Poor Teacher because Student Characteristics are more Significant than Teachers or Schools.

Douglas K. Detterman, Case Western Reserve University (USA)
The Spanish Journal of Psychology (2016), 19, e93, 1–11.


Education has not changed from the beginning of recorded history. The problem is that focus has been on schools and teachers and not students. Here is a simple thought experiment with two conditions: 1) 50 teachers are assigned by their teaching quality to randomly composed classes of 20 students, 2) 50 classes of 20 each are composed by selecting the most able students to fill each class in order and teachers are assigned randomly to classes. In condition 1, teaching ability of each teacher and in condition 2, mean ability level of students in each class is correlated with average gain over the course of instruction. Educational gain will be best predicted by student abilities (up to r = 0.95) and much less by teachers’ skill (up to r = 0.32). I argue that seemingly immutable education will not change until we fully understand students and particularly human intelligence. Over the last 50 years in developed countries, evidence has accumulated that only about 10% of school achievement can be attributed to schools and teachers while the remaining 90% is due to characteristics associated with students. Teachers account for from 1% to 7% of total variance at every level of education. For students, intelligence accounts for much of the 90% of variance associated with learning gains. This evidence is reviewed.

Have we over-rated the impact of teachers, and ignored the importance of innate ability? How can we have been so mistaken? Read on.

At least in the United States and probably much of the rest of the world, teachers are blamed or praised for the academic achievement of the students they teach. Reading some educational research it is easy to get the idea that teachers are entirely responsible for the success of educational outcomes. I argue that this idea is badly mistaken. Teachers are responsible for a relatively small portion of the total variance in students’ educational outcomes. This has been known for at least 50 years. There is substantial research showing this but it has been largely ignored by educators. I further argue that the majority of the variance in educational outcomes is associated with students, probably as much as 90% in developed economies. A substantial portion of this 90%, somewhere between 50% and 80% is due to differences in general cognitive ability or intelligence. Most importantly, as long as educational research fails to focus on students’ characteristics we will never understand education or be able to improve it.

Doug Detterman is a noble toiler in the field of intelligence, and has very probably read more papers on intelligence than anyone else in the world. He notes that the importance of student ability was known by Chinese administrators in 200 BC, and by Europeans in 1698.

The main reason people seem to ignore the research is that they concentrate on the things they think they can change easily and ignore the things they think are unchangeable.

Despite some experiments, the basics of teaching have not changed very much: the teacher presents stuff on a blackboard/projector screen which the students have to learn by looking at the pages of a book/screen, and then writing answers on a page/screen. By now you might have expected all lessons to have been taught by some computer driven correspondence tutorials, cheaply delivered remotely. There is some of that, but not as much as dreamed of decades ago.

Detterman reviews Coleman et al. (1966) and Jencks et al. (1972) which first brought to attention that 10% to 20% of variance in student achievement was due to schools and 80% to 90% due to students.He then look at more recent reviews of the same issue.

Gamoran and Long (2006) reviewed the 40 years of research following the Coleman report but also included data from developing countries. They found that for countries with an average per capita income above \$16,000 the general findings of the Coleman report held up well. Schools accounted for a small portion of the variance. But for countries with lower per capita incomes the proportion of variance accounted for by schools is larger. Heyneman and Loxley (1983) had earlier found that the proportion of variance accounted for by poorer countries was related to the countries per capita income. This became known as the Heyneman-Loxley effect. A recent study by Baker, Goesling, and LeTendre (2002) suggests that the increased availability of schooling in poorer countries has decreased the Heyneman-Loxley effect so that these countries are showing school effects consistent with or smaller than those in the Coleman report.

The largest effect of schooling in the developing world is 40% of variance, and that includes “schooling” where children attend school inconsistently, and staff likewise.

After being destroyed during the Second World War, Warsaw came under control of a Communist government which allocated residents randomly to the reconstructed city, to eliminate cognitive differences by avoiding social segregation. The redistribution was close to random, so they expected that the Raven’s Matrices scores would not correlate with parental class and education, since the old class neighbourhoods had been broken up, and everyone attended the schools to which they had randomly been assigned. The authorities assumed that the correlation between student intelligence and the social class index of the home would be 0.0 but in fact it was R2= 0.97, almost perfect. The difference due to different schools was 2.1%. In summary, in this Communist heaven student variance accounted for 98% of the outcome.

Angoff and Johnson (1990) showed that the type of college or university attended by undergraduates accounted for 7% of the variance in GRE Math scores. Fascinatingly, a full 35% of students did not take up the offer from the most selective college they were admitted to, instead choosing to go to a less selective college. Their subsequent achievements were better predicted by the average SAT score of the college they turned down than the average SAT scores of the college they actually attended, the place where they received their teaching. Remember the Alma Mater you could have attended.

Twins attending the same classroom are about 8% more concordant than those with different teachers, which is roughly in line with the usual school effect of 10%.

Detterman’s paper continues with a review of other more recent studies. A good summary is shown below.

Here is a summary of the characteristics of students which predict good scholastic outcomes.

Given all that, why bother to chose a good school? Finding somewhere safe, friendly, and close to home could be important. Even if the particular school is not going to make a big scholastic difference, it can make a difference to satisfaction, belonging, and happiness. That is worth searching for.

Detterman is at pains to point out that these findings shouldn’t be taken as showing that teachers don’t matter.

Teachers should be appreciated for the difficult task they face. But no matter how good they are, they will not be able to revolutionize education or make geniuses out of every child. They do not have control over the variables that are responsible for most of the variance in educational outcome. It will do no good to lay the entire burden of reforming education on teachers as some educators have done.
Once we understand the complete infrastructure of intelligence, we will have a good start on under-standing what can and cannot be done to improve education. Without fully understanding intelligence, there will continue to be more ineffective and ill-conceived attempts to “reform” education and more blaming teachers for what is not their fault.

Teachers matter, because getting every advantage in education matters. However, a better understanding of the characteristics of the children teachers have to educate would result in teachers being more fairly evaluated.

• Category: Science • Tags: IQ, Public Schools 
Hide 218 CommentsLeave a Comment
Commenters to FollowEndorsed Only
Trim Comments?
  1. anon[353] • Disclaimer says:

    Anyone who’s intelligent and a good student knows this already. The teacher doesn’t teach the material – the student learns the material.
    Hence my frustration with the ability of education systems to shame everyone into approving their never-ending requests for more money.

    • Replies: @niteranger
    , @Richard B
  2. anon[353] • Disclaimer says:

    Anyone who’s intelligent and a good student knows this already. Teachers don’t teach the material – students learn the material.
    Hence my frustration with the ability of education systems to shame constituents into approving their never-ending requests for increased funding.

    • Replies: @Anonymous
  3. res says:

    Interesting paper. Thanks.

    I thought this interpretation was a bit more encouraging for teachers (see Table 1):

    Just looking within the context of the school, teachers account for about a third of the variance in academic achievement attributable to the school and they have 10 times more influence on academic achievement than the superintendent. It is true that teachers may have the greatest influence on academic achievement of any component in the school if students are ignored. It should also be noted that this may be a low estimate of teachers’ influence. In another paper by Whitehurst, Chingos, and Gallaher (2013) based on both the Florida and North Carolina data, total variance associated with schools was 9.6% but teachers accounted for 6.7%. In this case, teachers account for 70% of the total school variance in academic achievement.

    Controls account for 38.8% of variance in Table 1 so I was curious which variables were controlled for. I did not see that in this paper, so I followed the reference to

    Here is what I saw:

    All of our analyses account for student characteristics, including: gender; race/ethnicity; cognitive and physical disability status; intellectually gifted status; free and reduced lunch program status; and limited English proficiency status, as well as the grade and year in which each student was tested. With one exception, described subsequently, we do not control for students’ prior-year test scores, as doing so would eliminate any effect the superintendent had in prior years.

    So some important variables which go beyond test scores. If I understand correctly they use start of year (or prior year?) reading and math scores to predict the one year increase in test scores with the prior year scores being the “Student” variable. I wanted to understand the methodology better, so followed that report’s reference 9:

    Which references this paper for more detail on methodology:

    This excerpt was interesting and speaks to my final paragraph (note teacher variance is >2x district variance):

    We find that district-level variation in Florida and North Carolina accounts for a relatively small fraction of the variation in student achievement, on an order of magnitude of less than 2% of the total variation. But even though district effects are only a small piece of the total variation in student achievement, there are still differences among the academic achievement of demographically similar students in higher and lower performing districts in North Carolina and Florida that are large enough to be of practical and policy significance. A one standard deviation increase in the estimated district effect is associated with an increase in student achievement of 0.10-0.14 standard deviations in math and 0.07-0.11 standard deviations in reading.

    Similar analysis for teachers:

    …the finding that teachers also explain a relatively paltry share of test scores (less than 4 percent in models that control for prior-year scores) but are hugely important for student achievement. For example, a teacher-level variance of 0.039 in math in Florida, about 3.5 percent of the total variance, corresponds to a standard deviation of 0.20 standard deviations (more than 40 percent of a year of learning).

    There is much more methodological detail, but I don’t think it adds much beyond the summaries above.

    Overall, as much as I like the way Detterman makes clear how much student characteristics matter (an important pushback to the blank slake zeitgeist), I can’t escape the feeling this perspective undervalues teachers. Perhaps this is just bias on my part, but I’m not sure. If we are looking at the entire IQ range of students I can see how that variance would be overwhelming. Is there any research which looks at the effect of teachers across a narrower range of student ability? Say comparing similar level tracks (for schools which do tracking, not sure if this is done in the UK) across different teachers and schools?

    • Agree: Peter Johnson
    • Replies: @James Thompson
  4. @res

    I would need to look at this in more detail, but it looks like an attempt to find something by searching through more and more detailed sub-categories which will have fewer and fewer students in each bin. Personally, I think the results are reasonably well confirmed. However, that still leaves the field open to searching for the best methods of instruction, and for increasing efficiency generally. Personally, I have found I need three or four explanatory texts till I find the one that clicks for me, usually one written plainly, without pretension, but with a very clear understanding of the topic.

    • Agree: Dieter Kief
    • Replies: @res
    , @animalogic
    , @Doggone
  5. res says:
    @James Thompson

    I agree the results are reasonably well confirmed. The question I see is how much room does that leave for improving the educational process for individuals?

    Your example of different texts is a good one. Changing texts would probably hurt some and help others leaving relatively small effects on overall results, but I think optimizing the matching of texts to students is potentially a big win.

    I think similar benefits are possible in terms of matching teachers and teaching techniques to students.

    One thing which I think goes under remarked in this topic is the ability of good teachers to motivate and inspire students. In the best cases this leaves a residual effect which can persist for years.

    The sad part, at least in the US, is that the old standby way of matching education to students (tracking) is no longer acceptable in many circles.

    P.S. One issue which would be interesting to quantify is how much these improvements build on each other. A 10% improvement might seem small, but if it can be maintained for 12 years that is an aggregate improvement of over 200%.

    • Replies: @Dieter Kief
    , @Dale
  6. nickels says:

    Any student dumb enough to need a teacher deserves the mind cleanse he will get.

    • Replies: @Kratoklastes
  7. J1234 says:

    I have little knowledge of education (beyond my own experience as a student in PS and college) but I owned a music store for many years, and one thing became obvious to me with the music teachers and students at my store: some students could learn a great deal in spite of bad teachers while other students learned a minimum even with good teaching. I will say that there were instances where a bad teacher (yes, I had one or two at my store) held a decent student back, but most good students were focused on the subject matter and the goals they had rather than the teacher.

    • Replies: @Epicurus
  8. dearieme says:

    no matter how good they are, they will not be able to revolutionize education or make geniuses out of every child. Bleedin’ obvious.

    I must say I prefer my thought experiments to be rather better than this: Here is a simple thought experiment with two conditions: 1) 50 teachers are assigned by their teaching quality to …

    This assumes that teaching quality is one-dimensional, knowable, and unrelated to the nature of the pupils. I’m pretty confident that that is balls.

    I don’t argue with his principal conclusion which seems entirely sound.

    But I still regret that my science teacher in secondary school was so feeble compared to my teachers of maths, English, history, geography, … I had to teach myself quite a lot of physics: I dearly wished I’d had someone to discuss it with, and argue the toss about it with, and who was capable of correcting error, clumsiness, and lack of context. Mind you, I wasn’t much impressed by my teachers of physics at university either. Thank God for books.

  9. Potato says:

    Are you aware of Bloom’s 2 sigma problem?

    It seems that when an average student when tutored one on one can perform 2 SD better. This seems to least show that if you give extensive training/help to someone they can be made to perform significantly better. The question is if it is possible to find a group level method to achieve similar results.

    • LOL: nokangaroos
    • Replies: @res
    , @Kratoklastes
  10. pyrrhus says:

    From personal experience, I think the teacher’s personality and skills can have a positive effect on a child’s attitude toward the class achievement and life in general, but it cannot make the child more intelligent. The main job of the teacher is to make sure that the material is covered thoroughly and understood to the extent possible…

  11. res says:

    Thanks for bringing that up. The wiki link to the paper is broken, so here is a working link:

    They present mastery learning as a partial solution using the same 1:30 teacher:student ratio as the control group..

    People here might recall me complaining about illustrative graphs recently, and that is a prime example. I am extremely skeptical that the right side tails behave as portrayed. Does anyone know if they present real data anywhere showing that behavior?

    This research was published 35 years ago. Is there followup? Did the results hold up? Given that Google Scholar shows 3653 citations for the paper I would hope more data is available by now.

  12. @Potato

    That probably has more to do with the tutor putting his thumb on the scale. I used to do that all the time with private “tutees” – basically, over-assist with assignment work and give them tips as to how best to prepare for exams.

    As a very concrete example: one of my victims was an MFin student who had managed to scrape through undergrad, Honours, and was more than halfway through his Masters… but he had never thought to examine past exam papers to figure out what was most likely to appear on exams.

    He went from mid-pack to top-quintile by simply being able to properly focus his study time. It helped that I edited his assignment code and text pretty heavily. (Bear in mind that ‘mid-pack’ in the MFin at RMIT is still top ~3-5% of the entire human herd)

    And besides: with one-on-one tutoring you’re dealing with motivated individuals – people who want to improve their performance. Extending that model below the top cognitive decile would be worse than throwing pearls before swine, because of the depressive effects it would have on people bright enough to be tutors. Expending direct effort on the majority of the inmates of government child-warehouses is a waste of everybody’s time and money.

    It is far more sensible that they continue to be overseen by obese divorcees with no economic alternative use – the 4th-quintile fuckwits who comprise the modern teaching ‘profession’.

    Likewise: nowadays, the correct answer to the question “Will my degree be worth pursuing?” is the same as the answer to “Did I qualify for a merit scholarship?”. Only the top handful of graduates in any discipline have a genuine prospect of being employed in their discipline at wage rates that satisfy an ex ante cost-benefit analysis; the rest are wasting their time and making university administrators rich.

    • Replies: @Aft
  13. @nickels

    Likewise, anyone so bereft of economic alternatives that they find themselves as a warden in a government day-warehouse for teenagers.

    Thanks to credentialism, you can say the same for early undergraduate lecturers as well, outside the joint “STEM and a top-flight institution” condition.

  14. David says:

    What about the zero case, the teacher that knows nothing? These studies don’t seem serious without discussing the minimum qualifications for describing the person standing at the front of the class as a teacher. What about no teacher? What about locked in a chest?

  15. @res

    One thing which I think goes under remarked in this topic is the ability of good teachers to motivate and inspire students. In the best cases this leaves a residual effect which can persist for years.

    True, but hard to quantifiy, I’d assume. The individual – and at times even the local- and the zeitgeist aspect of the learning/teaching experience. I grew up near Heidelberg and started real learning being 15 or so in the early seventies – and this city then was enormously inspiring – for two of my best teachers, too.

  16. One thing which I think goes under remarked in this topic is the ability of good teachers to motivate and inspire students. In the best cases this leaves a residual effect which can persist for years.

    True, but hard to quantify, I’d assume. The individual – and at times even the local- and the zeitgeist aspect of the learning/teaching experience. I grew up near Heidelberg and started real learning being 15 or so in the early seventies – and this city then was enormously inspiring – for two of my best teachers, too. One of them had so much style (she was maybe 24 then) – she wore a dress, nobody else would have risked, but her style transcended her sexiness completely – a miracle! She taught me Englisch. I still know the beginning of the Catcher in The Rye by heart, because she convinced me that this was the best way to learn this language: start reading this stuff and try to hum along – afterward, learn it by heart – no problem! – Turned out, she was right. – She had ingenuousness – she was the natural born teacher. I think that she helped me a lot – in a very short time, btw., but – – – face to face. She understood, that this would work – and it did.

    • Replies: @Cowboy
    , @Simon Tugmutton
  17. Teachers are middlemen, nothing more. It is better to learn from books or videos or the internet.

    I am excepting people who teach how to read and write, althoug a good video could replace them too, sort of.

    The survival of the anachronistic teacher-student system has certainly nothing to do with education. The extinction of the teacher profession (with the abovementioned exception) is long overdue.

  18. Vinnie O says:

    I don’t think ANYONE would argue for the dominant value of teachers if you simply look at gym class. Is the gym teacher really going to teach some uncoordinated white boy (like me) to play basketball? Or is he going to accept that I’m hopeless (i.e., lack any TALENT for basketball) and just spend time focused on the guys who have some natural talent at basketball?

  19. Apart from soothing a few self-doubting teachers (important enough) this is not going to do any good … for the simple reason none of it is new.
    The genetic component as well as the law of diminishing returns are no-brainers, but run counter to the prevailing orthodoxy.
    The SJWs have had some 60 years – four generations of their pretties – to try out literally every idiocy they could suck out of their hash pipes, and every last one failed spectacularly; what´s more, this has been quantitative knowledge for 50 years.
    Are they now going to admit they were wrong all those years and conclude the only honorable way out is seppuku? Fat (heh) chance.

    If you really, REALLY want to salvage what was the envy of the world a lifetime ago – as well as save loads of money – it´s easy:
    1) Reverse Brown vs. Education and abandon whatever commitment to diversity (bussing, quotas, “adversity points” etc.). Resegregation to the degree necessary will be spontaneous.
    2) Without exception fire everything with “diversity”, “equity”, “inclusion” etc. in its job description.
    3) Send the Teachers´Unions to Gitmo – they correlate near 1 with cost and near zilch with performance (not news either).
    4) If #2 or 3 get sassy, kick them in the swee froo.

    … hope springs eternal 😛

  20. Epicurus says: • Website

    Your comment is totally in sync with Thompson’s research.

  21. @James Thompson

    I very much agree with the key points in this article.
    As a (former) high school teacher I used to think that — as a rule of thumb — teenagers can be split into three groups; the top 20 or so kids, the middle 60, & the bottom 20.
    The top kids don’t really need a teacher. They are self learners.
    A teacher will clarify things, distinguish fine points etc & motivate (hopefully getting students to “like” the subject, rather seeing it as just so much meat to be minced into sausages)
    The bottom kids are usually hopeless: stupid, lazy, malcontent, resentful & egotistical to the nth degree. Some are simply unintelligent — they would do better if they could.
    It’s the middle bunch where a teacher can do some good. Most kids who can get a C can get a B with help & work (they can also go down to D’s & E’s in their absence.)
    Teaching in an interesting, structured & clear way will help. Giving kids confidence without bullshiting them is also useful. Motivation is key. These kids can do better IF they want.
    But it’s hard — the teacher is competing against their crappy parents, mobile phones, gossip (school is a place purposed purely for socializing) video games, mucking around, fighting, fucking, skate boards…. & on & on.
    Motivation – that is, will power & one’s emotional outlook on oneself & the world is primary. Learning is about intelligence AND work, commitment & general attitude (physical health can also come into play).
    Teachers can play a part…sometimes.

    • Replies: @animalogic
    , @Kratoklastes
    , @Aft
  22. @animalogic

    I forgot to mention the worst problem the middle group of kids have — no, not their parents, bad as they, but the bottom 20%. The bottom kids are like a black hole, a constant gravitational force, for ever trying to suck average kids down to their own shit level. Want to improve Education? Then chuck out these dead-shits… where, I don’t know. Another vast improvement to Education could be had by shooting roughly 3/4’s of education bureacrats. Education bureacrats are the WORST. They give new meaning to the term –

    • Agree: nokangaroos
    • Replies: @J1234
    , @JackOH
    , @Mike Tre
  23. J1234 says:

    I agree. “No child left behind,” in many environments translates to, “no child propelled ahead.”

  24. JasonT says:

    As a former teacher, my anecdotal experience tells me that the article is correct. Every year I would get one or maybe two students that benefitted from my teaching tremendously and one or two for whom my style was detrimental. And that was out of 100 students every year.

    • Replies: @Anon
    , @Cortes
  25. Anonymous[370] • Disclaimer says:

    Teaches get the stumbling blocks out of the way for the student, though.
    If adequate, they render the student’s learning less wearisome and time-taking — as an alternative, a student who likes to put his best effort in his activity will learn more in an equal time.

  26. Anon[370] • Disclaimer says:

    The widely benefiting were those “born to be students”, I guess?
    No more than 1-2% of people sent to school are actually born to want to learn and understand for the sake of it.

    And their needs can’t be reconciled with the others’.

  27. Cortes says:

    Sparks are what great teachers provide.

    Not every pupil can catch the spark. Those who did appreciate the help.

    The spark can be simply setting a task with no expectations.

    • Replies: @bruce county
  28. bruce county says:

    Let me share an experience with Gr. 10 teacher…(1978) He had a sense of humor to say the least. I failed math the year before. But I ended up with this new teach. It was a great experience to see a teacher that could teach the masses. He started out the day with a joke or a math brain teaser…. like this one.
    If Billy had 4 Little Debbies and Billy ate 3 Little Debbies … How many joints did he smoke??
    I aced that class…. same material as the previous year. I did so well that he would sent me to the cafeteria to get burgers for the class. Where I ate another Little Debbie… LOL..The 70’s were great.
    Different teach with a different way to deal with his students.
    You are right!!!.. Catch the spark.. love to learn.

  29. @anon

    To put it bluntly: “You can’t make chicken salad out of chicken shit.”

  30. What about when the students already know more than the teacher, but the teacher can’t be fired? Or the teacher is just off the boat n is given a class to meet diversity quotas tho he can barely speak English? At our local community college I saw a philosophy instructor hired to teach a required ethics class, but his English was so poor that his instruction was utterly unintelligible. So he was given even more classes to teach. IQ counts for zilch if the teacher can’t read what the students write.

    • Replies: @Alden
  31. Doug Detterman is a noble toiler in the field of intelligence, and has very probably read more papers on intelligence than anyone else in the world. He notes that the importance of student ability was known by Chinese administrators in 200 BC, and by Europeans in 1698.

    By Europeans as far back as Aristotle and Plato; see for instance the Allegory of the Cave in The Republic, and the notion of a student’s ‘capacity of inference’.

    We also have Plutarch on the same topic: “The correct analogy for the mind is not a vessel that needs filling, but wood that needs igniting — no more.”

    Meanwhile, the very first sentence of Detterman’s abstract is (to put it kindly) problematic and the second not far behind.

    • Replies: @Alden
  32. niceland says:

    Over here and I presume in most “western” countries children have to suffer school from the age of 6-16, 8 hour per day. This has not so much to do with education as it has to do with storing the children somewhere safe while their parents turns the wheels of the economy. In this environment some teachers suffer the same boredom as the students and nothing gets done. Others have no control over their students to same effect. Even the smartest of kids learn nothing.

    Few teachers have the personalities and spirit to spark interest even in the most boring of subjects – but some can – and the difference is enormous when this happens.

    IMHO if teachers don’t matter one has to have very committed and interested body of students. Or perhaps highly disciplined. For the rest a good teacher is worth his/her weight in gold.

    • Agree: bruce county
  33. Cowboy [AKA "Kartoffelstampfer"] says:
    @Dieter Kief

    In Europe, especially the German part, teaching was once an honorable trade like all the others. Whether window cleaner, carpenter, farmer or even Hausfrau, all were honorable and all had higher ranks due to experience, professional recognition, and guilds. Men strove to become “Meister” in their crafts, teaching too. Of course few people realize that if Germany had won WWII and defeated communism that instead of all this cultural marxist hogwash our children have been brainwashed with, perhaps they would have had the good fortune to have been educated by a “Meister”, either in academics or in a trade.

    Deiter, I assume you are male. You say that it was a female teacher who inspired you. I never found inspiration from any female teachers, and only a couple of male teachers. I believe that classrooms should be segregated by gender, and that Boys must be taught by male teachers. This applies double in this modern talmudic world where many, if not most, boys are raised in isolation from their fathers.

    Also, many boys need strong discipline. Girls less so. This painting, when girls were forced to sit on the sidelines, really shows the difference of spirit between the boys and girls. Also notice the teacher with his wand in hand.

    The Village School in 1848

    I would have been the middle boy in row #3.

    This one shows how the serious the exams were and how “patriarchical” school was back then:


    The School Exam (1862)

    Once again, boys with a male teacher. A Meister.

    • Replies: @Dieter Kief
  34. @Dieter Kief

    She taught me Englisch.

    Sorry, couldn’t resist. Reminds me of a school report proudly shown to me by my niece, in which she was praised for her conduct in ‘english’ lessons.

  35. Anonymous[124] • Disclaimer says:

    If teaching “skills” are so critical to the educative process why do most major universities farm out most of the core curriculum courses to graduate teaching assistants and highly-educated adjuncts (part-timers) who are otherwise mostly unemployable? Obviously, someone noted long ago that wisdom received from a Richard Feynman or a Carl Sagan does not stick more effectively in the brain pan of an undergraduate than the same information passed on by Allysa, your TA, or Dr. Higgenbotham, your acting instructor on M-W-F who is also available for private tutoring at the student union on T-Th afternoons.

    The students at the top of the class curve are always the pre-med and pre-law students who belong to a fraternity or sorority with extensive files containing old exams, term papers, course notes, and even psychological profiles of the dispensers of wisdom at the front of the lecture hall. There is certainly a raw intellectual element (IQ) but also psychological (drive, motivation, personality) and cultural components (connectivity, peer pressure, family) to student success in learning and demonstration of such learning.

    Ethnic background is also undeniably related to learning success as demonstrated in American institutions. If I’m teaching any course in a STEM curriculum I want a student roster laden with East Asian names even moreso than a bunch of high WASPs. Diverse minorities? No thank you, not if I’m being evaluated based on their performance or their emotional response to my mere existence. The divergences begin in kindergarten, they don’t spontaneously pop up in university, graduate school or professional school, but they do persist throughout the educative process.

  36. JackOH says:

    Chrissake, I’m conflicted here. (BTW-non-teacher, non-expert.) I recall fondly some of my teachers. Sincerity, passion for the subject matter, willingness to clarify material for a befuddled student.

    But, I see students at my local open admissions state university, and know that a few go on to highly selective graduate and professional schools, but most just enter the work force after their bachelor’s degrees, often to take jobs hardly requiring more than a high school education. The teaching’s the same, with the exception, I suppose, of honors courses.

  37. JackOH says:

    “The bottom kids are like a black hole, a constant gravitational force, for ever trying to suck average kids down to their own shit level. Want to improve Education? Then chuck out these dead-shits… where, I don’t know.”

    Agree, 100%, double-plus. I’ve written on these pages about my experience as an intellectually aggressive, reasonably bright White kid in a school system transitioning to majority Black. Fucking awful on multiple levels. I’ve suggested maybe a school-leaving certificate after eight years in the classroom, after which informal training, sweeping floors, helping to hang drywall, stock shelves, skilled trades go-fers.

    • Replies: @Alden
  38. @animalogic

    You have your proportions wrong. It’s not your fault: you probably think that trying to teach outside the top decile is not a complete waste of time. You might even believe it in non-corn-pone, non-Upton-Sinclair ways. Even cold-hearted assholes like me think it would be great if it was true.

    But sadly facts are facts, and the horrible fact is that no kiddie outside of the top decile benefits from education past 7th grade, and any funds expended in the attempt is wasted. If it’s private money being wasted, that’s OK… but if it’s tax being wasted it’s downright evil: after all, we could be using that money to bomb brown children, FFS.

    The bottom 90% of your ‘middle 60’ will accrue zero lifetime benefit from (tax-funded) efforts to infect their brains with knowledge. That’s a “known known” in the Rumsfeldian taxonomy.

    And since the overwhelming majority of that ‘next 60’ are in tax-funded child-warehouses, the cost per unit of infection (with knowledge) will be O(3x) relative to self-directed infection. That’s a waste of resources on the same scale as setting up Auschwitz in order to deal with typhus.


  39. anarchyst says:

    The decline of education in the united States can be attributed to poor reading skills.

    Until the late 1960s the method for teaching word recognition was phonics-breaking up words into their basic syllabic root components.

    Although not 100% accurate due to quirks in the English language, teachers utilizing this method were able to produce competent readers who were able to comprehend the course material.

    Utilizing the “whole word” method (which doesn’t work) was responsible for “dumbing down” both teachers and students.

    Homeschoolers routinely utilize phonics to teach reading skills and are successful in imparting reading comprehension skills.

    Good reading skills are a foundation for all education pursuits.

    • Agree: RadicalCenter
    • Replies: @RadicalCenter
  40. skedaddle says:

    I’m old enough that in high school we had A, B & C level classes in the basic subjects. That system worked very well and all students were appropriately challenged and learned something. AP classes do the same thing now and are the only classes worth the time for smart or motivated kids.

    • Replies: @Aft
  41. onebornfree says: • Website

    The Ignored Elephant In The Living Room:

    Unless I somehow missed it, the article completely ignores the giant “elephant in the living room”, otherwise known as “state-run”education”.

    The state is not interested in educating any child per se. It is only interested in the compulsory indoctrination, “by any means necessary”, of all children to make them compliant, future “good” citizens who pay their taxes, and support its governments wars.

    Most of the modern day state run “education” [i.e. state indoctrination] systems are modeled on the original German Bismark model for state indoctrination of children.

    Obviously, in this authors case, the indoctrination has been 100% successful, seeing as how he has completely ignored the issue of state-run compulsory “education”, to the point where he is completely oblivious to the systems brainwashing of himself; so for him its merely a case of: “nothing to see here- move along”, and that [“therefor” 🙂 ]: it’s all about “a better understanding of the characteristics of the children” themselves.

    And so it goes…..

    Regards, onebornfree

    • Agree: Agent76
    • Replies: @Wally
  42. I’ve read all the comments and have this to say, “And yet, and yet…..

    Richard Feynman, Richard Feynman…..seems like anytime someone wants to place the imprimatur of unassailable truth and validity to what they’re selling, they invoke the genius who smashed the frozen O ring.

    But as a teacher he failed. He thought that he could teach Physics to his top 1% of the top 1% Caltech students from the top down. Not for him the plebeian approach of having students grind through problems. He would teach the formal, theory of Physics and those who were bright enough to “get it” would and the rest, the undeserving, fall by the wayside. So he drew up and taught from his own textbook, his Feynmann’s Lectures on Physics.

    Most failed the class.

    How could this be? Weren’t these the best of the best? Aren’t they supposed to be self-sufficiently motivated?

    Let’s hear from a participant in this experiment,

    “The Feynman Lectures were given only once, from PH1a in the fall of 1961 to Ph2c in the spring of 1963. One cohort of 180 students got all ~120 lectures, no other underclassmen got more than a guest lecture or two. I was in that cohort. Feynman’s classes were too hard for a majority of the students, but by no means all.. When test bluebooks were handed back, they were arranged by grade, with the best on top. The first one usually belonged to Ken Kunen, a math major who ended up doing algebraic topology at Wisconsin for many years; inside the cover would be a note from the physics department begging him to forsake math and become a physicist. The next ten or so exams usually exhibited mastery of the material. Then things went downhill rather rapidly.Physics 2c — quantum mechanics — completely mystified most of the class. A quarter of the students got stone cold F’s and had to repeat it. Hence Feynman’s pessimistic conclusion at the end of Volume III….“Well, I’ve been talking to you for two years and now I’m going to quit. In some ways I would like to apologize, and other ways not. I hope—in fact, I know—that two or three dozen of you have been able to follow everything with great excitement, and have had a good time with it. But I also know that “the powers of instruction are of very little efficacy except in those happy circumstances in which they are practically superfluous.” So, for the two or three dozen who have understood everything, may I say I have done nothing but shown you the things. For the others, if I have made you hate the subject, I’m sorry. I never taught elementary physics before, and I apologize.” Peter Clark

    This puts us in Kratoklastes’ comfort zone. A few geniuses will get it and the rest can lump it, they’re undeserving and not worth the bother.

    But these are the best of the best. Is this really the result we want?

    (Disclosure; I was a victim of the same approach, having been instructed by a student of Feymann’s who used his “Lectures…” as our textbook. I did terribly. Later, at another school, I repeated Physics in a class which used a typical textbook that presented problems at the end of each chapter, and did well.)

    • Replies: @Alden
    , @Aft
  43. Cowboy [AKA "Kartoffelstampfer"] says:

    But sadly facts are facts, and the horrible fact is that no kiddie outside of the top decile benefits from education past 7th grade, and any funds expended in the attempt is wasted.

    Again, this is the beauty of the Germanic apprenticeship system. Only 10% of the children go to Gymnasium and then on to University. 90% of the children find a trade and learn a marketable skill at about 15, close to your 7th grade. Apprentices usually make a nominal salary until they have learned enough skills to start earning a real wage. In older times, apprentices also entered a guild or union. Lower skilled and more physically demanding apprenticeships, like bricklayer or trucker were shorter, maybe even 1 year, and the apprentice earned more money more quickly. Professions with steeper learning curves, like Organ builder, might not have paid real salaries for several years. Housekeeping, sewing, cooking, nursing and other apprenticeships were available for future mothers and the critical future generations.

    Along with learning a skill and performing real work, a lucky apprentice could end up under the tutelage of a Meister. A Meister not only would pride himself in passing along skills and knowledge, would also serve as an example and mentor, or “life coach”. In todays world of shattered families, this one on one intergenerational contact would be extremely helpful.

    Taking this model and trying to apply it to the US helps to illustrate how screwed things have been made there. Assuming there were “Meister” tradesmen willing to take on apprentices, the entire issue of diversity and social trust rears its head. Would an oil field welder in Colorado want to take responsibility for a 3 year apprenticeship with a 15 year old inner city Denver Youff with no work ethic and a horrible attitude? In Germany, where for centuries every town was populated my people attending the same church on Sunday, people looked out for each other. A Meister who took on the villages troubled youths and turned their lives around would actually be honored by the entire community. Would black ghetto gang members honor the oil field welder in Colorado?

    • Replies: @Wizard of Oz
    , @Alden
    , @Alden
  44. Agent76 says:

    May 09, 2017 How Higher Education Became an Obscenely Profitable Racket That Enriches the Few at the Expense of the Many (Student Debt-Serfs)

    Student loan lenders are skimming tens of billions in profits guaranteed by the taxpayers.

    Jan 2, 2014 The Dumbing Down of America (The Best of J.T. Gatto Interlude)

    Mar 10, 2014 Department of Education whistleblower Charlette Iserbyt about the deliberate dumbing down of America.

    The former US Department of Education Senior Policy Advisor suggests that the our educational system is not based upon children learning.

    • Replies: @Wally
    , @Backwoods Bob
  45. Richard B says:

    “The teacher doesn’t teach the material – the student learns the material.”

    Right, students learns the material all by themselves.

    There’s the Teacher – the Material – and the Student.

    What happens is, the teacher teaches the material and the student learns the material.

    Why’s it so hard for someone who calls himself “intelligent” to understand something so obvious?

    There’s an answer to that question. But, since you’re the “intelligent” one, I’ll leave it for you to figure out.

  46. Wally says:

    “Most of the modern day state run “education” [i.e. state indoctrination] systems are modeled on the original German Bismark model for state indoctrination of children.”

    Indoctrination not, but hey, you said what Zionists tell you to say.
    We should be so lucky as to have children educated under the old German model. Look at what we have. Look at what we’ve become.

    “In 2016, in 13 of Baltimore’s 39 high schools, not a single student scored proficient on the state’s mathematics exam. In six other high schools, only 1 percent tested proficient in math. In raw numbers, 3,804 Baltimore students took the state’s math test, and 14 tested proficient ( Citywide, only 15 percent of Baltimore students passed the state’s English test.
    Of the nation’s 100 largest school systems, Baltimore schools rank third in spending per pupil.

    Baltimore’s black students receive diplomas that attest that they can function at a 12th-grade level when in fact they may not be able to do so at a seventh- or eighth-grade level. These students and their families have little reason to suspect that their diplomas are fraudulent. Thus, if they cannot land a good job, cannot pass a civil service exam, get poor grades in college and flunk out of college, they will attribute their plight to racism. After all, they have a high school diploma, just as a white person has a high school diploma. In their minds, the only explanation for being treated differently is racism.”

    • Replies: @JumpingJoe
  47. Wally says: • Website

    Remember, reading the faked ‘Anne Frank Diary’ is mandatory in many school systems.

    As are the utterly fraudulent “holocaust education” courses which are no more accurate than tales of witchcraft and sea monsters.

    Now that is indoctrination.

    Anne Frank’s Diary Gains ‘Co-Author’ / and more

    • Replies: @Agent76
    , @Alden
  48. @Cowboy

    While it does seem that things are mores sensible in Germany than the Anglosphere I think your information is out of date. I Googled the obvious and got this

    “Theoretically, a Matura or Abiturdiploma entitles a student to automatically enter the university. While in the 1960s only about 8-10 percent of Germany’s college-age students pursued university studies, now more than 30 percent go on to college.”

    That is from

    • Replies: @James Thompson
    , @Cowboy
  49. @Kratoklastes

    While in substantial agreement I would be interested to know where you got to if you ran your figures again and still decided that you didn’t want the nurse in intensive care who looks after you to have stayed at school beyond 7th grade despite her competence at keeping you alive supported by an IQ of 115. And so on.

  50. @Wizard of Oz

    This was the picture a few years ago. The writer is known to me, and wrote this under a pseudonym.

    • Replies: @Cowboy
  51. Agent76 says:

    “A fool thinks himself to be wise, but a wise man knows himself to be a fool.” William Shakespeare

    Mar 14, 2012 Holocaust Uncovered (1945) – WARNING: Distressing Images

    English MP Mrs. Mavis Tate shows proof of the holocaust with shots from her visit to a German concentratino camp. Taken from the original 1945 British Pathe newsreel “German Atrocities – Proof”. This Pathe newsreel showed the world at the time what atrocities had been committed.

    • Replies: @Saggy
    , @Theodore
  52. Cowboy [AKA "Kartoffelstampfer"] says:
    @Wizard of Oz

    Whether 10% or 30% that would almost certainly vary by region and between country and city. I also have little doubt that many modern university degrees would have been considered a joke years ago, and many do not provide real world employment for the graduate. Anything having to do with climate comes immediately to mind.

    Even if it is 30% that doesn’t change the fact that an apprenticeship based system has already started trying to prepare less talented and less motivated adolescents with a path to a viable income and independent existence from an early age, often starting at that critical 7th grade level where a boy unsuited for “climate science” still needs guidance and training.

    One reason so many young adults are striving to get into university is because of the ever widening talmudic wage gap. Years of forced acceptance to absurd levels of immigration has depressed salaries for both unskilled workers and craftsmen while monetary inflation has exploded the salary of looters, like lawyers and bankers. 100 years ago a lawyer or banker could count on a comfortable existence in a community of peers. Now they demand private jets, cayman accounts and getaways.

  53. AaronB says:

    This may apply to whites, but not to Jews and Asians.

    In general, whites are set in stone – no intervention or cultural change can have any impact on their performance. White thought leaders have been telling us this for some time now, and I for one am finally prepared to accept their word.

    James Thompson is right about his own people. Whites should not strive or greatly try and alter their circumstances, because everything is set in stone for them. It’s all genetics. They can change nothing, affect nothing.

    By contrast, in my Jewish community we are taught that teachers and personal effort is hugely important in affecting outcomes, as much as talent or maybe even more.

    And I have no doubt my Jewish thought leaders have observed something about Jews that makes them say this. But clearly, it is only about Jews, as whites have observed differently about their own people.

    So – Jews should strive and be ambitious and seek to change things, as our leaders tell us our efforts have more impact than talent, and whites should not strive and just accept their position, as their leaders tell them.

    I love HBD! Each group has a different portion in life, and their own leaders will tell them what it is.

  54. Ford was home schooled, Edison was thought of being an idiot by his teacher.

    “I never let my schooling interfere with my education.” Mark Twain

    The only purpose for a teacher should be to teach people to THINK. period. the mind will work and awaken that persons’ innate God given hidden talent

    • Replies: @RadicalCenter
  55. Mike Tre [AKA "MikeatMikedotMike"] says:

    “The bottom kids are like a black hole, a constant gravitational force, for ever trying to suck average kids down to their own shit level. Want to improve Education? Then chuck out these dead-shits… where, I don’t know. ”

    At the completion of 8th grade send the male potion of this group to trade schools, where they can apprentice under the guidance of hardened working men. They will learn a useful skill that will allow them to support themselves and a family, plus they would be subject to immediate and harsh discipline if and when they are out of line. 3-5 years of that environment and most not all but most, will be “educated” well enough to join the functional ranks of society with a pliable skill and no debt to speak of. The remainder than cannot bring themselves to meet these standard of living? Mandatory sterilization and indentured military service.

    The bottom 20% of women? That’s a little harder, but I would say start with sterilization and then apprenticeships for low tier secretarial, medical, and or domestic trades.

  56. Cowboy [AKA "Kartoffelstampfer"] says:
    @James Thompson

    This is really making Kratoklastes’s point. Not even 10% of undergrads are really that motivated even if they are sufficiently intelligent for University. In this aspect a free university education, or worse, a “Stipendium” saps a lot of motivation from students. Often they can simply repeat a course they cut too many classes on to pass the year prior. The Young Ones portrayed this problem well.

    Compare this to the Oil field welder apprenticeship. If the inner city black boy blows off a days work, the rest of the team has to pick up his load and work an even longer and harder day. The slacker is sure to catch a lot of flak, and that is before the Meister lays into him. There would be no time for accusations of “white privilege”, and this is another reason why desegregated apprenticeships would never work in the US.

    • Replies: @Alden
  57. The non-whites and lower IQ whites should be working in the trades. Not everyone is college material.

    Instead of dealing drugs and killing people, gang members could be working on cars and painting houses.

    • Replies: @Mike Tre
    , @anarchyst
  58. @Mike Tre

    This sounds like a reasonable approach–just don’t know how we get from here to there.

    • Replies: @Mike Tre
  59. @AaronB

    Yeah, but …
    don´t you have a saying that a teacher should be exchanged every three years because if he is dedicated he´ll have the wasting disease by then, and if he is not he should go anyway? 😛

    No one said we are supposed to sit back, just to recognize our limitations.

    • Replies: @acementhead
  60. Most kids who can get a C can get a B with help & work (they can also go down to D’s & E’s in their absence.)

    This seems to least show that if you give extensive training/help to someone they can be made to perform significantly better.

    He went from mid-pack to top-quintile by simply being able to properly focus his study time. It helped that I edited his assignment code and text pretty heavily.

    This is why the entire question is moot: all this “extensive help and work” to improve “performance”. Exactly what “performance”. Developing critical thinking and problem solving skills? Nope, getting better “grades” and “scoring higher” on tests.

    Once freed (or booted) from these institutional learning facilities, is anyone really better off for all the time and money spent?

    The top 20%, self -motivated and skilled at the start, may have learned some new tricks and been given a greater confidence, but most were on the success tangent anyhoo.

    The middle 60% hasn’t been transformed into the top 20%. They too may have learned a few tricks and gotten a confidence boost, but their future prospects are probably more dependent on circumstance than anything else: if they land somewhere that suits their existing skills and mindset, good. If not, they’ll struggle mightily, unless they’re fortunate to find someone to help them adapt.

    The bottom 20% are probably worse off. Bitter and resent of the authority that has tried for years to break them and re-mold them into “good students”, they’ve learned nothing useful except maybe how to get over and how to work the system, economically valuable skills, but nothing useful for society.

    If “schooling” is mandatory for 10 or 12 or 16 years, and required of everyone, the outcome can be determined in the first few weeks first grade, and the teaching quality is essentially irrelevant. Not that there would ever be enough good-enough teachers to “save” every child anyhow.

    • Agree: nokangaroos, bruce county
  61. My ability as a driver has zero to do with my Driver’s Ed instructor, whose name and face I can’t remember besides a permanent look of anxiety and premature aging.

    My ability with Calculus has everything to do with my second Calculus professor. The first would have probably just agreed with most of you that I was simply not predetermined to grasp Calculus.

    • Replies: @JumpingJoe
  62. Svevlad says:

    I can improve economies and educational achievements in one move (well, multiple technically)

    It’s called “sterilize everyone with an IQ under 110”

    • Replies: @nokangaroos
  63. Mike Tre [AKA "MikeatMikedotMike"] says:
    @Robert Dolan

    I would amend this to say that low IQ individuals should be limited to laborious trades that involve things like digging ditches, cleaning floors, and changing bedpans. These are essential functions and I’m not trying to denigrate those who perform them. But let’s be honest about every individual’s capabilities. You do not want low IQ individuals responsible for operating heavy machinery, working with electricity, pipe fitting/welding, mill work, or any other construction/infrastructure related trade that requires focus and meticulousness. Middle to somewhat above average IQ is necessary just to avoid killing people around you.

  64. This actually talks about spirit of education in olden times. In modern Murica, there is something antiquated about the whole approach. And we know why….

  65. bruce county says:

    Multi-trade journeyman here… I agree 100%. I have watched for years the young punks come into the trades. You can’t tell them anything, they know everything. You can’t teach them. They don’t even remember what task they were working on the day before, when you ask them to carry on from yesterday. Its a pay check so they can buy the latest fucking video game and another bag of weed. Pride is a thing of the past. Skill and workmanship is down the toilet. All I wanted to learn was “everything” and I’m still learning…… and those that can’t teach. Saw plenty of them in apprenticeship school.

  66. anarchyst says:
    @Robert Dolan

    I must respectfully disagree with your assertion that the “trades” are for those with less academic ability. THAT is a fallacy that has been propagated for decades, equating the “trades” with lesser mental ability or capacity. Tradespeople have to work with their hands as well as their minds. I know many so-called “college educated, degreed”, people who cannot perform basic household tasks, even changing a tire or performing basic vehicle or household maintenance is above them. Even some STEM graduates have a problem with common sense tasks that they should be able to perform.
    No, college is not for everyone, but denigrating and degrading those who choose to work in the trades is not only insulting, but dishonest to all involved

    • Replies: @bruce county
  67. bruce county says:

    You got that right… My brother is a rich corporate man.. couldn’t even hook up a VCR back in the day.
    When he was struggling I was making 6 digits when there was a boom. He hated that tradesmen were paid sooo much. We worked our asses off and in dangerous jobs. I was a high steel connector/welder ironworker. Loved every god damned minute of it.

  68. Anon[800] • Disclaimer says:

    When I was in high school (don’t know what they have now) there were typing classes, auto mechanics, wood work, metal, electronics, drafting, etc shop classes, home ec, as well as academic classes.

    I have no doubt whatsoever that many of the kids who were not top decile kids, in those post-7th grade classes benefited from them. Shop classes were great.

  69. @Agent76

    Warm greetings.

    The second video was great. The first one was unwatchable. I mention it to make the point that modern video production and editing is based on quick-cuts, shaky-cam, rapid pan/zoom strobe flashes, etc. in order to zombify the viewer in preparation for commercials or other mind programming.

    I am surprised to see this in anything associated with Gatto because we read his stuff on Elite Private Shools. We have a summary list on the kids’ bedroom wall in my own handwriting. We use it as one of our guides.

    We homeschool in rural Alaska and we don’t get television. So when we see this kind of video it is so jolting and offensive we have to cover our eyes, turn away, and process only the sound, like radio. The sound edits like the “whoosh” and “bzzt” or old-timey camera shutter “clicks” really stand out as annoying distractions when you do that with television at an airport or someone else’s place and you just listen instead of watch.

    We went to our local school’s reading curriculum, what we could find of it online, and they have some shocking online “resources”. The first reading resource we investigated had the text of a book with an illustration all around it depicting an animal parade.

    There were fireworks going off, all the animals were moving and making a lot of noise, the drummers and tuba & etc. The text was moving around the screen, first on the left and then jumping to the right, then zooming in – just like television.

    If you see a detective show at someone else’s house, they will pretend to show you a newspaper article on a murder, but it is done in a way prohibiting you from actually reading it. They can use super-huge letters and pan extremely slow so you get two whole words, or show the entire article at distance, at a 45 degree angle and amongst a collage of other material.

    That’s exactly what they were doing with this online “reading resource”.

    I “get” the hypnotic value of panning to the right across huge letters, to impart the pretense that you are reading while prohibiting you from reading. All of our family get extremely annoyed with this because our brains are switched on, trying to process, trying to read, and the strategy of the editor is to make you give up and stop processing beyond a zombified dream-state.

    In reading, the eyes move across a still scene. You do not keep your eyes still while moving a book across your face, one inch away. In watching for animals on a mountainside, you hold your eyes still and try to catch the slightest movement anywhere in the scene. You might have to concentrate five or six minutes before you catch something, but this is the kind of attention span we want, not a fraction of a second.

    In this online “reading resource” I suppose the ostensible theory is that kids need action, excitement, stimulus. You want the house burning down around you and gunfire from a SWAT team while you have the book either touching your nose or on the other side of the room, but in any case moving.

    They get credit for each one of these videos they watch. That’s how you read: you watch videos that prohibit reading. The more videos you watch, the less reading you do, while getting more credit for reading.

    If you were dumbing down students, this is exactly what you would do. Instead of reading, you would have them watch videos about reading where you cannot read the text in the video.

    For us, it is so incredible, just too incredible to believe, but the school is tied with Mexico in their academic scores, 17th percentile worldwide. Their budget is over \$30k per student this year, and the kids can’t read.

    The only logical explanation is that this is the intended result.

  70. Spangel says:

    The study on twin concordance was done in the 90s? I expect the increase in concordance for identical twins in the same classroom would be much lower now because coursework is much more standardized.

    When I went to school in the 80s and 90s, teachers had wide flexibility on what they taught. In any given school, one 7th grade teacher might focus on algebra while others did geometry. Subjects like history depended heavily on what teachers chose to teach, even assuming teachers were equally good.

    But now we have much more standardized curriculums. I expect that the concordance of twins during a national test year (4th or 8th grade) would change minimally whether they had the same teacher or not since all public schools are heavily geared towards teaching to a certain standard test.

  71. Cowboy [AKA "Kartoffelstampfer"] says:

    The US higher education system: the most expensive babysitting agency on the planet.

    • Replies: @Anonymous
  72. Spangel says:

    Outside the top decile, do they benefit from several years of remedial reinforcement of what they should have learned up to grade 7?

    Apart from the smart ones, i wonder about children who aren’t high iq but have good long term memories. There must be iq 100 students that retain the biology and history they learned pretty well even if they could never master advanced work.

  73. @Cowboy

    Thanks for your Anker examples (I’m a big potato-eater, by the way). I’ve learned to love Anker’s work. It is incredibly telling. I would have mentioned the sheer beauty of the second scene, too. My favorite Anker is the one with the community secretary writing a letter to the Basel Zeitung
    Yes, I’m male. and yes she was female – but she wore an Egyptian ring, she was an artist, so to speak – a teaching artist. she worked wonders. Not the smallest one being, that she really transcended this gender (and sex) region, which is often times so present between men and women. I started photography (which I still do) at the same time, and made a really nice portrait of her for our school paper – and the same miracle happened to me again: No sex in my brain, while I was shooting this young woman for the school paper – even though she was outstandingly beautiful and had so much style (=showed quite a lot of her natural beauty (it was summer, then) : – What I remember is this: I felt incredibly happy not only while she was teaching me so effortless how to make a huge step forward in English, but also during my encounter at the photo-shooting – and the reason was: In both cases I sensed that our interaction was so pure! – Purely on the work level – and that was the relief! – It was great! It felt great to experience something so friendly and charming and productive at the same time.

    Don’t know – now that I write about this stuff (for the first time), another situation – two other situations pop up in my mind, both concerning women in a context of learning. And both absolutely productive and pure on my side. One of them being extremely confusing for the women-professor (I was 25 then). And not because I would have intrigued her, but because she started fantasizing about me. She was clearly not up to my intellectual needs though – and she, in the end, admitted it, instead of doing a lot of harm to me.

    I found two masters in school when I needed them. one was a priest with a sound philosophical background (I was 9 and 14 years years old when he taught me).

    • Replies: @Cowboy
  74. @Cowboy

    One reason so many young adults are striving to get into university is because of the ever widening (…) wage gap.

    This is indeed a serious thing now. Cf. the Yellow Jackets revolt – it’s a blue-collar revolt because the Somewheres (David Goodhart) somehow seem to have taken over the system, whereas for workers, things become harder and harder. Telling example: In the prosperous towns in southern Germany, everybody up to social workers has a hard time finding a proper apartment unless they have some money in their families. Steve Sailer’s family affordance is now becoming a problem for craftsmen and farmers and – even social workers, at some places (they have to commute over long distances, the longer the more.

  75. In my suburban school district there are app. 7,100 students. When I examine the district’s financial statements I find that app. \$154 million dollars is budgeted for education. That’s a cost of \$21,700 per student. Assuming an average classroom size of 30 students, \$651,000 is spent annually to educate them. I suspect that a little red schoolhouse could do a better job at half the cost.

    There are maybe 500 teachers in the district earning \$70 million annually in salaries and benefits. That’s an average of \$140,000! Pity the poor “underpaid” teachers, my ass!

    • Agree: anarchyst
    • Replies: @nokangaroos
  76. Anonymous[600] • Disclaimer says:

    Thanks for saying all of that (less for the “Hail KEK”).

    In previous times, only people who would benefit from studying at a certain level were let to study at that level.
    How? Just ask questions, instead of having pretend examinations, that’s all it takes.

  77. Carol says:
    @Mike Tre

    I’m sure the military would love to have those indentured bottom-feeders.

    • Replies: @Mike Tre
  78. Anonymous[600] • Disclaimer says:

    You can use that meme about every truth.

  79. The best way for teachers to get good scores is to teach to the test, give students model answers to the test immediately before the test, and, if necessary to cheat.

    I got quite good results on my final set of public exams in secondary school in England, but it was only many years later that I realized that the teachers must have obtained the exam questions about a week before the exams and employed a variety of techniques to tip us off as to what we needed to know.

    The crudest type of cheating occurred on the morning of the Shakespeare exam, which was to take place in the the afternoon. The teacher who was invigilating started walking round the room distributing test papers, then after about 20 or 30 were distributed, announced that there had been a mistake and the wrong papers had been given out, and they would have to be returned.

    By the time the group returned in the afternoon everyone had memorized every obscure footnote on the selected passages from Antony and Cleopatra and King Lear and was ready to go. Most of my classmates parlayed their exam results into winning places in prestigious universities and later had distinguished careers, but it all started that day.

    Now that was a teacher! Mr. J.S. would be about 77 years old now, but he is not forgotten. He was wearing a gray herringbone pattern jacket and shiny brown leather shoes on the day in question in 1968.

  80. Cowboy [AKA "Kartoffelstampfer"] says:
    @Dieter Kief

    “two other situations pop up in my mind, both concerning women in a context of learning. And both absolutely productive and pure on my side”

    I remember one very well endowed art teacher that we would joke about, but I was never really connected to or motivated by any female teachers. I attended a boarding school for boys for 3 years. I am not or ever have been gay, but when I think back, a couple of male teachers may have been interested in something more than just education.

    The fact that you were motivated by female teachers does not change my opinion that there are far too few dedicated male teachers out there, and that men have every right to demand that their boys are educated mostly by men.

    I have not been to Heidelberg in over 20 years, has it deteriorated that much? Back then I had friends in Mannheim, which never impressed me. Heidelberg was always special, perhaps enchanted. I’d love to go back and find the spot where Patton was shot.

  81. From personal experience I will not bore you with …

    the top 10% should be skimmed off early, taught separately and be given first choice in resources – by which I mean teachers, not “extracurricular activities”. I doubt many of my peers could savour being taught physics by a particle physicist spending half the year at a research reactor, chemistry by a petroleum chemist-turned-green, biology by a paleoanthropologist and Latin by an old China hand fluent in 13 languages, but there is something to it.
    Quarantine the bottom 30% as feasible. The most important quality of whoever has to deal with them is the ability to get physical (I learned as an instructor in the army 😛 ).
    Now the middlings no longer pose any special problems, as long as they are shielded from the 30%.

    – Parents, moreso if professional, do not take kindly to hints their spawn is not, erm, of the 10% so the triage should be as objective (and colorblind) as humanly possible.

    – Girls? I´m sure I could have learned more without them; not that they were stupid – it´s just the overall climate during puberty is detrimental. OTOH I have seen the results of all-girls Catholic school and as a rule they were not healthy either; I leave the question to my betters.

    No need to point out that this would give the optimum outcome at minimum cost but is the diametral opposite of the current system 😀

  82. @JumpingJoe

    Teachers (non-union) are lucky if they see \$ 45,000.
    I can only surmise they have lots of vicedirectors for diversity and inclusion coordination –
    and some of the pension plans would make your hair fall out.

    • Replies: @JumpingJoe
    , @RadicalCenter
  83. @nokangaroos

    The salaries/benefits I noted were listed in the budget under “Instruction.”

  84. @Wally

    “Great work,” teachers! But I’m not surprised– whenever they go on strike they comport themselves at a seventh- or eighth-grade level.

    • Replies: @RadicalCenter
  85. Anonymous [AKA "Former Teacher"] says:

    What most people don’t never seem to grasp is that public education was not created to educated but for socialization. The Swedish School system is becoming one of the worst in Europe. The first public schools in Sweden were introduced in 1842. Before education was something which the parents and church was responsible for. The free market system in place with some push from the government was already working and it was working very well. The reason why Public Schools was introduced was because they aristocracy believed that hard socialization was needed many people felt left behind and had (although at the time on a small scale) began to migrate to United States and Canada with better opportunities. Over time the system grew larger and larger and became significantly complex.

    In 1850s women (they were cheaper) from the lower-middle class were educated at seminaries (comparable to high schools) to teach lower-level public schools while men received their education at universities to teach higher upper-level public schools, prep schools (real schools) and high schools. For women I was a temporary profession until they married. The upper-levels of the school system were the entry-level for the upper middle class. Most of them who worked in the professions were failed academics, had an education in liberal arts, former military officers who wasn’t fit for service or at the time highly educated students who couldn’t get into doctorate program. Salaries were very lucrative at all levels.

    The early 20th century a high school teacher with a MA degree made five times the average worker. However, few Swedes were able to attend a school beyond lower-level public education. The lower-middle class seldom went beyond the prep schools and after the prep schools they would enter a lower white color trade. In the 1920 the Social Democrats came to power. They began to standardize the school system and introduced a metric-based grading system. They also reduced the status of teachers including cutting salaries and independence from the state. One of the most important aims was to get the working class into the upper-level of primary schools (Real Schools/Prep Schools).

    In the 1940s they the socialist discovered these metric-based grading systems with standardized test held many youngsters back from entering the upper-levels of primary schools. These tests were abolished in the early 1940s. Teachers at the upper-level public schools were forced to admit as many as they possible could from the lower-levels regardless of grades and capacity. By early 1950 a diploma from a prep school was deemed close worthless on the labour market because of inflation. Progressive Pedagogy based on John Dewey was introduced in the late 1940s in the seminaries but it was hardly used at the time as the seminaries were often private institutions. This angered the socialists. By 1956 all seminaries were replaced with state-controlled “teachers college”. Overnight the John Dewey pedagogical method became norm.

    The “teachers college” had not comparable to a university/college degree. University educated high school teacher didn’t have to join them to receive their teacher’s credentials so even in the 1960s it was attractive to be a high school teacher and salaries were still good. In 1962 all private and public prep schools (Real schools) was abolished and a three level system introduced: Primary School (9 years), High School (2-4 years depending on what you read) and University/College (3+ years). In the mid 1960s the high school teachers had to read pedagogy for a year at a teachers college (only the pedagogy) to receive their full teacher’s credentials and teachers college had a say in what courses they took at the university and later they even designed courses. For example, instead of getting a BA in literature courses like “Swedish” was introduced at the university. These courses also contained didactics and were useless on the labour market outside the school system. There were protests from high school teachers as nothing was really learned at the teachers college and they didn’t like that the teachers colleges interfered in their fields while at the university. Even progressives didn’t like it but the socialist state overruled them.

    By mid 1970 it was decided that all students ought to be pushed not only into high school but through high schools at all costs. The upper-middle class fled the high school profession and by 1980s it became a low paid female profession. The value of a high school diploma on the labour market quickly disappeared. In 1988 it was decided by the socialists and liberals that teachers shouldn’t know anything about their fields. They designed what is called 4-9 classroom teachers and working class girls with left-wing leanings were encouraged to apply. These educations took three years to complete. Most Swedish primary schools turned chaotic. In 1989 the socialist government decided that so many as possible would become “academics” and colleges and universities popped up everywhere.


    The infrastructure was already in place from the 1960s but there was not the same demand for it as there were plenty of good paying jobs so many didn’t attend the universities. By 1990 a high school diploma was as useful as a primary school diploma if you didn’t have a gone though “trade high school”. In the 1990 the 4-year under-engineering high school diplomas was abolished so you couldn’t get a white color job anymore just attending high school and had to go to the university. By year 2000 a college/university degree (except in certain fields) about half couldn’t find a white color job in their field. By 2020 about 70-80 percent of the graduates from college/universities are expected to work menial jobs. What happened to the 4-9 classroom teachers? Well, socialist government did something right an abolished it in the late 1990s and the last graduated in 2002. Almost all of them are women from working class backgrounds.

    A study showed them to be below average in intelligence and they make out the plurality of teachers in Swedish primary schools. In 2006 the first centre-right bourgeois government since the early 1990s came to power. The teachers colleges were a mess and it was no way of hiding it. The first thing they did was to take away teachers college’s right to educate the 7-9 grade teachers in their fields other than one course and reduced their influence on 1-3 and 4-6 grade teachers. This was done the first year. By 2007 they did something very radical for establishment politicians. They abolished teachers colleges but they didn’t fire them but just moved them to the universities. The 7-9, high school and higher-level teachers have to go there for 1.5 years (there are also fast one year programs).

    They also introduced new teachers programs were introduced such as “Combination Programs”. You can now be both an engineer and a teacher or a political science major and a teacher. Very few of the engineers opt to work as teacher. There are also short pedagogy only programs for unemployed college graduates which are as short as one year. More so, the bourgeois government also deprived the teachers programs from grading student’s final thesis. It is done by other institutions. The pedagogy professors have now little influence on future teachers from 7th grade and above but they do have the power over the students when they are at the institutions and they have full power over the internships. They will bully (very common) and even fail students (not so common but it happens) who have different opinions. More so, as young people don’t opt for becoming teachers or quit when they find a better jobs the supervisors (full time teachers) at the schools may bully or fail them.

    There are some guidelines and rules but the teachers programs don’t care about them. The government inspection (University Chancellor) often end up warning these teachers programs for not doing what they have been ordered to do and some programs have been temporary closed but soon open again. Even the most prestigious programs at the elite universities are often scrutinized by government but also by the media including liberal media. These teachers programs at the colleges/universities are a complete joke and even the employees have the same opinion. These institutions are also supposed to do research but they do very little and never use quantitative methods or use scientific methods but mostly interviews. The drop-off rates are just extra-ordinary. We talk about 50-60 percent the first year and by the second year about 80 percent are gone.

    Students say the same thing: “We sit on the floor and play children’s games encouraged by the professors”. “We or have meaningless discussions”. “There are no lectures and we are encouraged not to read the literature and directly told what to think by professors”. “We are bullied by our professors if we don’t subscribe on progressive pedagogy”. Professors, they blame the students.

    The centre-right bourgeois government did a lot of good things during their tenure but they let the “National Agency for Education” design the policy documents and laws and it doesn’t help that the centre-right bourgeois government was a bunch of progressives. The consequence is that these documents are filled with insanity such as “the school shall instill a life-long lust for learning in their pupils”. The assessment and marking system is a total failure. Basically, teachers can set whatever grade they like as the guidelines are impossible to understand and are arbitrary.

    More so, the demands in “analytic skills” (whatever that means) are just too high on 12 year old kids. The reason is because they had a couple of former pedagogy professors write this madness. Since 2014 we have a socialist/green government and since 2018 a socialist/green/liberal government and they have simply don’t care about the school system. Just before the centre-right came to power the socialist government abolished all special classes so kids with severe problems go in normal schools. The problem is just that there are no aids because the state and municipalities cannot afford it. The classes also increase in size not to mention that there are no books in many schools which the progressive teachers seem to enjoy.

    The immigration problem is also a severe issue as more and more kids in the Swedish schools cannot speak Swedish. Today, about 1/3 of the population come from third world countries and will be a majority within the coming 30 years. There are also other issues such as growing number of worthless charter schools (mostly run by corporations), a ban on homeschooling and a ban on private schools. Politicians seem to want to reintroduce externally graded national tests but the teachers unions and professors are fighting it but I don’t think politicians will back down on this particular issue as these charter schools gives kids A:s just for showing up and progressive teachers in public schools give D:s to kids they don’t like.

    It doesn’t help the teachers, unions and professors are completely utterly insane and still push for radicalism and argue like kids or if they suffer from some kind of mental disability. The students continue to drop out of the teachers programs and youngsters refuse to apply. Teachers are also leaving the profession. Salaries have gone up but only in Stockholm and major cities while are still very low. How are the schools? Well, most teachers wants to be high school teachers but there is few such jobs so most newly graduated teachers have to work in primary schools.

    The reason why is because the salaries are lower in primary schools and it is a horrible environment. The forced integration (migrants and Swedes) causes constant social and economic rifts. What will happen in the Swedish schools the coming 10-15 years? It will get worse and government will continue to halt the forming of private schools and homeschooling. The value of an education will just continue to drop. I would say that Sweden is one of the worst off countries in Europe. The elites here are simply insane. Maybe UK is on par with Sweden when I think about it.

  86. @Sollipsist

    I had two semesters of calculus in college. Despite being in advanced math classes starting in junior high school, I knew I’d met my Waterloo. However, if the professors had explained why we had to measure the areas under all those damn curves, perhaps I would have done a bit better.

    • Replies: @davidgmillsatty
  87. My case is not against men in education/teaching – as I said, at least two of them did wonders for me, pedagogically. My case was more about the revelatory experience that can accompany the process of learning. An innerwordly miracle of sorts. And I do think Anker has understood this social (f)act – as has Gottfried Keller (Die Leute von Seldwyla – Das Fähnlein der Sieben Aufrechten, Der Grüne Heinrich).

    I hardly ever go back to Heidelberg. All of my friends left, it’s one of those “Somewhere’s dominions” now. I visit Mannheim at times because of it’s great art collection (the founding collection of the painters of the Neue Sachlichkeit).

  88. @Svevlad

    110 sounds tempting … especially as it would take care of most of the opposition 😛
    Just a few teensy problems:
    – Shitting defectives is a Sibbyl Rite.
    – And who would vote DemonRat?
    (or Repug – I´m an equal opportunity offender)
    Further, as 115 is actual university material:
    – Is a society of smart-alecks workable, and
    – if so, is it desirable?
    The jury is still out, but a negative majority is in the works.

    So I lower you one to lower cutoff (heh) 85-100 with provision for repeat violent offenders
    (not to include “domestic” violence, for obvious reasons)

    • Replies: @Svevlad
  89. @Anonymous

    I knew the Swedes had a ding in the apricot but had no idea it was so deep.
    How did this get started?

  90. Mike Tre [AKA "MikeatMikedotMike"] says:

    Better they be under strict and intense management by military men than free to create chaos in the public square.

    I was in the Marine Corps for 4 years. There are more than enough remedial tasks in need of attention to keep the dregs of society busy under threat of physical consequence.

    And likely still preferable to having trannies and open homos.

  91. Mike Tre [AKA "MikeatMikedotMike"] says:

    Yeah the US is lost alright.

  92. Alden says:
    @Sin City Milla

    Sometime in the 80s students and their parents sued the university of Illinois, flagship campus, Champagn, because the TAs profs whatever spoke English so badly no one could understand a word.

    Plaintiffs weren’t history students but science engineering students who really needed teaching

    I don’t know how it turned out.

  93. Alden says:
    @Mr McKenna

    Does anyone know where the 1698 came from?

    • Replies: @Mr McKenna
  94. Alden says:

    Electrical technicians who assist Inside Wiremen ( licensed electricians). They exist but it often doesn’t work out. Problem is theft. Stealing all that expensive copper is tempting.

    So what’s a contractor to do?

    Pay somebody \$80.00 an hour to deliver material around town? Pay several guys \$80 an hour to spend half an hour loading up in the morning then traveling half an hour instead of going directly to the site from home and starting work exactly at 8/am?

    Or lose tens of thousands a year from theft?

  95. @Alden

    Good question, Mr Alden! Let’s see… Thomas Savery patented the first steam engine that year. But as he was a white Englishman, he likely stole the technology from the Bantus, so that couldn’t be it. Hmm.

  96. @JumpingJoe

    The best example is real estate bordered by a meandering body of water on at least one side, maybe two. Waterfront property is always worth more than property across the street.

  97. Saggy says: • Website

    Buchenwald was not a hoax ‘death camp’ and hence doesn’t have anything to do with the holohoax. Ditto for Belsen. There were only six hoax ‘death camps’, see The Soviets got to the camps in Poland first, and they were evacuated and the prisoners transferred west to camps in Germany. The resulting overcrowding, and the fact that Germany was being constantly bombed, led to horrific conditions in the camps and a great number of deaths from disease (though not starvation). The US liberated Buchenwald and Eisenhower became a major promoter of the holohoax, implicitly claiming that the prisoners that had died were purposefully killed by the Germans. This was categorically false. The really horrific pictures with the mass graves come from Belsen … the Brits filmed the liberation of Belsen and made a documentary film that was shelved for 50 years. It documents the typhus epidemic that killed 30,000 prisoners at the very end of the war in the camp, 10,000 after the camp was liberated. You can see it now, google PBS Frontline, Memory of the Camps. It does not document the efforts of the Nazis to combat the epidemic, which are documented in the,see also the truth about the photos of the prisoners at Nordhausen which was bombed …

    Video Link

    • Replies: @Agent76
  98. Alden says:

    I doubt a welding shop whether union or non union would accept a ghetto thug. It’s not civil service where blacks can and do about 1 hour actual work per 8 hour shift. And squabble and argue and fight about anything and everything

    • Replies: @Cowboy
    , @RadicalCenter
  99. Alden says:

    Even worse is To Kill a Mockingbird to brainwash kids to believe that black men are always innocent of the rapes they commit.

    1960 To Kill a Mockingbird book
    2019 Confession Tapes Movie

    • Replies: @RadicalCenter
  100. Alden says:

    Not American lawyers.

    • Replies: @Cowboy
  101. @nokangaroos

    It’s none of my business and I could very well be wrong but I think that you might have missed the /S ‘tag’ that AaronB ‘forgot’to put at the end of his comment.

  102. Alden says:

    Once when I was in France I read an editorial in the Sunday newspaper. It was years ago when they were still tiptoeing around that fact that the sons of the Arab and black were becoming a permanent criminal underclass

    The title was Juvenile Delinquency Began In 1960.

    That was the year the French ended the apprenticeship for 14 year olds and sent all those boys to high school .

    Great thing about apprenticeship at 14 is that the kids were paid a small sum which gave them money for necessities like bus fare and some spending money. Lots of the kids had to give the parents money for their room and board.

    How cool is that? Your own money an occupation helping with household. expenses learning to be a real man at 14.

    Of course the article ignored who were the delinquent teens.

  103. Alden says:

    Did you go to a Jewish school? American public schools constantly preach go out and change the world. You can organize and stop global warming, educate the blacks, save the rain forest. You can do anything you want.

    The public schools preach aim for the sun. But there’s no advice on achieving the goals, like the Rabbi’s advice more effort.

    • Replies: @AaronB
    , @jeff stryker
  104. Agent76 says:

    I will disagree with your fictional view!

    Hitler Survivor Condemns Gun Control ‘KEEP YOUR GUNS, BUY MORE GUNS’ – Katie Worthman

    How Do You Kill 11 Million People?

    This whiteboard animation shows what happened when Hitler lied to get elected and people don’t care or pay attention to the lies of their leaders, until they do care…and at that point, it is too late.

  105. AaronB says:

    I did go to a Jewish school, yes.

    The emphasis was never on innate talent, but hard work and dedication. There was also an emphasis on learning from mistakes – mistakes are not “final” revealers of your limitations.

    In other words, it was the opposite of HBD advice. In HBD, everything is seen as determined, so mistakes are more likely to be interpreted as indications of inability, and the emphasis on innate talent naturally reduces drive.

    Actual ability often can’t be seen until you make a tremendous effort and overcome all sorts of mistakes – so ability, to reach its potential, depends on drive.

    In other words, you must push past the point where you think you’ve reached the limits of your innate ability to discover your true potential.

    In a sense, you must be somewhat pig-headed and “irrational”, and refuse to “accept” your limitations.

    If people like James Thompson were widely listened to, few people would reach their true potential.

    However, philosophies like that of James Thompson merely reflect the collapse of will among whites, and don’t cause it. He is merely a symptom of a much wider civilizational disease.

  106. @AaronB

    Advice by the people who have run the most successful IQ breeding program in history to their own. Pressure is on to keep the breeding program successful and to weed out the inferior products. I hope you aren’t feeling inferior.

    • Replies: @AaronB
    , @CanSpeccy
  107. CanSpeccy says: • Website

    Detterman reviews Coleman et al. (1966) and Jencks et al. (1972) which first brought to attention that 10% to 20% of variance in student achievement was due to schools and 80% to 90% due to students.

    That’s may be true when you are considering the general run of state schools. They’re all charged, primarily, with the task of instilling the ideology of political correctness, and they are nearly all staffed by third rate academics. Or do I mean tenth rate academics?

    I went to school at a time when many teachers had served in the armed forces during WW2. They were often highly intelligent people who sought a life of constructive service as an antidote to the horrors and stupidities of war. Thus, I was taught, mainly, by people of exceptional ability who were in many cases enormously inspirational, and not just to me.

    I ran into one of my teachers shortly after graduating from university and was crass enough to mention that I had graduated with first class honors. “Huh,” he sniffed, “all my students get first class degrees,” which was probably no great exaggeration — and that at a time when first class degrees were awarded rather sparingly.

    And he was not the only great teacher I had. But by the time that I graduated from university, it was clearly not, for the most part, the best and the brightest who were going into education. Rather, education was the chosen field for many who had no other idea what to do and showed no great talent for doing anything in particular.

    Moreover, the teaching profession has by now become highly bureaucratic. When I took Divinity and essay classes from a Cambridge double first in Math and Moral philosophy, the school I attended had a full-time administration of one, the bursar, who handled the finances. My Divinity and essay class teacher, who also coached university scholarship math students, was the school’s principal and was aided by a single secretary. The time when a teacher who had not risen to an administrative post had to be considered a failure in their career, had not yet come. Teachers then saw teaching as a vocation: something worth doing and worth doing extremely well.

    So, yes, of course schools matter. The fact that most schools today are crap doesn’t negate that fact. To claim otherwise is a feeble basis for the claim that achievement is almost entirely genetically determined. Far from it. That is why the elite have elite schools. If elite schools are no longer turning out students fitted for a role as members of an elite, then it signifies not that the quality of teaching is immaterial, but that the nation is in a terminal cultural decline, as seems evidently the case in the US and some, maybe most, other Western states.

  108. @Alden


    I intentionally convinced my parents to pay my tuition at Parochial schools to avoid the assaults (Sometimes serious and usually unprovoked) and general menace in my own public school system during the time I attended middle school (1986 through 1989).

    Catholic schools and Jewish schools tended to focus on personal choice, self-improvement and theological doctrines. Assisting African-Americans was never a dogma. I’m not Jewish and never attended a Jewish school but would assume much of their own curricula would be focused upon financial planning and personal accountability with an emphasis on academia as oppose to Social Justice. As another poster wrote here, quite accurately, while Fred is playing football Murray is selling answers to quizzes under the bleachers.

    I would have to suspect that Jewish education generally emphasizes obtaining skills that allow one to make money and how to govern oneself in order to be successful. Aaron can correct me there if I am wrong. I’d be surprised to know much time in Jewish private schools was devoted to black History month. Which is odd, because many of the most outspoken Leftists have been Jewish all the way back to Abbie Hoffman, but Jewish private schools don’t indoctrinate their pupils in Political Correctness.

    One of the odd things about Gen Y is the sheer faith they have in Political correctness. It is a religion to them. To Gen X (I was born in 1974) PC began its existence in the early nineties as a joke.

    • Replies: @AaronB
  109. @Anonymous

    What the Swedish government did to cause the loss of Swedish ownership in Volvo and Saab speaks volumes. Those were two great car marques ( I was a Saab fanatic and have owned a Volvo too) but both were really too small to compete in the global market by themselves. But a merger might have retained Swedish ownership of one car business.

    These are the two products that the world associates with Sweden and the government did nothing to save them or merge them. World class incompetence. So how can you expect a government to be competent with a school system when it screwed up these world class businesses so badly?

  110. CanSpeccy says: • Website

    An excellent critique of a ridiculous position.

    Anyone who thinks you get to be a Richard Feynman or a Itzak Perlman purely on the basis of genetics without putting in the effort and engaging in diligent practice and study must have a really low IQ.

    And if there are few schools that inspire students that is not because education cannot be inspirational but because most schools are a scandalous fraud. That, today, certainly applies throughout the Anglosphere at all levels of public education, including the universities.

    • Agree: AaronB
    • Replies: @res
  111. AaronB says:

    The Jewish edge in IQ is in large just more drive and motivation, and from an early age.

    Interacting with Jews and non Jews, the most startling difference is the driven quality to Jews.

    Non motivated Jews are not significantly smarter than whites.

    But I am not trying to challenge the appropriateness of the HBD paradigm for whites – HBD reflects psychological exhaustion, it is a typical “decadent” philosophy in its emphasis on limitation and determinism, and evidently the white race feels that this corresponds to their stage of development.

    • Replies: @JackOH
  112. AaronB says:
    @jeff stryker

    Traditional orthodox Jewish education does not spend any time on money planning or making. It builds character, and instills virtue, teaches persistence and drive, and intellectual problem solving and ingenuity – at its best, anyways, that’s the intention.

    Money making is a cultural adaptation in response to special conditions, and is downstream of all that.

    Outside school, money making skills -mentalities – are transmitted and shared through a process of cultural osmosis.

    • Replies: @jeff stryker
  113. CanSpeccy says: • Website

    Advice by the people who have run the most successful IQ breeding program in history

    No one is saying that genes don’t count. But that is not the issue here. What is at stake is the claim that schools don’t matter, which is total bunk. Furthermore, whatever one may think about the lessons of the Torah and the Talmud, the Jewish tradition of religious study is surely one factor (i.e., as opposed to genetics), and perhaps the main factor accounting for the superior IQ of American Jews. Not only does such study exercise the rational faculties, but it instills awareness that life is a struggle, a competition in fact, and that if you fail to approach it as a challenge to be contended with through effort, exercise of the imagination, courage and daring, you can expect little in the way of success. These are precisely the attitudes required to take the fullest advantage of the opportunities for learning that come your way.

    The problem for the Western nations is that the ideology of political correctness and the promotion of multiculturalism has destroyed the civilization of the West, and with it the ability of most Westerners to deploy what talents then have in a productive way. The West is in a death spiral that cannot be escaped without reassertion of Western civilization. Multiculturalism is a devastating ideological disease. A culture is a tested and shared system of beliefs and values that enable people to work together as a functional community. Multiculturalism means the death of the community because it denies the community coherence based on mutual trust and understanding among strangers.

  114. @AaronB


    I had Jewish teachers in elementary school (I was born in a better section of my city and our public schools were of a fairly high standard and paid teachers more).

    Jewish teachers tended to be brutally honest and quite critical but quite good at conveying information. They also put great emphasis on personal responsibility and honesty (Which is why it seems odd that everyone accuses Jews of being compulsive liars).

    At no point did any of them display any favoritism whatsoever to the Jewish kids in the class. If anything, they were harsher towards them. I recall one female Jewish teacher, the absolute epitome of a Yenta, shrieking in Aramaic (Which was still taught to Jewish children in my community at their services) at one persistently badly-behaved Jewish boy.

    There was also a subtle class difference. My fellow Jewish pupils were generally from prosperous German Jewish families descended from the Germans who founded my city while the Jewish teachers were from newer-arrived Polish and Russian families. They would also berate the German Jewish children as spoiled brats who got too many presents on Jewish high holidays.

    When I attended Catholic school all personal emphasis on individual decision-making went out the window. Many of the Catholic nuns were Slavs whose emphasized collectivism bordering on Communism and were hardcore Leftists of the time who touted Mondale and then later Dukakis. Meanwhile the Irish-American administrators were merely into punishment. Catholic school tended to discourage individualism and question wealth or personal ambition. Mostly though, it was endless dogma and religious theory.

    An interesting point is that many of my Jewish teachers in elementary would criticize television and berate shows like DUKES OF HAZZARD as trash. I noticed Jews themselves carried a deep distrust of the media.

    • Replies: @res
    , @RadicalCenter
  115. Alden says:
    @Mike Tre

    The bottom 20% don’t have the math reading comprehension and mechanical skills for the well paid trades. Night school 6 hours a week learning the building codes as well as the mechanical and engineering part.

    No one is going to pay some thug. Or expect their employees to reform some thug The apprentices are there to work and do what they’re told.

    Nixon’s affirmative action Philadelphia Plan 50 years ago compelled; under pain of enormous fines levied by the Civil Rights For All But Whites division of the justice department all the unions and builders to admit blacks.

    Idea was similar to that old deal where a judge told some young thug to join the army or go to jail. The army ‘s government. Why should a businessman have to run a reform school? It’s hard enough to run the business

    There’s a thing called Job Corps that takes the place of the army as an alternative to jail for the 18 to 25 thugs. Another Nixon save the blacks from themselves thing. It may still be around.
    It didn’t work out.

    From restaurant kitchens to structural steel work in 7o story high rises, many jobs are dangerous and the last thing needed is some argumentative aggressive low impulse control thug who’s never obeyed a direct order in his life around causing problems.

    Guess what? After a few years the contractors started hiring Mexicans who maybe didn’t know the codes but had the mechanical skills, learned quickly, and did the job

    The lower skill trades like dry wall have gone to illegal aliens. Carpenters are a dying breed. Apprentices were a private sector union thing. The unions are gone and so are the apprentices

    • Replies: @Mike Tre
  116. Alden says:

    Only government allows slacking off. That’s why it’s daycare for black adults. Welding contractors, any contractors pay enormous fines for delay. Then there’s injuries. And sex harassment of women, fighting cursing in front of clients refusing to do what they’re supposed to do.

    Besides, the contractors have all of Latin America for a hiring hall. Why run a reform school as well?

    • Replies: @Cowboy
  117. Alden says:
    @Mike Tre

    What would they do in the army? No useful work, just Steal fight rape do drugs. That’s why the army won’t take them anymore.

    • Replies: @jeff stryker
  118. Alden says:
    @Mike Tre

    Will you volunteer to attempt to train a thug while doing your own job all day?

  119. Alden says:

    Individual journey men aren’t saddled with the same apprentice for 3 years. It would end up the responsibility of the company.

    Which is the reason I think so many companies went overseas just as affirmative action arrived.
    Would you do it?

  120. Alden says:

    Thanks I learn so many things here.

  121. I once told my high school math teacher (semi-jokingly), “If I don’t do well on the test, it’s your fault, because you failed to teach me the material.”
    I’ve never forgotten his response: “The way I see it, the shovel’s OK, but the bucket’s a little small.”

  122. Cowboy [AKA "Kartoffelstampfer"] says:

    Can you imagine a fatherless white 14 year old boy taking an apprenticeship with a black welding crew either?

    Hillary wrote “It takes a Village” trying to convince people that diverse, multi-culti villages could all look out for each other. What a crock.

  123. Cowboy [AKA "Kartoffelstampfer"] says:

    In the older European system in order to get a law degree you had to first get a Matura which required loads of study of things like languages, maths and science. Then you had to do the University work and pass the state exams. IMO this is one reason there are many fewer lawyer, another reason being the Napoleonic legal systems don’t allow torts and large awards.

    In the US one just has to get a diploma from any diploma mill and then pass the bar. It is similar to what happened to US programmers when the first waves of H1-B visa holders hit the shores. Indians can get a degree and even certifications like “Microsoft Cloud Professional” for little more than a small bribe. This immediately devalues a US university computer science degree. The same happens when “law schools” churn out thousands of excess “lawyers” every year.

    The AMA and doctors seem to have far better control over their supply, but the US medical system is as screwed up as its legal system anyway.

    • Replies: @Alden
    , @Alden
  124. @AaronB


    I had Jewish teachers and many were indeed cerebral. I would say that none of them showed any favoritism towards Jewish pupils (I went to a public school in a reasonably comfortable zip code for elementary school) and to this day I am skeptical regarding the notion that Jews will take bullets for fellow Jews.

  125. JackOH says:

    “HBD reflects psychological exhaustion, it is a typical “decadent” philosophy in its emphasis on limitation and determinism, and evidently the white race feels that this corresponds to their stage of development.”

    AaronB, thanks for that good comment. I’m okay with Prof. Thompson’s work, Steve’s HBD talk, and all that. But, I tried asking what it’s all in aid of, and I pretty much got nowhere. I pointed out it was possible to consider “politicized HBD” an unearned genetic advantage that inadvertently firms up the case for affirmative action, and pretty much was ignored. If “decadent” is too strong, maybe parlor philosophy or armchair philosophy might do it.

    • Replies: @res
  126. @Alden


    I can tell you exactly what they do as an ex-Embassy Employee. One stabbed a friend of mine in Motor Pool.

    The black enlisted Navy sailors were let off the ship in Dubai for 20 minutes and started a vicious brawl in KFC with local Arabs and this was noontime.

    In the Philippines there were multiple complaints of sailors exposing themselves to children and on one occasion one sailor punched a local child hard enough to knock him unconscious.

  127. There are a lot of bad teachers. A large percentage are only in it for the money and they get to their posts any way they can. Like any profession, politics play a large role in it. So not only do they affect how students to, but the quality of knowledge and attitude is also important. What motivation is there for the large percentage who are not at all interested in the profession itself? The caring ones have more than their hands full just to keep those students who want to do well informed.

  128. Cowboy [AKA "Kartoffelstampfer"] says:

    Why run a reform school as well?

    That is where tribe, clan, blood and soil become important. You do it for your town or village, you do it for your church, you take on youths from your community, troubled or not, and try to help build them up. If we accept that the “government” can’t solve all problems then some honorable persons need to fill the void. In an honest, hard working community efforts to help troubled townsfolk will be recognized and rewarded even if only through nothing more than honor and respect. Or put another way, people will trust you a lot if they see you selflessly helping others. In high trust societies, trust is a valuable commodity.

    This begs the question “How do we build a culture where these good people can build strong communities”?

    Certainly not through a blind quest for “diversity” and “equality”. Even with the strong arm of the state, towns cursed with excess “diversity” will wither away like Detroit or Cleveland. Without that strong arm these towns will end in Burke’s life is brutish and short style anarchy. Diversity is like acid to cohesive high trust civilization. This is why I am a strong believer in the natural rights of secession and segregation (freedom of association). It is the only hope for whites in the US.

    • Replies: @Alden
  129. Mike Tre [AKA "MikeatMikedotMike"] says:

    “The bottom 20% don’t have the math reading comprehension and mechanical skills for the well paid trades. Night school 6 hours a week learning the building codes as well as the mechanical and engineering part. ”

    Don’t change the premise. The bottom 20% that I was originally speaking of were merely children unfit for classroom education. That doesn’t make them necessarily low IQ. Also, I elaborated in a separate post about IQ in relation to suitable trades.

    “No one is going to pay some thug. Or expect their employees to reform some thug The apprentices are there to work and do what they’re told. ”

    Look I think it goes without saying that the solutions being discussed are theoretical and would be in conjunction with sweeping changes to the current culture. I’m not ready to apply the term thug to the entirety of that 20% we are discussing, especially since they would be 13 years old. With intensive and punitive supervision, I think most, not all, but most 13 year old boys could be salvaged.

    “From restaurant kitchens to structural steel work in 7o story high rises, many jobs are dangerous and the last thing needed is some argumentative aggressive low impulse control thug who’s never obeyed a direct order in his life around causing problems. ”

    Your hypotheticals do not fit with the premises I have set. Look at my other posts in the article. Digging ditches and sweeping floors are tasks always in need.

    The questions you present in the other two replies are based on “as it currently is.” I presented a solution to the problem of attempting to educate children who are not fit for classroom education past a certain age. If society were to change to the point where it stopped trying to send every unfit kid to college, and instead began teaching them to be useful contributors to society at a much younger age than 18, then we can perhaps assume many other sensible changes as well, such as the expulsion of mestizos from the US and possibly even the repatriation of negros to Africa.

    If you don’t like my proposal fine, let’s hear yours.

    • Replies: @Alden
  130. What’s your proof that prisoners weren’t starved? Let’s see some sources. While we wait, from Wikipedia:

    A primary cause of death [56,000 deaths of the 250,000 prisoners] at Buchenwald was illness due to harsh camp conditions, with starvation—and its consequent illnesses—prevalent. Malnourished and suffering from disease, many were literally “worked to death” under the Vernichtung durch Arbeit policy (extermination through labor), as inmates only had the choice between slave labor or inevitable execution. Many inmates died as a result of human experimentation or fell victim to arbitrary acts perpetrated by the SS guards. Other prisoners were simply murdered, primarily by shooting and hanging.

  131. res says:

    Anyone who thinks you get to be a Richard Feynman or a Itzak Perlman purely on the basis of putting in the effort and engaging in diligent practice and study without genetics (aka some degree of inborn talent) must have a really low IQ.

    Aren’t strawmen fun!

    P.S. Or are you a Malcolm Gladwell fan who really believes that? The funny thing about this type of conversation is there actually are people who believe my flipped version of your strawman. Your version, not so much.

    • Replies: @CanSpeccy
    , @reiner Tor
  132. res says:
    @jeff stryker

    Which is why it seems odd that everyone accuses Jews of being compulsive liars

    In group vs. out group?

    P.S. I realize some students were non-Jews, but it seems plausible to me that teachers would consider their students part of their in group as long as those students adhered to those norms.

  133. res says:

    But, I tried asking what it’s all in aid of, and I pretty much got nowhere.

    One clear purpose is to expose disparate impact doctrine as the lie it is.

    This question has been asked and answered a number of times both here and in iSteve so I am starting to doubt the sincerity of the inquiries.

    I pointed out it was possible to consider “politicized HBD” an unearned genetic advantage that inadvertently firms up the case for affirmative action, and pretty much was ignored.

    Yes, this comes up from time to time (not sure if you instigate most of those). It is a worthwhile point and seems to be the direction some of the smarter affirmative action advocates are going.

    P.S. Regarding AaronB’s “HBD reflects psychological exhaustion, it is a typical “decadent” philosophy in its emphasis on limitation and determinism, and evidently the white race feels that this corresponds to their stage of development.”

    There is an uncomfortable amount of truth in that, but to my mind the key question is whether the philosophy is used to push back on the rot (e.g. see disparate impact above) or to lie back and act like a victim.

    Not to mention that I think AaronB seriously overestimates the “emphasis on limitation and determinism” from most HBD advocates. Some people just don’t seem to comprehend the existence of half full glasses and live by false dichotomies (and strawmen).

    • Replies: @JackOH
  134. CanSpeccy says: • Website

    Aren’t strawmen fun!

    When you IQists understand the Feynman phenomenon, you will finally understand something about the environmental determinants of intelligence. But probably you will just go on brushing under the carpet the evidence of the role of E in modifying the effect of G on intelligence.

    But you should read James Flynn’s What Is Intelligence, or go back and re-read it. It rather nicely explains the Feynman phenomenon, i.e., the genius of modest IQ — that’s if you think about it.

  135. @res

    At the end of the day, IQ deniers always resort to straw men. They have to.

    • Replies: @CanSpeccy
  136. @anarchyst

    On a lighter note, see comedian Brian Regan’s bit “Hooked on Phonics.”

  137. @Cowboy

    Most lawyers earn a lot less than you seem to think. But I agree that we should have fewer federal statutes and regulations and fewer lawyers.

    • Replies: @davidgmillsatty
  138. @Common sense Joe

    What they often teach kids now is WHAT to think. Scary.

  139. @nokangaroos

    My mother was a teacher and then supervisor and then administrator in public schools for more than fifty years, and we keep up with such matters.

    Teachers in many many places around the country earn far more than \$45 k as their career goes on, and I don’t mean just in ultra high cost-of-living areas like LA or SF or NYC.

    The low-paid teacher is a myth in most of the country. And that’s without considering the fact that they can earn more by working over the summers, unlike the rest of us. They’re largely overrated, politically indoctrinated, entitled bitches.

  140. @JumpingJoe

    You’re right, Joe. Here in LA, during their recent successful (for them) walkout, teachers and support staff walked the streets with sometimes vulgar chants and vulgar conversations.

    My wife and I told off a group of them for talking about the “piece of s—— superintendent” and “f——-g selfish anti-tax people” in front of our small children.

    They also generally sounded markedly unintelligent and not particularly articulate in English. (Many of them operate at a limited level in both English and Spanish.)

    They received raises for the past year and next few years exceeding what I have received and will receive in the same years — as is true for many other taxpayers too.

  141. @Anonymous

    I learned a lot from your comment. Thank you!

  142. @Alden

    I see you’ve been to my workplace.

  143. @Alden

    Not our kids. They get the John Derbyshire Talk, a stiff dose of reality.

    They will be ready and able to protect themselves physically, both by avoiding African-heavy situations and if need be through martial arts and defensive use of firearms.

    Anyone of any race trying to rape our daughters will end up looking like Swiss cheese, no matter how many stupid dishonest propaganda movies they’re shown.

    • Replies: @Alden
    , @jeff stryker
  144. CanSpeccy says: • Website
    @reiner Tor

    At the end of the day, IQ deniers always resort to straw men. They have to.

    LOL. That’s a real high IQ piece of deduction.

  145. @Aaron B. Without high IQ you don’t have drive and motivation to do hard work.

    I am not downplaying the need for education. But if you don’t have high IQ education reaches its limits very fast.

    I have a grand daughter that is dyslexic. Now dyslexics can be really bright, but they struggle with deciphering lines and converting those lines into sounds or words or numbers. No matter what they do, no matter the motivation or they work they put in, they will never read nearly as well or as fast as someone who is not dyslexic. Show them something or show them a video and they can get the concept. But they will always struggle with the written word.

    You can’t beat genetics. You can’t work yourself smart any more than a dyslexic can work himself or herself into being a great reader with speed and comprehension. Like it or not, genetics is determinism.

    And I think the problem with high IQ people is that they have no idea how hard it is to be dumb. There is always this tendency to think that if I can do it, so can any one else. I think that is the problem in a nutshell.

  146. @RadicalCenter

    I agree most lawyers, in the US anyway, make a lot less than people think. If you want to get rich, there are far better ways to do it than becoming a lawyer. And this may sound quaint, but I think most people become lawyers because they have a sense of justice and they want to see it done.

    The idea that a country as big as the US has too many statutes or regulations is just nonsense. We can argue about whether we have the right statutes and right regulations, but there are just way too many fact situations which call for some kind of legal analysis. Especially in a highly complex society that is getting more complex every day.

  147. @JumpingJoe

    I never consider Wikipedia to be a reliable source of anything that is controversial.

  148. @ James Thompson. I am curious about the IQ of dyslexics like my granddaughter. Supposedly many of the world’s brightest people are dyslexics. A few notables — Di Vinci, Einstein, Edison, Jobs. In fact those were the names of the four “houses” in my granddaughter’s dyslexia school. (Tuition was \$20K a year). The kids were put in one of the four houses randomly so they meant nothing in particular, Of course the names of these houses were chosen to give the kids a sense that dyslexics could succeed.

    About 20 % of the population is dyslexic and this group will always struggle in school. The brain is wired differently in dyslexics. The columns that hold up the axons of the brain are farther apart than normal and in autistics it is just the opposite. Dyslexics see the big picture and autistics the minutiae far better than the rest of us. But having the axons strung out a greater distance than is normal means these people can not decipher lines and squiggles and convert them into sounds and words and numbers. A dyslexic brain uses five times the energy of a normal brain when it tries to read and decipher these lines and squiggles.

    So I wondered about dyslexic IQ. I decided to give my granddaughter a matrix IQ question to see whether she could answer it and see if she struggled like she would reading. She ended up getting the question wrong, (her first impluse was the right answer, and then she changed it) but she showed no signs of having the normal difficulty she has with reading or numbers. She worked the problem fairly fast.

    When 20% of the people are dyslexic, and these people will ordinarily do horrible in school, I wonder if there are IQ tests that could be given to these people who would show their true genius. It is obvious that they need to be educated in a different manner, one not so focused on written words and numbers.

    • Replies: @James Thompson
  149. anon[436] • Disclaimer says:

    The problem is that focus has been on schools and teachers and not students

    It’s a rather incomplete statement of the problem. If there is a problem.

    One interpretation is that the objective in this entire enterprise is improving outcomes for groups of students, who have done less well as a group.

    If you say that schools/teachers can’t do it, you are left with the circular task of improving the outcome of the input.

    The notion of improving group outcomes is social engineering on a vast scale. Throwing money at it has been tried with nothing to show for it.

    If we are talking about individuals, education including schools/teachers change outcomes. Which is why this idea is virtually unfalsifible, and immune to enormous evidence.

  150. @davidgmillsatty

    No, dyslexia is not present in 20% of the population. Over-diagnosis is rife. Proper epidemiological studies are few.

    • Replies: @davidgmillsatty
  151. RobinG says:

    …HBD reflects psychological exhaustion, it is a typical “decadent” philosophy in its emphasis on limitation and determinism, and evidently the white race feels that this corresponds to their stage of development.

    Fantastic comment. (But, iirc, have you said elsewhere that you’re not Jewish?)

  152. @JumpingJoe

    From that same wikipedia page:

    ordered … two Austrian priests, to be crucified upside-down

    hanging prisoners off of trees from their wrists…in the “singing forest”, so named because of the screams which emanated from this wooded area

  153. Saggy says: • Website

    This photo shows liberated Buchenwald prisoners …. they don’t look emaciated …
    This video

    Video Linkat the 24:20 marks shows Eisenhower with Ordruf/Buchenwald prisoners who do not look emaciated.

    Finally, the really horrific photos of dead emaciated prisoners being thrown into mass graves were taken at Belsen, where typhus killed 30,000 in the last weeks of the war, 10,000 after the camp was liberated. The vid linked above has a section at 18:00 on Belsen and the efforts of the commandant J. Kramer to combat the epidemic. Plus, we have

    Dr. Russell Barton, an English physician who spent a month in Bergen-Belsen after the war with the British Army, has also explained the reasons for the catastrophic conditions found there: /30
    I was surprised to find records, going back for two or three years, of large quantities of food cooked daily for distribution. I became convinced, contrary to popular opinion, that there had never been a policy of deliberate starvation. This was confirmed by the large numbers of well-fed inmates. Why then were so many people suffering from malnutrition?… The major reasons for the state of Belsen were disease, gross overcrowding by central authority, lack of law and order within the huts, and inadequate supplies of food, water and drugs.

  154. Theodore says:

    What happened at Buchenwald was horrible and the prisoners there certainly suffered immensely, there is no question about it. Those piles of bodies, emaciated prisoners, and diseased corpses are absolutely real, and it’s absolutely terrible that it happened.

    However, those untold levels of human suffering were NOT a result of a deliberate policy of extermination by the Nazis. So-called “Holocaust deniers” claim that tens of thousands of people died at Buchenwald. Nobody claims it was a nice place to be, or that people didn’t suffer there. The majority of deaths at Buchenwald happened in the final months of the war, when the camps were overcrowded and supplies (food, medicine, water) were running out.


    Germany lost World War II. They were invaded on both fronts, and their supply lines were bombed to smithereens. Thousands of their prisoners starved, many died, because of the lack of food. You can call this a “German atrocity” if you want, but it was not a systematic planned & deliberate extermination policy. It was a result of a crumbling Germany who was unable to provide adequate food to its citizens.

    In one air raid against a large munitions factory near the main Buchenwald camp, British bombers killed 750 persons, including 400 inmates. Do you think a pile of bodies of Jewish prisoners killed by British bombers is proof of “German atrocities” or not?

    More on Buchenwald:

    Nobody was killed in a homicidal gas chamber at Buchenwald.

    Check out:

    According to an information booklet, which I obtained from the Buchenwald Memorial Site, records kept by the camp secretary show the number of deaths each year in Buchenwald, as follows:

    1937 – 48

    1938 – 771

    1939 – 1235

    1940 – 1772

    1941 – 1522

    1942 – 2898

    1943 – 3516

    1944 – 8644

    January to March 1945 – 13,056

    March to April 11, 1945 – 913

    Total 34,375

    The horrendous death toll during the first two months of 1945 was due to a typhus epidemic in the camp. During the same time period, there were also severe epidemics in all the other major concentration camps in Germany.

    Typhus is spread by lice and prisoners coming into Germany from the death camps in what is now Poland were the carriers of the lice. The worst epidemic of all was at Bergen-Belsen where 35,000 prisoners died in March and the first two weeks of April 1945.

    The death statistics for the first 11 days of April in Buchenwald indicate that the typhus epidemic was being brought under control there.


    • Replies: @Saggy
  155. JackOH says:

    res, thanks, and I’m very sympathetic to HBD-type arguments as I understand them.

    We live in an America where the deliberate and lawfully required handicapping of the brightest among us is regarded as acceptable to serve political ends. Equality, social justice, and what-not. Our leaders appear to not give a damn about the consequences of that handicapping. I doubt those leaders give a damn whether “disparate impact doctrine” is a lie, and they’re unlikely to welcome a hot-potato constituency group dedicated to exposing that doctrine.

    res, maybe I missed something, but all I gathered from the strong HBD proponents is they regard themselves as smart, productive people who ought to not be handicapped by our political system. Our political system disagrees. So where do strong HBDers go from there?

    What I’m saying, res, is that strong HBDers ought to ask whether they can produce compelling arguments that can draw the positive attention of their fellow Americans.

    Again, I’m very sympathetic, and I’d welcome better pro-HBD issue management.

    • Replies: @res
    , @Alden
  156. Saggy says: • Website

    For the record, the number of Jews killed in the camps for being Jews is zero, and the Nazis aggressively investigated crime in the camps ….. under direction of the ‘bloodhound judge’ Conrad Morgen –


    HERR PELCKMANN: Now, briefly summarized, what was the outcome of the fight of the SS jurisdiction against crime in con-centration camps?

    REINECKE: Altogether, approximately 800 cases were investi-gated; 400 of these 800 cases were brought to trial, and 200 out of those 400 ended with sentences by the court. Among the cases investigated were proceedings against five commanders of concentra-tion camps; proceedings against two commanders were completed and ended with a sentence of death by shooting.,

    MORGEN: I investigated Weimar-Buchenwald, Lublin, Auschwitz, Sachsenhausen, Oranienburg, Hertogenbosch, Krakow; Plaszow, Warsaw, and the Concentration Camp Dachau. And others were investigated after my time.

    HERR PELCKMANN: How many cases did you investigate? How many sentences were passed? How many death sentences?

    MORGEN: I investigated about 800 cases, that is, about 800 documents, and one document would affect several cases. About 200 were tried during my activity. Five concentration camp commanders were arrested by me personally. Two were shot after being tried.

    HERR PELCKMANN: You had them shot?

    MORGEN: Yes. Apart from the commanders, there were numerous other death sentences against Fuehrer and Unterfuehrer.

    HERR PELCKMANN: Did you have any opportunity of gaining personal insight into the conditions in concentration camps?

    MORGEN: Yes, because I had authority to visit concentration camps. Only a very few persons had this permission. Before beginning an investigation, I examined the concentration camp in question in all its details very closely, inspecting especially those arrangements which seemed particularly important to me. I visited them repeatedly and without notice. I was working mostly in Buchenwald itself for 8 months and have lived there. I was in Dachau for one or two months.

    HERR PELCKMANN: Since so many visitors to concentration camps say they were deceived, do you consider it possible that you, too, were a victim of such deceit?

    MORGEN: I have just pointed out that I was not a mere visitor to a concentration camp but I had settled down there for a long residence, I might almost say I established myself there. It is almost impossible to be deceived for such a long time. In addition, the commissions from the Reich Criminal Police Department worked under my instructions, and I placed them directly in the concentration camps themselves. I do not mean to say that in spite of these very intensive efforts I was able to learn of all the crimes, but I believe that there was no deception in regard to what I did learn.

    HERR PELCKMANN: Did you gain the impression, and at what time, that the concentration camps were places for the extermination of human beings?

    MORGEN: I did not gain this impression. A concentration camp is not a place for the extermination of human beings. I must say that my first visit to a concentration camp-I mentioned the first one was Weimar-Buchenwald-was a great surprise to me. The


    7 Aug. 46

    camp is situated on wooded heights, with a wonderful view. The installations were clean and freshly painted. There was much lawn and flowers. The prisoners were healthy, normally fed, sun-tanned, working …

    PRESIDENT: When are you speaking of? When are you speaking of?

    MORGEN: I am speaking of the beginning of my investigations in July 1943.

  157. Alden says:
    @Mike Tre

    The reformation of black thugs is not the problem of White businesses and their employees.

    • Replies: @Mike Tre
  158. Alden says:

    Sorry, I didn’t mean being a victim. I meant that book brainwashed the general public who’d go into law enforcement become judges especially judges most important be jurors to let black rapists get away with it

    That book was part of the whole media cover up of black on White crime.

    Tip 3 black men in a car is almost always a robbing raping assaulting team. 1 in front 1 in back 1 to drive the car.

  159. res says:

    I doubt those leaders give a damn whether “disparate impact doctrine” is a lie, and they’re unlikely to welcome a hot-potato constituency group dedicated to exposing that doctrine.

    I don’t know about the first part. My guess is they give a damn and would rather it was not a lie. At least those of them who are even capable of judging the truth (or not) of various HBD premises. But the latter part is dead on.

    Our political system disagrees. So where do strong HBDers go from there?

    That is the question. There is a difference between having strong arguments and arguments which are effective in the current political environment (plenty of weak arguments are effective given enough media tailwind).

    It is difficult to make good arguments when a counter-accusation of “racist” or “sexist” is considered a devastating counter-argument in the Current Year. Not to mention the overall consequences. I think the treatment of James Damore is a great example.

    As for what to do, I think the best thing is to just let the evidence keep piling up (and keep pointing out the Emperor’s sartorial taste). Genetics is doing a great service in this regard–a fair number of goodthinkers seem to realize the writing is on the wall for some of their cherished religious beliefs. Hopefully at some point this country realizes there is actually competitive benefit to hiring the best people for the job. I think the Chinese are going to give the West a major wake up call in this respect.

    P.S. Not sure what you mean by “strong HBDers.” I would be interested in clarification.

    • Replies: @JackOH
  160. Alden says:

    Excuse me.

    I worked for 2 decades in the criminal courts and between the family business and having been a landlord my entire adult life I’m extremely familiar with both American attorneys and the American legal system. I’ve been hiring lawyers for 40 years. We’ve been sued and we’ve sued. It’s just part of the business.

    The German system is irrelevant here. This is America. American Attorneys incomes vary widely depending on many factors.

    If you don’t like American lawyers don’t hire any.

    • Replies: @jeff stryker
  161. Alden says:

    The American legal education system sounds a lot like the old German system.

    Americans don’t just go to law school. First they go to university for 4 years and get the degree. Then 3 years of law school. Then a difficult 3 day exam.

    That’s 7 years.

  162. Mike Tre [AKA "MikeatMikedotMike"] says:

    So no solutions then, got it. But you’re drawing conclusions based on your own premises, not mine. Read through my comment history if you’d like to get an idea of what my answer is to the NQ.

  163. @James Thompson

    That study has nothing to do with PET scans that can measure brain activity and the energy consumed in attempting to read. So I am not buying it.

    In dyslexics brains consume four or five times as much energy in attempting to read as a normal brain. But their brains expend normal energy when doing any other task.

    So my IQ question is really: What if those brains can equally decipher a matrix IQ test because in that case they don’t consume for or five times as much energy, but can’t equally decipher an IQ test that is word based because they would then they be consuming five times the brain energy?

    How should one’s IQ be viewed in that instance?

    • Replies: @davidgmillsatty
  164. @davidgmillsatty

    I may need to correct my comment a bit. I was recalling a TED talk where the speaker on dyslexia stated the dyslexic brain consumed five times the energy of a norm al brain. In checking this out I find this study that shows the dyslexic brain uses 4.6 times the brain area of a normal brain while reading. Whether this means five times the energy, I don’t know, but it does sound plausible.

    And I would think this is could be a far better means of diagnoses where you state that it is over diagnosed. How would anyone know without these studies?

    • Replies: @James Thompson
  165. @Alden


    I think the German was making the point that the US is a very litigious country and that one symptom is too many lawyers.

    But Germany is a quasi-socialist country and in a system of raw capitalism like the US with fewer restrictions there is going to be a greater need for lawyers because people are always screwing on another.

    I can gleam from between the lines that you rented to low-income families or even government subsidized ones, and in American this requires far more litigation because none of them really want to pay rent. Even if they have a job, many of them cannot afford to. In Germany, the government regulates this massively. Few German landlords end up hanging their tenants out the window to get rent like some slumlord in Chicago somewhere. The German government regulates this.

    You are simply arguing the difference between socialism, which as Jared Taylor points out is better for the poor labor class, and capitalism, which is better for the entrepreneurial and ambitious.

    Raw capitalism will have more cowboys out screwing one another and lawyers who have to make house payments litigating them. In over-regulated systems like Germany where the government limits what you can do from cradle-to-grave, there is less need for this.

    • Replies: @Alden
  166. @RadicalCenter


    I did not go to public school in Detroit. My parents enrolled me in Catholic schools. However I had a friend who was expelled for a prank on a nun and he ended up in the local middle-school. There were some serious black thugs at that school.

    My friend “M” became the focus of their routine bullying despite not interacting with these blacks at all. He tried to ignore them and never provoked them but one day my friend M faced an assault in the parking lot by two of the worst blacks and they spent the day assuring him of this.

    M did the old BAD BOYS trick. He threw his books in his locker and filled his schoolbag with soda cans from the vending machine.

    In the parking lot, the two black thugs who were 16 and still in the ninth grade bore down on him. My friend, a big white Italian kid himself, beat both of them with the improvised weapon.

    Unlike the movies, the beating actually serious injured one of the black kids. Never mind they were both thugs who were 16 and still in middle school. Never mind that they records as long as your arm. Never mind that M did nothing to provoke them and was merely protecting himself from an assault.


    One of the blacks suffered a serious eye injury and vision loss. The other black suffered merely breruised ribs.

    This was 1989 when we were both in the ninth grade and the school admin were all white ex-hippies. They reported the self-defense assault to the police who arrested my friend M.

    M was sent into juvie hall on remand for a month while the juvenile courts decided his fate. His parents had money and over the next two years of litigation they managed to get him probation and avoid a felony on his record for Assault With a Deadly Weapon (Merely a schoolbag filled with soda cans).

    It really ruined my friend’s life from the age of 15 to 18. He ended up joining the Navy for two years just to get away from home. He later enrolled in college somewhere else and I never heard from him again.

    I should state that during this time one of the blacks he faced the charge against ended up going to prison at 16 for stabbing someone else in a video arcade.

    No matter. The whites were all liberal hippies in the school system and tried to prosecute him to the full extent of the law.

    Then there was Kathleen. Kathless was a “poor little rich girl” from my neighborhood whose parents went through a bad divorce. She had a huge allowance and by the age of sixth grade she was doing cocaine. By eighth grade, she smoking crack. As a result of this, she was running around with teen black thugs from her school all the time. Things reached a nadir for her in the ninth grade. She was out with blacks, some adult, having sex with all of them and smoking crack and she overdosed on their crack. Everyone in our neighborhood heard what happened next. The black driver and passenger of the vehicle she was in dumped her half-nude and foaming at the mouth having a crack-induced epileptic seizure in the middle of a road. Kathleen was 15 years old.

    Her parents sent her to rehab and she became sober and stopped using drugs, but the black guys she hung around with still tried to come over to her house and hang around. This situation reached a critical peak when Kathleen’s brother had a birthday party and a bunch of black teens (Miles from the hood, I should add) emerged from a vehicle saying “We’re going to trash dis place”. Her brother pointed the family shotgun at them. They left, but three days later they returned and broke into the garage and trashed Kathleen’s mother’s car and burglarized the house.

    So you see Radical, it is not nearly as easy as you make it seem. Even when white kids overpower a group of black kids, there are legal recriminations. Even when whites defend themselves, there are vendettas and grudges. Shooting a black dead with gang affiliations is not the end of the situation. It can be the beginning. His gang knows your address and will return there. And even if you live miles away from the hood-and Kathleen’s parents did, in a nice area-anyone can get to you.

    This is why I just took off. After Phoenix, where I nearly ran into a serious situation with Mestizo Cholos I found a job overseas and fled the country.

    Do you really believe that if you kill some Blood or Crip or MS-13 there won’t be counterattacks. Maybe not if you move to the Ozarks. But you cannot kill or injure black or Mestizo thugs and simply say, oh well, its over. Gangs bang. Its what they do. After all, they have no job to go to. So they have 24 hours in a day to plan your ambush. What if you go to prison for killing a local black gang banger? His friends are all inside. Suppose you don’t skate on self-defense.

    I’m not a hick from the sticks like many posters. I am a urban white and know full well that sometimes whites come out on top in confrontations with Hood Rats. However, this does not always end their problems. I have witnessed young white girls in my neighborhood get addicted to drugs and totally exploited in the Hood.

    Aaron B is a Jew but he is from NYC and has witnessed some of the same things.

    • Replies: @Alden
    , @anarchyst
  167. Svevlad says:

    Well, you know how it is, the appliance of such a program, at least openly, would basically require ludicrous levels of repression against the progressive crowd.

    Though there is an easier way. All you need is a lot of money and trickery. Global free healthcare with mandatory vaccinations is the first step. Then, you institute a special medical card that will be given for everyone to use – however, each card should have a secret value encoded within, for the individuals genetic intelligence (seeing that genetics is progressing rapidly, soon it’ll be possible).

    Then, you prepare 2 separate vaccines. A normal one, and one that will sterilize you, guaranteed. Which one you get depends on the values on your card. Bam, until they realize they and their kids can no longer reproduce, it’s fait accompli.

    What they gonna do, magic rituals to preserve their voter base? Forced televised suicide of the entire global pozzed leadership is what I would wish for

  168. JackOH says:

    res, try this.

    Get HBD folks together to support a manned mission to Mars and beyond. Staging colony on the Moon, permanent colony on Mars. The costlier the better.

    When Juan or Melatonia from CNN interview you, you recite the usual clichés about tech spin-offs, national prestige, international competitiveness, etc.

    Then you add your HBD “reparations” case in 99 or fewer words:

    “What’s more, Juan or Melatonia, we’ll put millions of talented Americans back to work again. Let’s face it, we have countless engineers, technicians, scientists, skilled tradesmen, laborers, and managers who aren’t and who won’t be participating in today’s economy. We can get into the reasons for that, but I want to focus on the positive. Are we prepared as a society to look them straight in the eye and tell them they’re just no good? No. The best way of putting those very productive folks back to work is to put them back to work.”

    The idea, of course, is to have HBD infiltrate our very crowded rhetorical space by concealing it within a government pork project.

    • Replies: @res
  169. @davidgmillsatty

    You tell me you “are not buying it”. I assure you I am not trying to sell you anything, or indeed to convince you of anything.

    The study to which you refer is based on 6 boys, who are said to be dyslexic. There is no link to the actual paper, and it is clear from this absurd sample size it is not worth reading. For the beginnings of a reliable finding with these sorts of techniques with their multiple readouts of brain activity one would need roughly 200 subjects.

    Please concentrate on the actual point: we need to have a solid basis for saying that any person has a disorder. If you look at the population distributions you will see an almost normal distribution of reading ability, mostly as a function of intelligence. There is a slight over-representation of reading backwardness in some samples even when the correction for intelligence is applied. Those children might validly be said to have a disorder. Thankfully, they are a minority.

    • Replies: @res
    , @davidgmillsatty
  170. res says:

    Interesting idea. I think the process would be a minefield and the moment Juan or Melatonia thought they heard an HBD dog whistle a mine would go off. But I am not a political type.

    • Replies: @JackOH
  171. res says:
    @James Thompson

    Probably not worth digging into (sample size, as you noted), but here is the paper.

    It might be worth looking through the 87 papers citing that one shown in Google Scholar to see if any better followup studies have been done. Perhaps davidgmillsatty could do that to support his original comment.

    Does dyslexia seem to be more of a binary phenomenon (you have it or not) or a severity/threshold type phenomenon ?

  172. Severity threshold phenomenon, and rare in Italy and other places where spelling makes sense.

  173. Anonymous [AKA "Angela Montessori"] says:

    I began and I left (pushed out) my career in education prematurely. It did not make sense any of the school policies that emphasize social/racial/national/linguistic MULTI diverse debate which never addressed the ACADEMIC necessities of the students and their parents. I often wonder why? Until I discovered the corrupt nexus between School Boards and teachers UNIONS. Most failed school districts (and cities) are the result of the tie/strangle hold that UNIONS enforce on School Boards (and city) elections. Teachers UNIONS control the selection, appointment, financing, of their ELECTED board members, whom MUST obey the teachers UNIONS sociopolitical agenda. As long as Unions continue this ILLEGAL, UNconstitutional, illegitima Undemocratic mafia scheme the RESULTS of the local school districts will NOT change..This means that the current model of teaching, classroom management, academic curricula will continue operating under XIX century standards…which date back to the preindustrial, assembly line mentality still prevalent in the USA/American teaching establishment designed, planned, dominated, executed by the Teachers UNIONS from University level, licensing, credentialing, certification, fianancing, lesgislative ALL aspects of the teaching/schooling/academic related issues from building, printing, writing, publishing, and of course TEACHING is controlled, dominated, by the UNIONS. Such labor entities Unconcerned about teachers interests, neither students achievemnst merely about UNION finances\$\$\$ WILL never allow the PUBLIC/TAX funded school systems the change, innovate, experiment with NEW updated curricula, methodology, etc. I still remember the UNIONS opposing 9am-4pm school day, eventhough there were no qualify teachers for Mathematics, Biology the union would never let Graduate/PHD candidates to teach al least Part/time..!!! would not allowed students to fund students to go to private schools to alleviate Overcrowding, would not agree to RENTING buildings to expand more space..the UNIONS oppose ALL forms of SOLUTIONS…never mind linking salaries with teachers RESULTS…

    • Replies: @Alden
  174. Mefobills says:

    In other words, it was the opposite of HBD advice. In HBD, everything is seen as determined, so mistakes are more likely to be interpreted as indications of inability, and the emphasis on innate talent naturally reduces drive.

    The above is not my take.

    HBD is social science, it is big data. Individual drive will maximize the output of an individual. In other words: Motivation + IQ = output. Beyond a certain level of IQ, it is impossible for certain outputs.

    I will play you a game of life: You get to pick from the entire population of Asians worldwide. You get to select for 40 yard dash speed.

    I get to select from islands populated by descendants of West African slaves, say Jamaica.

    Are you willing to take the bet? You get to pick from a population base well over a billion, and I get to pick from 3 million.

    I will win the bet. Your population is not evolved for running the 40 yard dash at the elite level.

    What HBD does is define the parameters. Jewish IQ and white IQ exist within the same parameters, or limits, but the distribution might have a different frequency.

    When you see Jewish over-representation, it is usually due some sort of other exigent factor, like nepotism, in-group networking, and only sometimes jewish cultural norms… such as pushing the child harder and demanding more.

    Jewish thought leaders promote degeneracy for out-groups, probably as a group evolutionary tactic: Frankfurt school is a good example. Is this intelligence, or psychopathy?

    I have noticed some frequency data on Jewish psychopathy, but I’m not convinced yet if the distribution is nature or nurture.

  175. polistra says: • Website

    This is certainly true for textual teaching of academic subjects. But it misses the VARIETY of innate skills. 100 years ago, American schools paid a lot more attention to non-textual skills like cooking and farming and parenting and carpentry.

    A teacher or trainer can make a major difference in the development of ANY skill, provided you’re not trying to train the WRONG skill. When all schools focus on the goal of a Harvard PhD, only the 1% of students who are capable of Harvard PhD work are getting any benefit from school. The other 99% are being trained for skills they can’t hope to possess or use.

    • Replies: @Alden
  176. JackOH says:

    res, well, the political operators I’ve met are mad-dog driven, without scruple, very savvy to the nature of our institutions, and capable of thinking seriously about criminal and civil misconduct to achieve their ends. See, e. g., G. Gordon Liddy’s Will.

    So, before your national TV interview with Juan or Melatonia, you, as a political operator, would have already known that Juan had a penchant for underaged girls (you’d have the photos), and likewise that Melatonia had a serious coke habit that threatened her seven-figure annual income. You’d have to be careful about not overplaying your hand, but with the right blend of stroking and threats, you can guarantee a successful interview.

    I’m not cut out for that sort of dirtball, but I’ve believed for decades a lot of our decision-making that seems incomprehensible becomes intelligible once you understand who’s sticking it to whom.

    Thanks again.

    • Agree: res
  177. Alden says:
    @jeff stryker

    I don’t rent to low income families or government subsidized ones. The easiest to run are large buildings with many small one bedroom one tenant each apartments.

    • Replies: @BengaliCanadianDude
  178. Alden says:

    I read that the 1880 to 194o girls home economics classes covered first aid and home nursing. Very useful. Auto and wood shop were useful.

    The most useful courses 1870-1980 were the commercial/ business courses shorthand typing use and repair of office machines book keeping office management filing systems.

    Kids were well prepared to go into the booming clerical jobs of the time. By 1940 those courses and jobs were reserved for women who were ready to earn a living at 18.
    Now young women go through 4 years of college and end up in the same office jobs their high school grad grandmothers had.

  179. Alden says:

    Respectfully disagree. The only difference between a successful and failing school district is the demographics of the student body.
    The disgraceful ghetto city schools and the most successful suburban schools hire teachers who belong to the sane union and the union exerted the same power over all the schools.

  180. Alden says:
    @jeff stryker

    Great post Jeff. A good rebuttal to the armchair warriors. When the boys were 11 I asked a close DA friend and he agreed. He gave me a supply of his business cards. From age 11 in the boys carried the DA business card and my probation officer card at all times.

    Told them again and again that if they fought with blacks and police came give the cops the cards and ask for an attorney.

    They didn’t go to public school with the thugs but rode city buses to school and their adventures all around town. The city buses really exposed them to the reality of blacks at an early age.

    10% of the younger than 18 population 99% of juvenile crime. The city bus divers almost all black had to buy kitchen fire extinguishers and bring them on their shifts. Because the black kids brought newspapers and enjoyed setting fires in city buses.

    At one time cops were told to go soft on blacks. Could be they were also told to be harsh on Whites.

    • Replies: @jeff stryker
  181. @James Thompson

    Here is a much newer paper and you can actually look at the brains of “dyslexic controls” and see for yourself that these brains light up the scans in vastly different ways that the brains of the regular “controls.”

    Frankly until we get routine scans of children who struggle in school, for whatever reasons, I don’t think we will get valid diagnoses. There is an excellent TED talk on this point by a psychiatrist who was also highly trained in radiology and brain imaging called: “The most important lesson from 83,000 brain scans.” And he makes the note that psychiatrists are the only MDs who never look at the organs they treat. You can look at his images and see for yourself.

    But since I am really interested in IQ now (thanks to you and a number of other people on this site) and really curious about though (and perhaps I didn’t make it as clear as I should have) is whether “dyslexics” could be used as further validation for the claim that IQ studies that use matrices are not biased. If a dyslexic can do matrices IQ studies as well as anyone else of the same race or gender, then the matrices IQ tests would really seem to refute, even further than they do now, any claims of bias.

    As a lawyer, who litigated for 35 years, I am well aware of how claims of bias, even very weak claims of bias, shut down rational arguments.

    And to this day people who run our educational system believe that IQ testing is biased and that opinion is still highly prevalent in our educational system. Consequently the prevalent belief is that IQ should not be used to segregate gifted kids from regular kids and regular kids from low IQ kids, probably to the detriment of all.

    • Replies: @James Thompson
  182. Alden says:

    Great post. UBZ is full of articles and comments about the importance of intelligence and meritocracy. But few mention affirmative action which essentially forbids hiring superbly qualified Whites.

    Maybe it’s age. Maybe most commenters started their careers before 1975 and never experienced affirmative action discrimination.

    • Replies: @JackOH
  183. Alden says:

    Soo why should White businesses have to run a reform school for black thugs who do no work, refuse to obey instructions, sexually harass fellow employees customers and vendors and argue argue argue all day long and often don’t show up?

    Blacks won’t take care of their own. But the government spends billions of dollars in thousands of programs a year to save blacks from themselves with White taxes.

    You’ve never worked with blacks it’s totally obvious. Also obvious you’ve always had office jobs.

  184. @davidgmillsatty

    Thank you for finding this better paper. Before we can say anything about this study, we need to know the inclusion criteria, which is hidden in the Supplementary information section: “individuals with a prior dyslexia diagnosis or lifelong history of reading difficulties”

    Frankly, that doesn’t give us much to go on. All sorts of people get a “dyslexia diagnosis”, particularly if they pay for one. We need to know how their reading abilities relate to their non-verbal intelligence in order to see whether these diagnoses are remotely believable. We have no idea if they really have a specific disorder.

    Supplemental information shows where all the problems lie.

    The sample sizes are far too small for all these multiple scanning measures. The whole thing is full of noise. 19, 24, 25 subjects in the three studies is three small noisy studies. Even puting them all together and calling them 70 would be too small.

    Then look at the results in Table 1 in the body of the paper. The adult controls are brighter and have a much tighter standard deviation. Why? They seem to have been selected as super-normals, and the restriction of range will make the “dyslexics” seem different in contrast. Then look at the controls for the children. They are a full standard deviation above the “dyslexics”. That 15 point gap in non-verbal intelligence may be accounting for all the supposed findings.

    Think like a lawyer! Think whether the methods and procedures allow any conclusions to be drawn.
    Keep at it.

  185. JackOH says:

    Alden, thanks for the kind words.

    I’ve written a bit about AA here, and regard it as a great evil, but I fear it has “metasticized” successfully within America so that no one gives a goddamn.

    There may be (not sure) “cascade effects” to AA that essentially ghettoize well-qualified Whites (mostly males) to the lowest-paying, least desirable jobs.

    Example: Bob Goodwhite, a well-qualified engineer, is turned away by Employer A. Employer A is a multinational offering \$120,ooo annually. Employer A fears EEOC scrutiny, has an HR department that’s aggressively PC, and is okay with a “good-enough” AA hire.

    Employer B, a smaller company offering \$87,000 a year. Same story.

    Long story short: Bob Goodwhite eventually settles for a \$51,ooo a year job with Employer E, a family-owned supplier to Employer B, and too small to invite EEOC attention. Opportunities for professional challenge and salary growth are limited.

    That example above is actually a composite of sketchy anecdotal stuff I’ve heard over the years, and sounds almost unbelievable. The well-qualified White guy doesn’t get second best—he may get the worst. As I said, almost unbelievable, and it’s a sure bet our leaders pretty much don’t care.

    Thanks again.

    • Replies: @Justvisiting
  186. @Alden

    ow income families or government subsidized ones

    In Canada, there are certain parameters that need to be fulfilled for renting different apartment complexes, one such requirement being that there must be a minimum threshold of 25 % of the units solely dedicated to people on government subsidies

    • Replies: @jeff stryker
  187. @James Thompson

    I still think you missed my point.

    Dyslexia really should be diagnosed with scans and enough of them to ensure statistical accuracy. Imaging seems to be the best way to do this. But where is the money going to come from to scan every child who struggles with reading or even enough children to be confident of a diagnosis?

    Statistics in medicine just suck. You know as well as anyone that nobody in medicine can remotely afford to do tests on a thousand people. They almost never get 300. Many studies are only done on 50. It should not be surprising at all to get as little as 70.

    I am sure you are aware of Dr. John Ioannidis famous article “Why Most Published Research Findings Are False,” now with a million article views. It all boils down to too few people studied to make the statistics have predictive ability.

    The bottom line is that we are not going to likely get enough scans on children to satisfy you, or me of the genuineness of their diagnosis. It simply costs too much.

    But, my point is, if you could be satisfied that you have a group of genuine dyslexics, what you would you expect matrices IQs to show? Why wouldn’t dyslexics be a good group to test to prove the matrices tests are not biased?

    I don’t quite understand your last paragraph. Can you elaborate?

    • Replies: @res
    , @James Thompson
  188. @James Thompson

    What I am specifically disagreeing with you about is your statement that dyslexia is over-diagnosed. I am saying there is no reliable means of testing for it, so I am not convinced that statement is correct. It is hard medical diagnosis to make. You might be right. On the other hand you could be grossly wrong.

  189. res says:

    This paper might be of interest if you can chase down the full text:
    If I read the abstract correctly they had both Raven’s PM and WISC results for 486 students, approximately 30 of whom they characterized as dyslexic with 2x more probably dyslexic.

  190. Dale says:

    Mr. Stafford was hell for the five math classes I took with him in HS…all the way through calculus.

    I breezed through college calc!

    Amazing man.

  191. @Alden


    It is not a great post. It is simply an example of two cases of two young lives which were marred by attending public school.

    I’ve heard other stories, of course. So many that fully describing them would require volumes. But there is my own advice.

    1. If your teenage child successful defends themselves, someone will have been seriously hurt. Inner-city teen thugs are trying to cause serious or fatal injuries to victims and in order to stop them your child is going to be inflicting more than a bloody nose because the teen attackers are hardened and won’t stop attacking until they are seriously injured. At this point, your child is going to be locked up in a teen jail like the one in the Sean Penn film. You’ll need to bail him out quick. Your family is going to be in and out of court for a long time.

    2) If you can afford to send your kids to a Catholic school, do so.

    3) Inner-city teen thugs will usually attempt to seduce white girls by offering them hard drugs like marijuana or cocaine/crack cocaine. It is much more destructive for a 15 year old girl to get hooked on crack cocaine than an adult. I can assure that once she is addicted to hard drugs and running around with inner-city thugs she will be very badly used. You’re in for a LESS THAN ZERO experience with your kid. And teenagers tend to relapse. Adults who become addicts after age 18 had a life before drugs and will have a life after drugs. But when teen thugs introduce your 15 year old to drugs and they become an intrinsic part of the child’s development they are often junkies for life or simply have long-term mental problems because their brains are still developing.

    4) A sixteen year old Mestizo or black thug who is still in the ninth grade is not a “kid” any more than Alexander Delarge was a “kid” in CLOCKWORK ORANGE. He is a nearly-grown sophisticated criminal. He may have already participated in a murder out-of-school or at the very least witnessed one. He is usually dealing drugs in school, burglarizing homes, beating up and robbing gays he “hustles” (This used to be fairly common in part because gay men don’t differentiate between adult males and teenage ones) or whatever.

    6) There may be recriminations. If your child has injured a member of a street gang, they are all going to be after him. You will have to send him out of state to another community. Your son cannot simply inflict serious injury on a gang member and then go to school the next day like nothing happened. The entire gang will be in the ER of the injured thug swearing vengeance.

    7) Even if your child defends themselves, and I have known some tough Polish kids in the factory towns of Southeast Michigan who could and did, he is coming out of public schools with a streetwise mindset like an ex-con.

  192. @BengaliCanadianDude


    That is not the case in the US. Canada is a much more socialist country (Comparatively). US landlords can also bounce tenants in winter (And it gets colder in Chicago than Toronto) while in Ontario I know for a fact they cannot.

  193. @davidgmillsatty

    Forget about scans. We are talking about dyslexia. We need a way to distinguish between general and specific difficulties. Measuring non-verbal intelligence and then correcting for it is the best way to set defensible cutoffs. We can say that specific reading retardation is a reading score which is 2 standard deviations below expectation, or 1.8 sds if you want to be more inclusive. Then we can study those people intensively, and even use scans if we want to. Get the definition right before getting confused by general low ability.

    Methods matter. Sloppy diagnoses lead to sloppy research.

    • Replies: @davidgmillsatty
  194. anarchyst says:
    @jeff stryker

    It was just as bad in the 1960s. In fact, Detroit’s Northeastern High School had a “black students union” that was successful in getting the American flag removed from the front of the school and replacing it with a “black nationalist” flag.
    The ordeal that white students had to go through was harrowing, to say the least. White students did not use the restrooms, as a “beatdown” by multiple blacks was usually the result. Blacks never fought one-on-one, the “pack mentality” was evident then as is today.
    Blacks did not want to learn, the same situation that still exists today. Teachers were deferential to blacks, although there were a few teachers who tried to carefully shield their white and asian students from predatory blacks, giving them additional attention and coursework, knowing that they could excel in spite of the, violent, raucous atmosphere.
    Anywhere blacks go, they destroy…

  195. @James Thompson

    Sloppy diagnoses are exactly the point. We need scans and we also need the equivalent chemistry that we have for other medical diagnoses. We do chemical analyses on blood and urine and feces but we never do them on cerebrospinal fluid. Dr. Amen’s point was that the brain is the only organ we do not look at before we treat and as a result diagnoses are often wrong. I would go one step further and argue that it is the only organ we treat that we do not do chemical analyses on. So, I don’t think neuropsych testing is adequate by itself for diagnosing dyslexia to determine IQ of dyslexics. We need to get the diagnoses as accurate as reasonably possible. Why?

    Here is the logic question, dyslexics pose for matrices IQ tests.

    1. Matrices IQ tests eliminate linguistic and cultural bias.
    2. Africans score about an average of 70 on these tests.
    3. Europeans score about an average of 100 on these tests.
    4. If Statement 1 is true, then European dyslexics should also score about 100 on average on these tests.
    5. If European dyslexics don’t score 100 on average on these tests then Statement 1 is not true, or probably not true.
    6. How well European dyslexics compare with European normal controls raises serious questions regarding the validity of matrices IQ tests for other races, such as Africans.

  196. @JackOH

    Example: Bob Goodwhite, a well-qualified engineer, is turned away by Employer A. Employer A is a multinational offering \$120,ooo annually. Employer A fears EEOC scrutiny, has an HR department that’s aggressively PC, and is okay with a “good-enough” AA hire.

    Employer B, a smaller company offering \$87,000 a year. Same story.

    Long story short: Bob Goodwhite eventually settles for a \$51,ooo a year job with Employer E, a family-owned supplier to Employer B, and too small to invite EEOC attention. Opportunities for professional challenge and salary growth are limited.

    Your anecdote is accurate (from my experience) but that is just the beginning of the story.

    Employer A and B are filled with AA engineers who are just not very good. Eventually it effects the quality of the product which leads to increased product liability lawsuits and eventually the significant decrease in value of employer A and B’s business. Out of desperation they sell to a larger company that begins mass layoffs including most of the AA engineers.

    Meanwhile employer E meets customer needs and thrives until they become big enough to attract EEOC attention. Bob Goodwhite prospers for a while with employer E–but as the older workers retire he finds he has more and more AA coworkers, and the quality begins to suffer. Eventually employer E crashes and burns due to employee incompetence, and Bob Goodwhite has to start over.

    Affirmative action means everybody loses.

    Those are the anecdotes I have experienced and heard from others.

  197. Aft says:

    This strikes me as about right: these are mostly hollow gains to one subject or one test. They might even leapfrog into a job they’re not qualified for, but once again their lower g (or lower drive, worse work-habits, etc.) will catch up to them there. Them getting better grades doesn’t matter in any real sense.

  198. Aft says:

    Or for the top few percent, usually the best the teacher can do is “leave us kids alone”–my best teachers were the ones who let me opt out and self-study, recognizing there was no point in being held back to the pace of a normal class.

  199. Aft says:

    Separation of schools by relative intelligence, and then within-school separation into advanced classes and regular is about the only thing that matters. I’d take good sorting of similar cognitive abilities over teaching quality any day. Providing a learning-focused environment for the smart ones is about the best that can be hoped for.

  200. Aft says:

    It sort of is what we want. Cognitive sorting is perhaps the only value of education. Why not get it very efficiently and let the top few who have any chance of working in the field soar?

    People can churn through problems and yet have no understanding, perhaps their talents or aptidues are best directed elsewhere than “mastering” a subject they’ll never be a master of.

  201. Anonymous [AKA "dee_forgot first email"] says:

    Lots of “conditions” such as dyslexia, ADHD, ODD, gender dysphoria are very prone to gaming and social contagion. The fact that prevalences can vary dramatically between decades and genetically similar populations, shows they are at least partially environment-dependent.

    I did have one interesting experience with dyslexia. Like many in my family I am a compulsive reader: back of cereal boxes, economist papers stacked in the toilet, etc. I visited a friend in a developing country where people don’t read books for fun. He grew up there, hated to read and was diagnosed with dyslexia late in life. He had struggled at school but seemed very bright and had a MSc from a prestigious university.

    He was late in picking me for dinner and having (un-usually) forgotten to bring a book I was forced to read the only available printed matter- the telephone directory. It was not the most interesting thing I had ever read, but neither was it the least. Parts of the section on farm machinery were quite compelling.

    When he did pick me up, and I mentioned how I filled in the time, we realised how alien we were to each other. For him, reading was intensely painful and distressing -for him the thought of someone reading a telephone directory for fun was un-conceivable. I thought of his bookless life and felt sorry for him.

  202. JackOH says:

    Justvisiting, thanks.

    We’re not likely to get a full accounting of the “cascade” or downstream injuries caused by affirmative action any time soon. I think there’s some sketchy stuff on the Web, some books, some newspaper articles, but that’s about it. We’re stuck with AA as the law of the land, and a corporate America that has gamed and worked around or just learned to live with AA.

    Most educated Goodwhites, I think, can’t wrap their arms around the idea that their government has deliberately issued judicial opinions and federal regulations that have turned them into second-class citizens to serve political ends that aren’t clear. The White guys I’ve talked to continue to believe their failures are theirs alone, or they talk about the “broader economy”, which I always think is a non-explanation explanation. We won’t be seeing a popular movement of upmarket Goodwhites seeking—what did we call it?—justice.

    • Replies: @Justvisiting
  203. @JackOH

    their government has deliberately issued judicial opinions and federal regulations that have turned them into second-class citizens to serve political ends that aren’t clear.

    I remember reading Herbert Marcuse in my college days (many years ago) and being terrified.

    His ends were clear–destroy straight white males and their institutions (education, entertainment, church, family, corporation, non-profit, government) by any means necessary.

    When an ideology becomes conventional wisdom of the elites (and their media puppets) it becomes normalized and bureaucratized–what we are seeing today is Marcuse unleashed on unsuspecting goodwhites.

    • Replies: @jeff stryker
    , @JackOH
    , @JackOH
  204. @Justvisiting


    What will those destroyers replace these institutions with? Yeshivas? What?

    In every city we have entire ghettos where this has occurred. Every single white has left. Except for the police and ambulatory services.

    Is this what (They) want? It would seem that (THEY) are often the victims of urban blight. Does it really enhance (Their) position?

    I don’t disbelieve you. But what is the final practical solution? South Africa?

    Destroy the Catholic church? Will Hispanics and the powerful East Coast Irish-American Dem be cool with this?

    • Replies: @Justvisiting
  205. Anonymous [AKA "Walt Gardner"] says: • Website

    I taught for 28 years in the Los Angeles Unified School District, which leads me to believe that Doug Detterman is correct. But if the characteristics of students are the overwhelming factor in achievement, then how does he explain the impressive results posted by Success Academy in New York City?

    Success students come from disadvantaged backgrounds and yet manage to produce better outcomes than privileged students in affluent Scarsdale. Evidently, teachers can play a greater role than Detterman argues. I’d be most interested in getting his response.

    • Replies: @CanSpeccy
    , @Anonymous
  206. JackOH says:

    “When an ideology becomes conventional wisdom of the elites (and their media puppets) it becomes normalized and bureaucratized–what we are seeing today is Marcuse unleashed on unsuspecting goodwhites [emphasis mine].”

    That’s it—exactly. (My knowledge of Marcuse is slim, but I get the point.)

    I think our elites have stumbled onto the decision-making value of “selective radicalism” and “selective radicalization” under the color of law and deliberative process and regulatory language, and the Goodwhites who believe they can fight this sort of thing by appeals to rational discourse and commonsense decency are big-time outgunned. Thanks again, JV.

  207. CanSpeccy says: • Website

    According to a 2015 article in The New York Times article, Success Schools:

    …discipline, social pressure, positive reinforcement, and suspension are applied to students, as teachers are rewarded for better behavior and performance. Former teachers claimed that they quit because they disagreed with Success’ punitive approach to students.

    Some parents of special-needs students at Success Academy schools have complained of overly strict disciplinary policies which have resulted in high rates of suspension and attempts to pressure the parents to transfer their special-needs children out of the schools. State records and interviews with two dozen parents indicate that the schools failed at times to adhere to federal and state laws in disciplining special-education students.

    Statistics gathered by the New York State Education Department show much higher rates of suspension at most Success Academy schools than at public schools. School spokesmen have denied improper treatment of any student, and founder Eva Moskowitz has defended school practices as promoting “order and civility in the classroom”

    LOL. Treating education as, well, a process of education requiring a combination of discipline, rewards and competent teaching, not just waiting for natural talent to display itself, works, whereas the IQ-ist bullshit that intelligence will out and environmental factors such as education have little to do with achievement destroys the productive and intellectual potential of one generation of Americans after another.

  208. JackOH says:

    Our Goodwhites are playing Norman Rockwell to our elites’ Jackson Pollock.

    That’s one of my few attempts at offering a quip that I hope summarizes why our leaders seem to be not listening to some very real pain in America.

  209. Anonymous [AKA "DarthLaurel"] says:

    The thing that makes the difference for Success Academy is parents who give a damn. Charter schools require parental involvement. And actually having academic standards and trying to meet them helps, too. Oh….and discipline….yeah….imagine that. How revolutionary.

    • Replies: @CanSpeccy
  210. CanSpeccy says: • Website

    That punishment and reward mold behavior is the one thing the psychologists got right during the twentieth century, but they seem already to have forgotten that rather obvious fact, and now push the nonsensical line that children will achieve their potential as measured by their IQ in a school system that fails to reward merit, that fails to restrain the undisciplined, and that fails to reward inspirational teachers.

    Psychologists are apparently not smart enough to study human psychology. They should stick with rats in mazes.

  211. @jeff stryker

    Is that what they want?

    I believe this Kolakowski guy understood Marcuse correctly (from the Marcuse Wikipedia entry).
    Kołakowski concluded that Marcuse’s ideal society “is to be ruled despotically by an enlightened group [who] have realized in themselves the unity of Logos and Eros, and thrown off the vexatious authority of logic, mathematics, and the empirical sciences.”

    The current Marcusians want elite rule–presumably by sexual predators and self-anointed philosopher kings. (=my translation of eros and logos). That will not be possible in a society with a strong intelligent middle class that is economically self-reliant. Therefore they want to replace the average man with a world of serfs who are brainwashed and unable to resist authority.

    The public policy of “diversity” and “fairness” is designed to defang the straight white males and replace them with “minorities” and “immigrants” who are dependent on their sponsorship.

    They want to end all of the liberties in the Bill of Rights.

    They want to spend public money on “social programs” and international military adventures to bankrupt all nations to bring on mass poverty and starvation everywhere.

    Then and only then will the public be fully groomed to meet the one true demand of the Marcusian authority figures–_obedience_.

    • Replies: @CanSpeccy
    , @JackOH
  212. CanSpeccy says: • Website

    The public policy of “diversity” and “fairness” is designed to defang the straight white males and replace them with “minorities” and “immigrants” who are dependent on their sponsorship.

    It’s not so much the whiteness that matters, but the culture, which is to say Western civilization and the Christian faith.

    The point of the American system of “education” is to make everyone equal, and equally ignorant so that the plebs cannot challenge the entrenched plutocracy. Certainly, the purpose of the American high school is not to educate beyond the minimal level required to perform the low-grade tasks of required of the majority of American workers — until such time as automation will make them entirely redundant — and to make spendthrift consumers and victims of usury.

    Rather than the cultivation of intelligence, the main purpose of American education is to indoctrinate in the principles of political correctness, i.e., mind-numbing bullshit certain to kill the capacity for critical thought even among the naturally intelligent.

    To achieve equality the school system is deliberately anti-meritocratic. The bright and the studious must keep pace with the dumb and the undisciplined. Such differences in achievement as nevertheless emerge are then dismissed as due to differences in some mysterious essence called IQ, with essentially zero credit given to differences in application, or the quality of teaching.

  213. JackOH says:

    “The current Marcusians want elite rule–presumably by sexual predators and self-anointed philosopher kings. (=my translation of eros and logos). That will not be possible in a society with a strong intelligent middle class that is economically self-reliant. Therefore they want to replace the average man with a world of serfs who are brainwashed and unable to resist authority.”

    JV, I’m not going to disagree with you, that’s for sure. As I’d mentioned, my knowledge of Marcuse is slim. I’d read One-Dimensional Man as a youngster, and I don’t recall understanding a word of it.

    But, I’ve noted several times that institutions, such as family and religion, that once buffered us against puppetization (serfdom?) by business and government have withered badly.

    I turned to the Wikipedia page on ODM, and got a pretty uncomfortable jolt from the line about affluence as an alternate means of oppression. I think I’ve seen that “oppression” at work in the well-educated “empty suits” I’ve met. They can’t imagine governance by anything other than compliance with the system that delivers them paychecks and consumer goods.

    Good comment, JV.

  214. I think the 1st sentence of the referenced paper is incorrect.

    Age segregated classroom education is only about 200 years old, & was developed by the Prussians to destroy the influence of family, village, & religion, in order to create good factory workers & soldiers who would obey only the state.

  215. Factorize says:

    I am currently investigating a Marxist perspective of primary educational socialization. This viewpoint sees a class differential in how students are educated; in particular how they are taught to relate to the means of production, capital, other people and the capitalist system. This viewpoint posits that the working class will be socialized to obey rigid authoritarian discipline, while also learning how to resist such authority; the middle class will be socialized to engage in endless competition; the elite will be socialized to manipulate social systems and to develop highly advanced creative, analytical and critical skills and behaviors.

    I am not sure whether I agree with this assessment. Within my public school experience, the socialization differences that I observed between the various class environments that I encountered during my education did not seem that remarkable. Given a teacher at the front of a classroom with 20-30 students in a large urban environment, psychometric evidence suggests that there will be similar IQ distributions in all socioeconomic groups. Additionally, it is ultimately not socially efficient to accentuate class differences in education when mass labor, mass marketing etc. require uniform, standardized workers/consumers. Comments please!

  216. Doggone says:
    @James Thompson

    > However, that still leaves the field open to searching for the best methods of instruction, and for increasing efficiency generally.

    You’re prognosticating without the barest of clues. Perhaps you are well read in iq studies. In the theory of instruction you are sorely lacking. Look up zig Engelmann.

    • Replies: @James Thompson
  217. @Doggone

    Thank you. Read a little about the DISTAR method, which seems sensible. What in your view is the best meta-analysis to read on the method?

Current Commenter

Leave a Reply -

 Remember My InformationWhy?
 Email Replies to my Comment
Submitted comments have been licensed to The Unz Review and may be republished elsewhere at the sole discretion of the latter
Commenting Disabled While in Translation Mode
Subscribe to This Comment Thread via RSS Subscribe to All James Thompson Comments via RSS