Dealing with Dysfunction: A Review of “What It Is Like to Teach in Failing Schools,” Part 2

Nelson Rosit


Part 1 of “Dealing with Dysfunction”

Another of Mr. Teacher’s idiosyncrasies is his view on race. Although he does not explicitly identify his ethnicity, apparently he is a White man. And despite having plenty of real-world experience dealing with Blacks and Browns he does not address race as a biological concept. When discussing the Program in International Student Assessment (PISA) that compares student academic achievement across national borders the author notes that “American educators produce similar outcomes as Finland and Korea when looking only at White and Asian students” (99). Okay, that is to be expected. But then he goes on to state that the PISA “results help to show that biology is not the leading or most significant cause for assessment differences between subgroups (eduspeak for races) because largely non-white United States Hispanics significantly outscore biologically ‘White’ Uruguayans” (101).

The above is pretty slim evidence to base a conclusion regarding the role of race in educational achievement. A closer look shows that AT’s comparison is not apt. While Uruguay is 88 percent White, that is within a Latin American context. In addition, Uruguay has a far smaller per capita income than the US, and spends a significant smaller percent of its GDP on education.[1] As a result the South American country has a shorter school day, larger class sizes, and more basic educational facilities.

Strangely, later in the book the author gives evidence that race is a significant factor in educational outcomes.

Black Canadians are just 2.5 percent of the Canadian population. Black Canadian students in Toronto — the largest concentration of Blacks in any Canadian location — have a dropout rate of 40 percent — a much higher dropout rate than their Canadian peers. There is also a large scholastic achievement gap between Black Canadians and other Canadians (212).

In addition, AT notes that Black Canadian students have disproportionately high rates of absenteeism, suspension, and expulsion. So here you have two different countries with two different educational systems with the same racial disparities. This seem to be more convincing than the author’s Uruguay example. Mr. Teacher describes himself as an Orthodox Christian, and he affirms “God’s sovereign Will in human affairs” (213). He might not believe in biological evolution, which could explain his ambivalence on race.

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Yet another incongruence (yes, I know what Emerson wrote about consistency) is Mr. Teacher’s strong support for neighborhood schools controlled and staffed by people from the community. So here is a White man teaching at a school that is 97 percent non-White located a long commute from his home. It would seem that he is not living the principles he advocates.

While expounding on the need for neighborhood schools AT asks, “Why don’t we let local communities decide how to run their own schools?” (100). While I completely agree with the author that each ethnic group should be responsible for teaching their own children, I can think of several reasons why Big Ed might object: diversity and inclusion, at least in theory, are core values that cannot be compromised; neighborhood schools, controlled and staffed by local people, might extend and reinforce self-segregation, or as some call it racial isolation; there is the question of competency. If minority communities had autonomy in administration and finance would that really be expected to improve educational outcomes? Remember, the establishment is obsessed with closing the racial achievement gap. And finally, would community autonomy be letting Whitey off the hook for poor school performance?  Perish the thought!

As mentioned, AT has disdain for most educational experts. One such authority the author sharply criticizes is Arne Duncan. Before becoming Secretary of Education (2009–2016), Duncan was Superintendent of Chicago Public Schools (2001–2009). Mr. Teacher notes that Secretary Duncan is a product of private schools and sent his own children to private schools. As Chicago superintendent he closed approximately 100 neighborhood schools in an effort to improve educational outcomes. There were strenuous objections by parents, teachers, and community groups, and the school system has seen little, if any, progress.

One big stumbling block to improvement is school discipline. Student behavior has been identified as the number one problem in failing schools. Disruptive behavior can have a pervasive impact on the whole educational process. The disruptive student is not learning, and he or she is probably preventing classmates from learning as well. More time spent on classroom management means less time for teaching. Mr. Teacher believes Black-staffed and -administrated schools would do a better job of disciplining Black students. “Experts never recommend strict discipline for minority schools. This is precisely what Black teachers want for Black students” (146).

Perhaps AT is right, but it seems to me that Black leadership is often reluctant to hold their community to the same standards of behavior as the larger society. They and their allies would rather change standards than conform to existing ones. Black leaders complain about the school-to-prison pipeline. The misbehavior without consequences in middle school that the author describes could be the genesis of this phenomenon. If students in early adolescence learn they can disobey rules with impunity, they will bring those lessons with them to their late teens and adulthood.

The inability of the author to come to grips with the race issue leads Mr. Teacher to indulge in leftist-are-the-real-racists thinking. “Let’s deal with [problems] by building on local people who give a damn. Let’s do it by fighting against the racist rule of the so-called policy experts” (129).  When White educational experts “implement top-down, mandatory regulations and policies based on performance of schools in Finland, Korea and other countries, . . . it is unabashed racism — pure and simple” (145). Actually, it is not so simple.

For three generations Whites have been taught that all ethnic groups are basically the same. Observable differences are either insignificant physical traits or malleable cultural characteristics. From this premise it might be assumed by those on the liberal left that pedagogical practices that work with well-behaved, intelligent Finnish or Korean students could succeed with Black students in the inner cities of America. The inclusive egalitarian ideology that drives educational policy requires race denial and self-deception, resulting in yet more futile programs for educational uplift. Then there are others on the left — critical theorists and Trotskyites — who are cynical realists. Their main interest in non-Whites is as agents to undermine Western civilization and the people who created it. I suppose one could call such people racists — anti-White racists.

The author goes on and reiterates the need for local control of education. “If Black people are truly human, if they really do matter, give them what they, and all people in the world, desire: sovereignty” (149). This reviewer questions how much autonomy Blacks really want, but I certainly support ethnic autonomy. Is this the backdoor for AT to advocate for White separatism and independence?

In any case, large historical forces are at work. The establishment is beginning to understand that identity politics is a double-edged sword. European Americans are becoming a smaller percent of the population, and other ethnicities vigorously practice group advocacy. Whites too are developing an identity apart from generic American, and will increasingly work for their explicit ethnic interests.

One view of public education is the community’s investment in their youth. While not every investment is going to pay a dividend, the community should expect a high return for their expenditures. Neo-Marxist Big Ed wants to allocate resources, especially in K–12, to each according to his need. This is an issue that AT just alludes to in passing. The highest expenditures are directed toward students with limitations that make them unlikely to ever significantly contribute to the commonweal. A concern is that more meritocratic societies, such as China, will gain a competitive advantage in the future, but of course such a concern is far from the focus of the people who run Big Ed.

In the final chapter, “Towards a Solution,” the author outlines some educational reforms he would like to see implemented. Veteran teachers should have more say in school policy, and there should be zero tolerance for violent or extremely disrespectful behavior as well as higher pay, more planning time; staffing and curriculum should be controlled at the local level. “[Schools] do not need an army of testing officials, policymakers, and bureaucrats who teach no one” (234).

The AT’s advice to future teachers — stay away from “favela schools.”[2] He describes “modern ghetto society in America” as violent, narcissistic, and materialistic, a culture where people “do not appreciate the vast amount of work it takes to be successful” (235).

Back when I was in grad school there was a young woman, an undergrad, who worked in the department’s office. Blonde, a bit on the heavy side, she was a sweet girl from a small Midwestern town. Toward the end of her senior year she mentioned that she had been accepted into the new Teach for America program that sends idealistic new graduates to teach in poverty-ridden schools. I remember telling her in my mind: if you get into the wrong school, those kids are going to chew you up and spit you out. I didn’t say anything. I didn’t know her very well, and didn’t want to be negative. But if I had had AT’s book I would have surreptitiously slipped her my copy.

Mr. Teacher seems to be an intelligent, hardworking, conscientious individual who found himself in an impossible, untenable position. His lawyer told him to find a new job, his wife insisted he get a new job. I certainly hope he found a new job, saved his marriage and his sanity, and is now in a position where his talents can serve himself and his community.


[1] While almost 88% of Uruguayans self-identify as White, Uruguay’s GDP per capita is $21,330 compared to the US $56,100. Uruguay spends 4.4% of GDP on education compared to 5.5% for the US.
www.cia/gov/library/publications/the-world-factbook/geos/ug
[2] I was unfamiliar with this term, and the author does not define it. A Google search revealed that “favela” means slum in Portuguese.

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33 Comments to "Dealing with Dysfunction: A Review of “What It Is Like to Teach in Failing Schools,” Part 2"

  1. Ger Tzedek's Gravatar Ger Tzedek
    February 5, 2017 - 10:35 am | Permalink

    Saw a meme on Google+
    https://plus.google.com/photos/photo/110074735955196489718/6383496422965708274?icm=false&sqid=117048078779355490289&ssid=c7abfcf2-29b8-40d7-8fcf-77378e198bf6
    “And then I told the goyim that diversity was their greatest strength, they actually believed it.”
    I commented
    “Have been thinking about it. “Diversity is our greatest strength” is the definition of chutzpa. Chutzpa is the definition of borderline personality disorder. It is very well known that inbred Jews suffer from a litany of body ailments. Turns out, the inbreeding didn’t spare their soul either. They suffer from borderline personality disorder.”

    • Mr Jorrox's Gravatar Mr Jorrox
      February 12, 2017 - 5:46 am | Permalink

      Diversity is our greatest strength

      It is, for Jews.

  2. Rickie's Gravatar Rickie
    February 5, 2017 - 12:00 pm | Permalink

    As long as they don’t do IQ testing, public schools will remain a joke. Three things need to happen for this country to save public education:

    1) Mandatory IQ testing: students with IQs>110 get placed on a college track

    90-110 vocational track

    <90 should be taught basic manners, how to do a job interview, etc. (This is where most blacks and browns would fall)

    2) Get rid of sports – there is nothing wrong with sports in theory, but they have gotten totally out of control in these high schools. Follow the European model: if kids want to play team sports, join a club outside of school and let their parents foot the bill.

    3) Let kids drops out at 14 – this would get rid of a lot of these blacks. Supporting them on welfare or in prison would actually be cheaper than trying to educate them.

  3. Sir Charles Pipkins's Gravatar Sir Charles Pipkins
    February 5, 2017 - 1:05 pm | Permalink

    ‘each ethnic group should be responsible for teaching its own chiildren’.

    What planet are you on? Every (((government))) incursion into education in all developed nations is designed to undermine stealthily White ethnic homogeneity.

  4. charles Frey's Gravatar charles Frey
    February 5, 2017 - 1:20 pm | Permalink

    Nowhere do I see the word ETHICS in this article. I have before me the Tracking Details for my Courier letter addressed to Ivanka Trump, delivered on Jan. 26, 2016, to 725 Fifth Avenue, NYC. Contrary to my request, it was noted by Fed Ex to have been signed by ” a Mike “, rather than by the recipient [Mike] personally.
    —————————————————
    02 America, as much of the rest of the world, has agonized over the US mass killings. Thousands of pages and millions of words have been expended in studying the perpetrators and paying homage to the victims. Monkey-see-monkey-do common sense is replaced by child psychiatrist gobbledegook.

    However, the main culprit has been largely ignored by the self-congratulatory debate: the metastasizing cancer in American culture; the rampant, unchecked, profitable brutalization of American youth during its formative years.

    Most modern countries enacted child protection legislation in general terms. Too few extend the legislation to curtail, without overreaching, the deleterious formation of the national character. Freedom of expression need not extend to certain media, violent sex, video games and gratuitously bloody films; e.g. depicting four point-blank, close up shots in the face, with blood gushing out in cadence with the beats of the heart; until it itself stops.

    Every reasonable American, of whatever political persuasion, would welcome this assistance to child rearing. Too often, short term gains by overburdened parents, educators and religious institutions are negated by the flick of a switch. [Consequential costs to the taxpayer aside],

    03 Closely related to 02, is the incremental abandonment of religious-based public instruction, including its paramount ethics component; vital to any nation’s survival.

    Mr. Trump, though an opponent of burgeoning government, might announce the creation of a national ethics commissioner, mandated merely to co-ordinate and encourage State-based ethics, inter-denominational endeavors toward that end. Again, what reasonable person or undecided voter, even centrist and conservative Democrats would oppose that !

    P.S. In return for my concern, I would appreciate a personal one liner reply, that you indeed came into possession of my communication by courier “.

    Nothing ! Oh well, perhaps Candide’s character is right when he exclaims: All is well with the best of all possible worlds !

  5. Fenria's Gravatar Fenria
    February 5, 2017 - 2:55 pm | Permalink

    My entire racial awakening was due to my time spent as a student in inner city Los Angeles schools. No one needs any kind of scientific of social study to understand that blacks are the lowest achievers and are going to be relentlessly violent, perpetually angry, and prone to misbehaving all day long. Latinos are a mixed bag. You get a lot of your ghetto Latinos who are just little chollos and sporadically come to school to sell drugs or just hang out with friends, but there is also a small core group of Latinos who are committed to educating themselves and pulling themselves out of the crap heap. Middle easterners do their work and stay quiet enough, though they are rude and haughty when approached. They remain a separate ethnic entity and mix only within their own group. Oriental Asians excel and behave on par with expectations. They are polite, but also insular, choosing only to socialize within the ethnic or racial group. Whites are a sad, confused, and maligned group with no self confidence. They do their work, and behave within the allowable spectrum, but they don’t know where they fit in. Many are led down the path to educational and social ruin by blacks and the constant promotion of black rap / ghetto lifestyle by the media. They end up on drugs and in racially mixed relationships that further isolate them from any kind of kinship with their ethnic / racial group. Whites in majority non white schools are complete individuals with no help, no backup, no “pack”, and no sympathy. They are a forgotten group, expected to perform up to par with absolutely no resources or attention paid to them. When one of them fails, the condemnation is far beyond what a black or Latino would receive.

    The students who are truly being left behind and forgotten in these schools are whites, who have no racial kinship to turn to because they’re no longer allowed to. This unspoken, constant punishment of whites results in adults like me, who get the hell out of cities the first chance we get, never look back, and carefully check the demographics of every neighborhood we think of moving to and every school we think of sending our own kids to. I wouldn’t go close enough to a majority non white school these days to spit on its wall.

    • DrBilbo's Gravatar DrBilbo
      February 6, 2017 - 6:39 pm | Permalink

      These are powerful insights! Thank you for them.

  6. Charlemagne Martel's Gravatar Charlemagne Martel
    February 5, 2017 - 2:57 pm | Permalink

    Diversity is our greatest weakness!

  7. Ritual's Gravatar Ritual
    February 5, 2017 - 3:10 pm | Permalink

    Hope my words would only provide comfort and solace to AT.

    I think AT’s conflicting views on race vs educational outcome may be due to his critical analysis / rational thought skills being overwhelmed by huge amounts of noise in the form of constant and intense propaganda. Maybe its a situation similar to being outside of the technical limitations of a radio receiver to filter out noise, i.e., inability to demodulate [decode] signals due to strong adjacent signals or noise, putting the radio receiver into a state of ‘desense’ or desensitization.
    Even though he’s obviously working very hard to plow through all the signals what with Finland, Uruguay, Korea, etc data cited still he cannot decode through all the noise to identify in a strong enough way that he can confidently assert to himself that race vs educational outcome is the accurate signal.

  8. February 5, 2017 - 3:28 pm | Permalink

    Mr Teacher doesn’t seem to have addressed the problem of curriculum contents. But unfortunately there’s plenty of evidence that Jews have done their usual best to make text-books and courses wrong, irrelevant, or a matter of side-issues. The black ‘community’, if there is one, might try to revise the curriculum to include Jew studies including wars and hired fake activists, art and technology achievements, critical thinking, acting skills such as how to be more charming, religious studies and superstition studies. Plenty of scope. Maybe Trump will support them.

  9. February 5, 2017 - 10:48 pm | Permalink

    “Whites in majority non white schools are complete individuals with no help, no backup, no “pack”, and no sympathy. They are a forgotten group, expected to perform up to par with absolutely no resources or attention paid to them. When one of them fails, the condemnation is far beyond what a black or Latino would receive.”

    One very big, but largely unmentioned, issue with white male students is labeling. Over the years I have met numerous white males that have been labeled “LD” or Learning Disabled, a label that exerts a profound, lasting impact on young minds, one that invariably dogs the individual into adulthood.

    Despite having taught as a substitute, I never heard of a minority being assigned any such label. No doubt one can find such an instance as the exception is always provided so an across the board assessment cannot be made without howls of protest from the Marxists. Of course whites are always first up to point out such exceptions, as if minor exceptions negate the majority rule in such cases.

    However, I would bet a silver shekel that far fewer minorities are assigned such debilitating labels than whites. The mental disconnect among teachers is telling in that while teachers gather in mass support of the absurdly egalitarian, no-child-left-behind meme, the fact is the program is actually no child left behind – except white, male children. It’s perfectly acceptable, and more importantly legal, to leave white male children as far behind as possible.

    I recently befriended a thirty year old white male assigned this label. He was told by teachers that he could not learn to read. Although he went ahead and taught himself to read, (at a fifth grade level) the label has had its impact in that he has accepted the idea he is unable to learn without great difficulty. Of course he now shuns reading.

    While quite intelligent, the labeling process has nevertheless relegated him to an odd form of dysfunctional, extended childhood of skateboards and lawn mowing. Unsurprisingly, the assigned status of borderline retardation has made him apathetic towards making any effort at further education. While a gifted artist, that skill evidently went unnoticed by educators. However, I took note and hired hm to do some illustrations for a children’s story I wrote. I must say in business matters, he is a very quick study.

    I know far too many intelligent, yet dysfunctional, young white males. The exceptions of my youth have become the standards for today’s youth. While I shun the idea of the military, a return to the all white, all male military academies would no doubt provide the necessary discipline and curriculum to enable white males a return to their former productive capacities.

    While such institutions have been purposefully subverted with integration in the effort to deny the white male the opportunity to excel, one finds all Jewish and all Negro schools functioning with nary a peep from egalitarian Marxist educators and social justice warriors.

    Thus the new breed of social outcast, the white male, is left to founder on the rocky shoals of ignorance and illiteracy while every effort is made to support minority children “with limitations that make them unlikely to ever significantly contribute to the commonweal.” While civil rights enabled the Negro to sit at the front of the bus, today white males are not even allowed on society’s bus.

    A personal anecdote. Many years ago I had a good friend, a white, male, veteran teacher, who took a position at a largely minority middle school in Dallas Texas. During his first year teaching seventh grade, a fourteen year old Negro “student” came from behind and cold-cocked him with a stool and then began stomping his head. The only thing that saved his life was other students pulling the crazed Negro off. Punishment for the miscreant? Two weeks suspension! Needless to say my friend moved on to whiter educational pastures never again to teach at a majority-minority school.

    It’s all according to the Jewish plan for the total dissolution and destruction of the white race and its culture. Are not more than fifty years of these destructive policies sufficient to prove matters will continue to worsen until the pernicious Jew is entirely removed from western culture?

  10. February 5, 2017 - 11:04 pm | Permalink

    This sentence from Nelson Rosit’s above article embodies important insights:
    >>The inclusive egalitarian ideology that drives educational policy requires race denial and self-deception, resulting in yet more futile programs for educational uplift.<concensus>value-free principles<< did not establish a conducive learning environment.
    And then during the 1990s in full force came the Talmudic-Marxist Human Rights ideology that enshrined, with some success, an overarching and cohesive narrative of matters Holocaust-Shoah wherein the concept of RACISM further deligitimized the once cohesive European monoculture and fractured it into multiculturalism where Talmudic Judaism further tied together the atheistic impulses that floundered in a sea of materialistic-hedonistic nihilism.
    This universal Politically Correct structure has now globally been ripped wide open by Trump's courageous stand – and individuals are again beginning to breathe easy.
    However, the fact that media reports now headline the current situation in historical terms is a worry: U.S. Congressman to Haaretz: 'White House in the camp of Holocaust denial' – http://www.haaretz.com/us-news/.premium-1.769689.
    Luckily, though, now the defining parameters are established: nationalism v internationalism, and Barbara Lerner Spectre – https://www.youtube.com/watch?v=MFE0qAiofMQ – has clearly articulated her desired wish, i.e., to "brown Europe" into one blend of Afro-Eurasian mass, which the current influx of illegals into the heart of Europe is to achieve – and this PATHOLOGICAL ALTRUISM may now, through Trump's US victory, be fully resisted by angry native Europeans.
    I would venture to predict that in another generation we shall know what fate will befall our grandchildren. Anyone who does make the 1930s comparison with that of today make care to listen to one of Hitler’s more defining speeches – https://www.youtube.com/watch?v=BAW-bCVzqEw. unfortunately I could not find a clip with English subtitles. Therein we have an absolute parallel in how the current dominant Internationalists are fomenting war at all costs – think of what is currently happening in Ukraine and how Russia is cast as the evil convenient scapegoat – even blaming the Russians for Clinton’s loss of the US election.
    Don't we live in interesting times?

    • February 5, 2017 - 11:15 pm | Permalink

      Two paragraphs are missing from the above – after the first two sentences:
      In 1967 the film, To Sir With Love – https://www.youtube.com/watch?v=-rmdI4T-1VA, gave an insight into how an idealistic black teacher managed to turn around a run-down white English school, and solved its horrendous discipline problems. By then corporal punishment had been abolished, but its perverse application I was still able to observed in a number of Commonwealth countries until the end of the 1970s.
      During the 1980s Australian educators still relished the importation of clapped-out US-based educators whose discipline principles consisted of establishing “concensus” so that no-one took responsibility whenever such “value-free principles” did not establish a conducive learning environment.

      • ex South African's Gravatar ex South African
        February 8, 2017 - 3:45 am | Permalink

        We had the book “To Sir with Love” as precribed reading at school in the 1970’s in South Africa. That was at a time when our schools were lilly white. The book left no impression on our class, the contents was quite out of our frame of reference back then, with the Group Areas Act still in place, and as children little day to day contact with the black population, except we could see they were not like us and generally quite backward.

      • February 10, 2017 - 3:43 pm | Permalink

        ‘To Sir With Love’ is, in retrospect, obviously Jewish propaganda against whites. Same school of thought as ‘Look Who’s Coming to Dinner’. And the appearances of a black film actor; I forget his name

  11. Kwesi Anan's Gravatar Kwesi Anan
    February 5, 2017 - 11:15 pm | Permalink

    I want to address two issues you raised in your book review. One issue is the notion of “Black leadership” and two is the purported lack of adequate disciplinary standards and enforcement for Black students.

    There is no black leadership. There is however a comprador class of sell-outs hired and maintained by jews and liberal whites to maintain African-Americans in a state of underdevelopment and dependency. The actual leadership of Blacks has been disposed since the civil rights movement. Nationalist leaders in African-America are marginalised and are not funded either by jewish groups, liberal whites, or successful Blacks who must parrot the political ideology of liberalism to keep their privileged positions and access. The nationalist leadership DOES want complete autonomy over Black education in order to, among other things, remove the trope used by black sycophants of white liberals of an all pervasive “white supremacy” which prevents us (Africans) from taking control and responsibility for the development of our youth and culture.

    The present depravity epitomised by hip hop and lewd stand-up comedy is a result of jewish funding and influence in our political alliances and promotion of the worst elements of our community in the entertainment media which has had a recursive effect, and replicated itself within the community.

    This political situation is related to the purported lack of discipline of which the author speaks, but the most important reason for this is the fact that African-Americans don’t have an independently controlled economic system. The school drop-out rate and educational dysfunction is directly related to the fact that economic opportunities are controlled by non-Black groups for virtually ALL Black graduates of high schools, colleges, and universities. This fact is not missed by the youth, and so this educational problem is actually a political-economic problem which manifests as educational under-achievement. If there were areas where the infrastructure was totally controlled by Blacks and there existed industrialists and corporations owned and controlled by Blacks who have an ethnic sensibility about their Blackness (something many financially successful Blacks don’t have presently), you would see many of these problems disappear because the economic and business classes would have large concerns to fund security forces, as well as be the primary employer for heads of families and the youth. This internal power system would more aptly reward behaviour commensurate with community/business values and punish those which are negative.

    Lastly, white America missed its opportunities to mitigate this present situation by not heeding the call of Black nationalists like Marcus Garvey and Elijah Muhammed, both of whom called for ethnic-based nationalism for Blacks and separation of Blacks from Whites. If this leadership had have been dealt with forthrightly instead of the moronic integration minded Black “leadership”currently in cahoots with the liberal internationalists and Democratic party, the situation now would be far less volatile and corrosive.

    • February 6, 2017 - 10:48 am | Permalink

      “If there were areas where the infrastructure was totally controlled by Blacks and there existed industrialists and corporations owned and controlled by Blacks who have an ethnic sensibility about their Blackness (something many financially successful Blacks don’t have presently), you would see many of these problems disappear because the economic and business classes would have large concerns to fund security forces, as well as be the primary employer for heads of families and the youth.”

      Really? So how does one explain the African nations, Jamaica, Haiti and all the other countries under Negro rule? Showing the huge success rates in those countries owned and controlled exclusively by Negroes will definitely help define and reinforce your point.

      One can only wonder about your GPA from the Frankfurt School of Marxist dogma. Always remember the Jews’ advice, if you cannot find facts to support your premise – lie.

  12. Lynda's Gravatar Lynda
    February 6, 2017 - 2:18 am | Permalink

    As an Orthodox Christian, Mr Teacher is not holden to any theory of evolution.

    The Biblical history accounts for racial and ethnic differences far better than the evolutionary ideology. From the POV of his church, race does not prevent a recognition of and submission to Logos. It is possible to live a very simple life and attain great happiness and sanctity.

    In the natural order, however, the racial and ethnic inheritance might make difficult the attainment of living well the fundamentals of life. And it might not allow for the attainment of complex cognition and educational achievement.

    It is a myth of Liberalism that men are created equal in their abilities and capacities.

    • Sam J.'s Gravatar Sam J.
      February 7, 2017 - 9:08 am | Permalink

      Oh goody we’re quoting scripture.

      JESUS CHRIST, speaking to the Jews in the Gospel of St. John, 8:44 “Ye are of your father the devil, and the lust of your father ye will do. He was a murderer from the beginning, and abode not in the truth, because there is not truth in him. When he speaketh a lie, he speaketh of his own: for he is a liar and the father of it. – then answered the Jews — ” (which makes it clear that Christ was addressing the Jews.)

  13. February 6, 2017 - 9:38 am | Permalink

    Dealing with Dysfunction
    I think that we whites have more and maybe lethal dysfunctions than the minorities in the white countries have. Why this:
    The minorities have reached the maximum of that was is possible for them, and with little effort.
    They live on the resources that are created before and renewed every day now by the white folks.
    So the minorities live in a (relative) paradise: Their daily life, in the USA or Germany, is much better than that what these strata of the population would achieve in Turkey, Arab countries or black Africa. To they are high-achievers.
    On the other hand, we white folks, letting so many non-whites stay in our countries and let them make explode their numbers and feed them and accelerate actively this process, what means that we work towards our own suicide: We are the non-achievers. We do not achieve the main goal, and only goal in life: to survive as a group.
    Of cause, the only solution will be similar to that what Alexander did with the Gordian Knot.

  14. RoyAlbrecht's Gravatar RoyAlbrecht
    February 6, 2017 - 10:42 am | Permalink

    “… PISA “results help to show that biology is not the leading or most significant cause for assessment differences between subgroups (eduspeak for races) because largely non-white United States Hispanics significantly outscore biologically ‘White’ Uruguayans” (101).”

    Race is much more than a colour issue. I have found that Hispanic Americans are a lighter skinned version of the Mexican population in general.

    Having travelled overland by bicycle, not only in the “Latin” parts of the USA but also most of Central and South America including Uraguay…,
    I would say that many “…legal…” as opposed to “…illegal…” US Mestizos probably have DNA that may have disproportionately higher admixtures of Pre-Columbian European White DNA, Ashkenazi Jewish DNA, and post-Columbian European Alpha-male DNA.

    Uruguayans on the other hand who have both lighter skin yet blacker hair, and a different skull shape,
    as opposed to a more brownish or “…reddish..” colour hair with American counterparts,
    probably have DNA admixture that derives from a native population that is significantly more “Inuit” looking than “North of the Isthmus of Panama” natives.

    North American “…native…” populations show a definite size difference from both their Inuit and South American relatives. This difference has been shown to stem from a Chiefly and Shaman class with Euro-DNA going back more than 10,000 years…
    To my knowledge, South American and Inuit natives do not share this allele.

  15. RoyAlbrecht's Gravatar RoyAlbrecht
    February 6, 2017 - 11:26 am | Permalink

    “…it might be assumed by those on the liberal left that pedagogical practices that work with well-behaved, intelligent Finnish or Korean students could succeed with Black students in the inner cities of America. ”

    Don’t kid yourself…, I taught in South Korea for four years. Part of this time I spent teaching elementary school aged children. Korean children are anything BUT well behaved!

    The reasons Korean kids top international test scores in math and sciences are:

    1) Korean teachers are allowed to whip misbehaving elementary school aged kids with wooden rods in class.
    2) Acceptance to top level Universities is fierce and…, depending upon which school one is accepted to and graduates from determines life earnings.
    3) Koreans kids spend more or less their entire pre-university lives studying. They have almost no social lives, no athletic lives, no chance to enjoy nature, no freedom…, in short…, “…no nothing…”! They graduate high-school and are in fact nothing more than drones.
    4) Upon graduation, these child like drones go directly into the military to be further indoctrinated and treated inhumanly for another two years. It is indeed a pitiful existence by Western standards.
    5) Korean kids have almost no creative abilities, no leadership skills, no athletic abilities…, nothing!
    Their high test scores are equally matched with their need to imitate European technology on almost every level once in the work environment.

    They lack independence, creativity and a host of other qualities that make them perfect cogs in a top-down mechanism that is geared towards one thing…, and that is to make their ruling elite able to take over Western economies who so foolishly let them into the door at the behest of their European Jewish rulers.

    • m's Gravatar m
      February 7, 2017 - 6:35 am | Permalink

      @ Roy: First, the notion that “Korean kids” are not intrinsically well behaved has to be seen within a continuum, and in a context of youngsters in general. The fact that discipline is maintained via corporal punishment is not unusual, and has always been the standard in both East Asia and the West (at least until recently in the West). Although not supported within the education establishment (it is “discriminatory”), the lack of corporal punishment is one of the problems all kids to varying degrees face. It is necessary for all, but more necessary for certain racial groups, it is true. I’m reminded of an interview I saw with the oddball negro jazz musician, Sun Ra (Sonny Blount), who once said that the problem with black youth is that they have been fed on the idea of “freedom,” but not discipline, and discipline is what they require in order to move away from street savagery.

      Second, the idea of creativity has to be viewed in context of a general social order. Within any social order, and with the exception of a few natural leaders, creativity is not necessarily desired, nor is it ever expected. Organic culture requires that most people simply follow the rules, be able to adapt to minimal changes in their social environment, and then transmit social rules to subsequent generations. True creativity will always be limited to the upper few. If everyone was “truly creative,” not much work would get done. Obviously qualitative differences among racial groups exist, but the overall idea remains across groups.

      To use an example, Confucian traditionalism in China worked because it did not demand from the masses that they be “creative.” Instead, Confucius was the creative genius, and everyone else was simply expected to follow the precepts. It worked because the society was more or less homogeneous. Westerners considered the culture “backwards,” and they were correct from the standpoint of technical innovation, but not from the standpoint of social harmony.

      The idea that “social progress” through creative technical innovation is necessarily a good thing is a modern, liberal idea, and counter to tradition; it certainly cannot be axiomatically viewed as a moral good. We always have to ask, “good for what?” In fact, in many respects it was technical innovation that fostered in the present liberal social idea of equality inasmuch as technics allowed the rise of industrialism, automation, and consumerism. It fostered the demise of the family oriented guilds, and a sense of identity to “the land.” It “freed” women from being woman in the traditional sense, democratized the workplace, and allowed abstract ideas of “freedom” to triumph.

  16. DrBilbo's Gravatar DrBilbo
    February 6, 2017 - 6:59 pm | Permalink

    Each day I awake and think about the fact that America and Europe are more “diverse” than the day before. I am a college professor and I can assure you that my classes are a little browner and a little dumber each passing semester. So I am astonished by anyone who believes that there exists a solution to our educational (or countless other) woes besides the establishment of a white-only, Jew-free country. Half-measures are a bandaid on a gaping wound. I care not what other races do, but white people must separate themselves from all other races if they are to achieve their glorious racial destiny. Complete ejection of all members of the Jewish race from our lands is the first and most important step in this process.

    • Sam J.'s Gravatar Sam J.
      February 7, 2017 - 9:03 am | Permalink

      “…Complete ejection of all members of the Jewish race from our lands is the first and most important step in this process…”

      Now you’re talking. I especially sick of the Jews online telling how much they’ve done for us as if we could not do without them.

      • February 8, 2017 - 6:54 am | Permalink

        No doubt, the word “ejection” will translate into Hebrew as “exterminate,” or “kill.” And the Hebrew WILL be dispositive.

        See “translations” of similar words from German into English.

  17. Ger Tzedek's Gravatar Ger Tzedek
    February 6, 2017 - 8:33 pm | Permalink

    I am a teacher. I haven’t even read this article because I have no time. I have experienced first-hand some things that are commonplace hearsay for the rest of you. Students blackmail the professor to death simply by compulsive complaining. It is made explicitly clear to me that grades must be good, and that’s my problem how do I make that happen. On a whim, the student asks you “are you a racist?” Why is that? Just for the fucking fun. I decided to stand up to one student like this, and she regretted it forever. Too much is too much.

  18. Per Perald's Gravatar Per Perald
    February 6, 2017 - 9:11 pm | Permalink

    Finnish pupils are not well-behaved. But the schools are run by Prussian principles.

  19. Brian's Gravatar Brian
    February 7, 2017 - 3:36 am | Permalink

    I’ve been to Uruguay and that 88 percent white population didn’t look white to me. Very few white people like one would see in the United States or Europe. They were tan like a white hispanic. Brown hair dark eyes light tan. The place was nice, the indigenous people were poor but friendly….it could be an option if one were so inclined to bug out. I went there to check it out, looking for a place to disappear.

  20. Edward Harris's Gravatar Edward Harris
    February 7, 2017 - 9:21 am | Permalink

    I recently taught at a school in Hungary as a volunteer.
    Students remain at school until they are 20!
    They then get welfare for cutting grass.
    IMO they should be given an allowance for life, but obviously not as much as the Bank of England gave Lenin.
    Education should be vountary and the internet used for education with pornography only available on request.
    The school had an Anne Frank Exhibitiion. I said the Jew Whiners are better off than most and WW2 had nothing to do with young people.
    I was called a Holocaust Denier by gentiles although I was jewd by my Mother , a Rabbi and 200 jews, one of whom crapped on the floor next to the Rabbi’s chair while I was sitting on the Rabbi’s lap.

  21. RoyAlbrecht's Gravatar RoyAlbrecht
    February 7, 2017 - 12:52 pm | Permalink

    Let’s reverse the situation.

    My dad bought a “small run down house in a rich neighbourhood”.
    I grew up surrounded by Jews and United Empire Loyalists who changed their loyalty along the way from cuck-socking the monarchy to cuck-socking Jews.

    The public schools from the elementary to collegiate (grade 13, a pre-university year) level were filled with the pick of the litter (city/region) teachers who had special talents other than their subjects of expertise.
    In those days teachers were required to devote a certain amount of hours per year to coaching extra-curricular activities and my schools were almost always in the top three in any provincial or national competitions from Archery to Water-polo and everything in between.

    These same teachers however, knew that their jobs depended not only upon how well they treated their Jewish pupils, but how stigmatic-ally they treated their German Holocaust Deniers.

    The attitude the teachers had, had a unique way of filtering down to the students as well.
    So by the end of thirteen years of schooling, nary an honest student was left standing.
    All had succumbed to the worship of Jewry and the denial of their own.

    That’s not to say that the non-Jewish students could not see what was happening. They could…, and in many cases the resentment was just beneath the surface.
    So today, the Jews have wised up.
    They send their kids to separate Jewish schools and fill the public schools with a diversity of untouchables from all corners of the globe.
    Now the once crème de la crème White and Jewish schools that I was “subjected to” (remember…, I was an Honest German Holocaust Denier from the late 60’s onward…, so I got the “best” treatment of all!) are filled with noble homosexual teacher-examples of how degeneracy can teach tolerance…, and if you don’t agree, you can have your kids taken away from you…, ever so easily!

    Canada has more or less devolved to an Asian model of teaching where kids need to enrol in after-school remedial private schools if they want to learn anything and well balanced kids are a thing of the past.

  22. Prester John T's Gravatar Prester John T
    February 7, 2017 - 11:14 pm | Permalink

    We have not failed. We have successfully identified something that doesn’t work.

  23. Nandarani's Gravatar Nandarani
    February 10, 2017 - 12:38 pm | Permalink

    I have returned to Amren after an absence. It seems to have changed a little in a way that goes in the direction I like.

    If anyone checks this link at the end of my post out and reads they will learn the origin of the races. But doing that requires you to:
    1. trust the source, vetted by Christ who said she is/was (told her that) the most accurate and comprehensive visionary ever. To say this is complete is an understatement; the pdf is over 1,000 pages long. This is CATHERINE EMMERICH, born in Germany Sept. 8 1774, invalid (sick physically) most of her life and received the stigmata (look it up?). It comes in four volumes, physically. Am sure most people reading amren will not be able to relate but may be tempted by this: you will not find a more extensive ‘lesson’ in Christ’s activities than this –

    2. As St. John said, if everything had been written all the books in the world would not be able to hold the information and much is on these important subjects: 1. the jews, 2. history since the fall of the angels. I’m into volume 3 hard copy so I don’t know how it ends.

    SO: if you want to know the origin of the races, read the pdf until you find it – it is not that far in.

    https://www.ebookscatolicos.com/descargas/download-pdf-the-complete-visions-of-anne-catherine-emmerich-anne-catherine-emmerich/

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