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A White Teacher Speaks Out

Christopher Jackson:

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I recall a bad joke that explains, in crude terms, the relationship between blacks and whites in America today:

“What do you call a white man surrounded by 20 blacks?”

“Coach.”

“What do you call a white man surrounded by 1,000 blacks?”

“Warden.”

I might add another line to this joke: “What do you call a white man surrounded by 30 blacks?”

“Teacher.”

Until recently I taught at a predominantly black high school in a southeastern state. I took the job because I wasn’t knowledgeable about race at the time, and black schools aren’t picky. The school offered me a job and suddenly I was in darkest Africa. Except, I wasn’t in Africa; I was in America.

Blacks outnumbered whites about five to one at this school and there were hardly any Hispanics. Some of my classes were all-black, or nearly so, because the gifted and advanced classes siphoned off most of the white students and I taught regular classes. There were some black teachers but the majority were white.

Most of the blacks I taught were from the area. They did not tend to travel very much, and I am sure there are regional differences in the ways in which blacks speak and act. However, I suspect my experiences were generally typical, certainly for Southern blacks.

The mainstream press gives a hint of what conditions are like in black schools, but only a hint. Expressions journalists use like “chaotic” or “poor learning environment” or “lack of discipline” do not capture what really happens. There is nothing like the day-to-day experience of teaching black children and that is what I will try to convey.

Noise

Most whites simply do not know what black people are like in large numbers, and the first encounter can be a shock. One of the most immediately striking things about my students was that they were loud. They had little conception of ordinary white decorum. It was not unusual for five blacks to be screaming at me at once. Instead of calming down and waiting for a lull in the din to make their point — something that occurs to even the dimmest white students — blacks just tried to yell over each other.

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

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

Anyone who is around young blacks will get a constant diet of rap music. Blacks often make up their own jingles, and it was not uncommon for 15 black boys to swagger into a classroom, bouncing their shoulders and jiving back and forth, rapping 15 different sets of words in the same harsh, rasping dialect. The words were almost invariably a childish form of boasting: “Who got dem shine rim, who got dem shine shoe, who got dem shine grill (gold and silver dental caps)?” The amateur rapper usually ends with a claim — in the crudest terms imaginable — that all womankind is sexually devoted to him. For whatever reason, my students would often groan instead of saying a particular word, as in, “She suck dat aaahhhh (think of a long grinding groan), she f**k dat aaaahhhh, she lick dat aaaahhh.”

Many rap lyrics are crude but some are simply incomprehensible. Not so long ago, there was a popular rap called “Tat it up.” I heard the words from hundreds of black mouths for weeks. Some of the lyrics are:

  • Tat tat tat it up.
  • ATL tat it up.
  • New York tat it up.
  • Tat tat tat it up.

Rap is one of the most degenerate things to have come out of our country, and it is tragic that it has infected whites to the extent it has.

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

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

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

“Is it okay in the black community to be a little overweight?” I ask.

Two obese black girls in front of my desk begin to dance, “You know dem boys lak juicy fruit, Mr. Jackson.” “Juicy” is a colorful black expression for the buttocks.

Blacks are the most directly critical people I have ever met: “Dat shirt stupid. Yo’ kid a bastard. Yo’ lips big.” Unlike whites, who tread gingerly around the subject of race, they can be brutally to the point. Once I needed to send a student to the office to deliver a message. I asked for volunteers, and suddenly you would think my classroom was a bastion of civic engagement. Thirty dark hands shot into the air. My students loved to leave the classroom and slack off, even if just for a few minutes, away from the eye of white authority. I picked a light-skinned boy to deliver the message. One very black student was indignant: “You pick da half-breed.” And immediately other blacks take up the cry, and half a dozen mouths are screaming, “He half-breed.”

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

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

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

Anyone who teaches blacks soon learns that they have a completely different view of government from whites. Once I decided to fill 25 minutes by having students write about one thing the government should do to improve America. I gave this question to three classes totalling about 100 students, approximately 80 of whom were black. My few white students came back with generally “conservative” ideas. “We need to cut off people who don’t work,” was the most common suggestion. Nearly every black gave a variation on the theme of “We need more government services.”

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

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

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

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

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

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

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

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

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

How the world looks to blacks

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

I was trying to teach a unit on British philosophers and the first thing the students noticed about Bentham, Hobbes, and Locke was “Dey all white! Where da black philosopher a’?” I tried to explain there were no blacks in eighteenth-century Britain. You can probably guess what they said to that: “Dat racis’!”

One student accused me of deliberately failing him on a test because I didn’t like black people.

“Do you think I really hate black people?”

“Yeah.”

“Have I done anything to make you feel this way? How do you know?”

“You just do.”

“Why do you say that?”

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

My students were sometimes unable to see the world except through the lens of their own blackness. I had a class that was host to a German exchange student. One day he put on a Power Point presentation with famous German landmarks as well as his school and family. From time to time during the presentation, blacks would scream, “Where da black folk?!” The exasperated German tried several times to explain that there were no black people where he lived in Germany. The students did not believe him. I told them Germany is in Europe, where white people are from, and Africa is where black people are from. They insisted that the German student was racist, and deliberately refused to associate with blacks.

Blacks are keenly interested in their own racial characteristics. I have learned, for example, that some blacks have “good hair.” Good hair is black parlance for black-white hybrid hair. Apparently, it is less kinky, easier to style, and considered more attractive.

Blacks are also proud of light skin. Imagine two black students shouting insults across the room. One is dark but slim; the other light and obese. The dark one begins the exchange: “You fat, Ridario!”

Ridario smiles, doesn’t deign to look at his detractor, shakes his head like a wobbling top, and says, “You wish you light skinned.”

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

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

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

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

There are two kinds of reply. The more confident white girl gets annoyed, looks away from the black and shouts, “I don’t wanna go out with you!” The more demure girl will look at her feet and mumble a polite excuse but ultimately say no. There is only one response from the black boy: “You racis’.” Many girls — all too many — actually feel guilty because they do not want to date blacks. Most white girls at my school stayed away from blacks, but a few, particularly the ones who were addicted to drugs, fell in with them.

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

Black schools are violent and the few whites who are too poor to escape are caught in the storm. The violence is astonishing, not so much that it happens, but the atmosphere in which it happens. Blacks can be smiling, seemingly perfectly content with what they are doing, having a good time, and then, suddenly start fighting. It’s uncanny. Not long ago, I was walking through the halls and a group of black boys were walking in front of me. All of a sudden they started fighting with another group in the hallway.

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

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

There was a lot of promiscuous sex among my students and this led to violence. Black girls were constantly fighting over black boys. It was not uncommon to see two girls literally ripping each other’s hair out with a police officer in the middle trying to break up the fight. The black boy they were fighting over would be standing by with a smile, enjoying the show he had created. For reasons I cannot explain, boys seldom fought over girls.

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

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

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

Rural black schools have to have security too but they are usually safer. One reason is that the absolute numbers are smaller. A mostly-black school of 300 students is safer than a mostly-black school of 2,000. Also, students in rural areas — both black and white — tend to have grown up together and know each other, at least by sight.

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

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

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

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

“What is the green?” I asked. “Money or dope?”

“Both,” said Yidarius with a smile.

A very fat black interrupted from across the room: “We get dat lunch,” Mr. Jackson. “We gotta get dat lunch and brickfuss.” He means the free breakfast and lunch poor students get every day.

“Nigga, we know’d you be lovin’ brickfuss!” shouts another student.

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

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

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

There is an unutterable secret among teachers: Almost all realize that blacks do not respond to traditional white instruction. Does that put the lie to environmentalism? Not at all. It is what brings about endless, pointless innovation that is supposed to bring blacks up to the white level.

The solution is more diversity — or put more generally, the solution is change. Change is an almost holy word in education, and you can fail a million times as long as you keep changing. That is why liberals keep revamping the curriculum and the way it is taught. For example, teachers are told that blacks need hands-on instruction and more group work. Teachers are told that blacks are more vocal and do not learn through reading and lectures. The implication is that they have certain traits that lend themselves to a different kind of teaching.

Whites have learned a certain way for centuries but it just doesn’t work with blacks. Of course, this implies racial differences but if pressed, most liberal teachers would say different racial learning styles come from some indefinable cultural characteristic unique to blacks. Therefore, schools must change, America must change. But into what? How do you turn quantum physics into hands-on instruction or group work? No one knows, but we must keep changing until we find something that works.

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

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

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

The children get a snack, and the poster goes up on the wall until another one comes a week later. This is what happens at predominately white, middle-class, elementary schools everywhere.

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

Teaching as a career

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

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

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

There is a kind of child whose look can melt your heart: some working-class castaway, in and out of foster homes, often abused, who is nevertheless almost an angel. Your heart melts for these children, this refuse of the modern world. Many white students possess a certain innocence; their cheeks still blush.

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

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

Just last year I read on the bathroom stall the words “F**k Whitey.” Not two feet away, on the same stall, was a small swastika. The writing on that wall somehow symbolized the futility of integration. No child should be have to try to learn in such conditions. It was not racists who created those conditions and it wasn’t poverty either; it was ignorant, white liberals. It reminds me of Nietzsche: “I call an animal, a species, an individual corrupt, when it loses its instincts, when it prefers what is injurious to it.”

One often hears from egalitarians that it doesn’t matter what color predominates in a future America so long as we preserve our values, since we are a “proposition nation.” Even if we were prepared to hand over our country to aliens who were going to “preserve our values,” it simply cannot be done with blacks.

The National Council for the Social Studies, the leading authority on social science education in the United States, urges teachers to inculcate such values as equality of opportunity, individual property rights, and a democratic form of government. Even if teachers could inculcate this milquetoast ideology into whites, liberalism is doomed because so many non-whites are not receptive to education of any kind beyond the merest basics. Many of my students were functionally illiterate. It is impossible to get them to care about such abstractions as property rights or democratic citizenship. They do not see much further than the fact that you live in a big house and “we in da pro-jek.” Of course, there are a few loutish whites who will never think past their next meal and a few sensitive blacks for whom anything is possible, but no society takes on the characteristics of its exceptions.

Once I asked my students, “What do you think of the Constitution?”

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

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

“What happened to your old job?” the expatriate white asked.

The black man replied in the straightforward manner of his race: “We drove out the whites. No more jobs. You give job.”

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

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

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

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

For those of you with children, better a smaller house in a white district than a fancy one near a black school. Much better an older car than your most precious jewels cast into a school where they will be a minority.

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

Of course, even the whitest schools are riddled with liberalism. There is only one way to educate your children in a way that does not poison their minds. If at all possible, home school your children. Educate them yourself.

  • Dave Burke

    >>
    I tried to explain there were no blacks in eighteenth-century Britain.
    >>

    Blacks first came to Britain in the 16th century, and by the 18th they were an established minority group.

    • INFOCAT

      What are you writing about, there is no passage in the article with the quotes you have mentioned?!

      • Dave Burke

        Yes there is, it’s right under the heading ‘How the world looks to blacks.’

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

        I was trying to teach a unit on British philosophers and the first thing the students noticed about Bentham, Hobbes, and Locke was “Dey all white! Where da black philosopher a’?”

        **I tried to explain there were no blacks in eighteenth-century Britain. You can probably guess what they said to that: “Dat racis’!”**

        One student accused me of deliberately failing him on a test because I didn’t like black people.
        >>

        • INFOCAT

          Ah, i though your second sentence was supposed to be in the text according to you but that was just you writing your opinion. No you`re wrong “established minority group” means a couple hundred people mainly in London at most. The Leftoid that tried to bullshit people into believing there was a significant number of blacks living in London around 1800 did so by supposedly looking at gravestones but that says absolutely nothing, he simply made up numbers for his multiculturalism ideology. Real esimates have the numbers far lower and we know that the small group that was living in London because of the slave trade was deported to Sierra Leone because the British viewed them as subhuman and didnt want them arround anymore, which is even written in the Leftoid propaganda Wikipedia article about black immigrants to the UK. At least sometimes the truth is to obvious to be ignored, but only sometimes.

          • Scout Wellsrain

            What he is saying is the equivalent of saying that “There were europeans in 14th century China” because Marco Polo was there. A few oddities and curiousities do not a “population” make. That’s like saying Pandas are a part of the North American fauna/ecosystem because there are a few in zoos.

        • DoveTale

          you were being Negro race hustled….

  • Linus in W.PA.

    Brutal report.

    No solutions offered for the black youth.

    • barney59

      One solution is to eradicate liberal ideology and you can at least start a dialogue for substantive change… Today’s liberals are the problem and you can’t begin to solve it with the cheerleaders for diversity and racism running the show…

      “Clinton Bad” “Democrat Bad”

    • huntress

      Yes, there is …
      Send them back to the jungles where they belong. You can take the black out of the jungle, but rarely, and i mean very few exceptions can you take the jungle out of the black. Not racist, it is a FACT!

  • Luis Luna

    Lincoln should have had the Army exterminate all blacks than we would never have this problem

    • INFOCAT

      Lincoln wanted to deport them all to Africa or the Carribean. The first time a delegation of blacks was invited to the White house was when Lincoln wanted to make clear to them that they had to leave the US after the Civil War. The Man was clearly a “White Supremacist” by todays standarts. Back then everybody in the mainstream thought it was simply common sense.

      • Bill Davis✓ᵀʳᵘᵐᵖᴸᵃⁿᵈˢˡᶦᵈᵉ

        Wise man!

      • DoveTale

        yes, Lincoln did not like the Negroes in the USA and wanted them deported to avert future problems with the White race.

      • covfefe coven

        they did send some back, to Liberia, that is what Liberia in Africa is

    • dadbag

      U a rasis. Bosco

      • Luis Luna

        F U

    • BooBooBaby

      To be fair.. ..perhaps the Europeans should have never bought slaves from other slaves in Africa! 😉

      • covfefe coven

        stop being fair, it doesn’t make any difference

  • Scout Wellsrain

    Every white liberal needs to spend a week in this environment. We need to set up some exchange program.

    I have young pre-school daughters and I have not yet decided what I want to do. We live in a city with only 0.4 black population, but 70 percent Hispanic. I have considered moving back to my small rural hometown in Western Kansas, but it has also been overrun with illegals. It’s going to be private school or home school, I guess.

    • INFOCAT

      The best option is homeschooling in our new enriched society. Don`t sell out the innocence of your children for leftoid ideology. The best behaved and psychologically stable people are homeschooled.

      • Scout Wellsrain

        I generally agree, but there are aspects of socialization that can only be taught to children by interaction with other children. I also want the kids to know the nature of the beast. I went to elementary school in the 70s and I came from a very white, “respectable”, Methodist family that had farmed the same ground for five generations (since g-g-grandad came west after confederate service and being forced to work on reconstruction). I would not have been exposed to certain behaviors if I hadn’t been in public school. We had zero blacks, so I didn’t learn about them til later, but I did learn about the lie of egalitarianism by third grade. Public school taught me this in a way that was hands-on.

        Honestly, I think that private school- with close parental monitoring of curriculum, etc- may be the way we go. I am most certainly not going to subject them to public school. Even if we moved to an area I felt that would be more conducive an environment- say, 80 percent Anglo, I wouldn’t put them in public school past third grade. The only benefit of.public school is showing the kids how screwed that environment is and giving them the chance to learn how certain elements behave and how to deal with that behavior.

        • INFOCAT

          This is how i first thought as well because of my own experience going to a highly ethnic school in Europe where i was in a 10% white minority but its a huge mistake. Even a relatively small amount of time in a contemporary school full of enrichment will steal your childrens innocence and with it their childhood. You can easily teach them about racial differences in behaviour and intelligence with literature, research materials and todays media. Videos of the extremely out of proportion black on white violence that goes on daily on Americas and Europes streets are widely available and a heavy red pill for every Euopean that watches them. Show them the actual crime stats together with video material and they will come to view our society in the necessarily critical way that will ensure their survival and healthy life. But don´t ruin their childhood by exposing them to animals in a zoo.
          http://www.truthjustice.net/hbd/new-doj-statistics-on-race-and-violent-crime/
          http://www.truthjustice.net/hbd/re-why-do-black-people-commit-more-crime/
          http://www.truthjustice.net/wp-content/uploads/2016/08/Color-Of-Crime-2016.pdf
          http://www.truthjustice.net/hbd/ethnocentrism-around-the-world/

          • Scout Wellsrain

            Oh, there will be NO schooling around blacks. But Native US-born Hispanics (at least here in Northern NM) are white-acting and even looking and not such a worry for me.

          • BooBooBaby

            Many of us Hispanics are mixed with White DNA!

          • Scout Wellsrain

            Uh, yes, um, I know. (???!!!)

  • dadbag

    WOW!!! I was in the Army 50 yrs ago. I got along with blacks, Had a sign on the edge of my bunk,” English spoken here.” Just kidding, but a brutal report this is.. We used to make fun of the coons, back them, They were often times in an act, ‘WOOP WOOP” . Not much has changed. You are right . liberlism can destroy all.

    • taffytee

      That term”coons” is NOT respectful. If you don’t want slurs applied to “whites”, don’t apply them to other races. If you are Christian, you know to behave better than what you wrote here. I am sad to have to agree with the description of the generalizations of southeastern blacks. I have observed this culture for over 50 yrs now, and integration did not bring “black” public school education up; it brought public school education down. I had a friend who taught in pulbic school for 27 yrs, who kept her oldest son in public school. When he read outloud as directed by his (black) teacher and pronounced the word “czar” correctly as sounding like “Zar”, she “corrected” him, saying it was “C-zar”. He said it wasn’t. She gave him an “F” for the 6 wk term, and my friend couldn’t do anything about the grade, even going to the (black) principal. Her son was a B+-A student, a quiet, well-behaved young man and this is what he got by staying in public schools in the SE! It’s not that educated whites don’t “like” blacks-it’s that they have observed that generally speaking, blacks in general have shown no initiative to better their own lives, even with all the give-aways tax payers provide for them. It is very upsetting to see generation after generation waste taxpayer money, and not improve, and have black leaders and liberals try to blame anyone BUT the people who control their own destiny. If more was demanded of the people who act irresponsibly, such as with illegitimate or children born into “poverty”, society might get a different outcome. If the parent(s) had to live like we who work to survive by dividing among however many family members we have the money we get,INSTEAD of getting an increase in income by acting irresponsibly,producing another child, society might see a change in behavior. IF they had to divide the 1 monthly payment for having 1 child among all their children, we might have less children born into poverty. But THEY have to change THEIR behavior for THEIR outcomes to change. I don’t know why the “brilliant” (joke) sociologists/psychologists employed by Fed government don’t get the concept: Reward behavior you want recurring; Penalize behavior you don’t want recurring. That concept helps people accept responsibility for their OWN behavior. It doesn’t mean that one doesn’t give to charity or want help for the TRULY needy. But it does mean stopping policies of the past which have gotten this nation in such a social/economic mess,and generations of children growing up with false notions of how to live. It does mean stopping more generations from believing that “government” (we taxpayers) are responsible for their livelihood. It means a certain political party would stop encouraging behavior that leads to a life of poverty and crime so that that party gets more VOTES. It means being honest, mature and kind in directing proper behavior.

      • Nemon

        It doesn’t matter how much money is thrown into the endless pit of black public schools. You can’t easily change their genetics. Blacks in the US have an average IQ of 85. http://www.truthjustice.net/politics/iqs-of-races-in-the-united-states/

        No matter how much money was spend over the last 50 years the IQ results have stayed completely stable. Twin studies corroborate the test results.

  • dadbag

    Obama has ruined things pretty well. I see worse race relations now. Tanx , 8 yrs of this Kenyan, marxist, mooslim,bastard, from wherever. Racism is our dna, well it is now. dickhead.

  • dadbag

    Her’s how to tell if that black is gone, They say “AX” me a question. Cannot say ask, it’s AX.

    • Scout Wellsrain

      Actually, many of them are almost physically incapable of saying ask, because of the shape of mouth and tongue. It takes speech therapy.

  • dadbag

    Ah did n no we is rasis.

  • ErnieM

    This explains why millionaire black athletes when interviewed on TV can’t speak proper english even after a college education.

    • Dindosit

      That’s the minority. There of plenty of stories of blacks with all the natural talent in the world throwing it all away. It takes work ethic to make it pro, that generally comes from good parenting, which is becoming rare.

  • Nabi Rasch

    Other option is schooling in a Muslim majority community.

  • Old man

    Perhaps it was that I taught high school next to an army base, but I did not have the experience this teacher has had. I taught mostly black students and must say many were intelligent and fair students. Maybe it is the discipline of the army although many of my students came from single parent households. I experienced some of the things this teacher experienced in the hallways and he is right about the cultural differences between the white and black students. I tried to instill pride in my students and it often shined through. By the way, I did not teach in the southeast. I taught in Texas. Perhaps that was the difference.

    • This teacher is describing inner city schools. I came from one, so this story was of no surprise to me.

    • FkDahl

      Serving in the Army serves as an IQ test screen, and with strong heridability of intelligence, army kids should be smarter than average.

  • wodiej

    If you plant turnips, you get turnips.

  • I am Hispanic of Caribbean origin. Hispanic blacks and whites speak a common language, share common values, like the same music and have no issue with marrying one another. My family is made up of fair skin and red hair to dark skin and tight hair with all the variations in between. In fact the word “negro” which means in Spanish, “black,” is often used as a term of endearment to those close to you, whether black or white. I’m sure some racism exists, but is is not as overt.

    I grew up with this understanding, and so married a non-Hispanic, college educated black girl. The “non-Hispanic” part is important because I confused skin color with culture and to me, everyone was the same.

    It was then that I learned what bigotry was. In her circles of friends, acquaintances and so on, there is this constantly present aura of “race.” You cant shake it. It’s as if race is an obsession. What was most surprising is how my now ex-wife would speak depending on the audience. Among whites she spoke perfectly normal English. Among her black friends and relatives I would have no idea what she was saying. Her demeanor, mannerisms and language would change completely. The one memory that sticks out to me is the once instance a small black child, maybe 6 or 7 years of age, when greeting us for the first time turned to their parent and said “she has a white man.” Something that I remember as a small boy never phasing me. All this took place in “liberal” New York.

    The marriage did not last as I really did not know who this person I married was.

    I’m inclined to believe that it is the social aspects of “black culture” that is detrimental and not so much genetics. It is rooted in poverty so taboos such as crime and out of wedlock births and morals become meaninglessness because you are constantly in “survival” mode, even when it is no longer necessary.

    Self respect and integrity are non-existent and yes, this even exists among the Hispanics I knew who were in perpetual “survival mode.” Welfare was an understood way of life, not an option.

    No doubt, (in my opinion) the years of slavery produced descendants with this mindset that just keeps propagating all that is vile and abhorrent to normal civilized society, regardless of skin color.

    I supported Obama 8 years ago. I thought that the first black president would surely bring all of us together. But as time went by, I kept remember my ex-wife and the changes I would see in her as time went by. We are now more racially divided than ever as a nation. Time to see things for what they are: there is a problem with black culture. And that is not being racist, it’s just stating the obvious.

  • DoveTale

    As a messenger, the following is intended to edify readers by textbook African history and US history of the problems inherent with Negroes living in the USA. Briefly, African nation-states captured, exiled, and sold Negro neighbors to Arabs because of culturally unacceptable behaviors … the same unacceptable behaviors in the USA.

    USA GENTRIFIED VERSUS NON-GENTRIFIED NEGRO SLAVES
    1. The largest number of Negro slaves in America originated from Angola Africa.
    2. Negro Malcolm Little, known as Malcolm X, was a democrat who converted to Islam later in life. Malcolm was a repeat outlaw, but an observer and self-directed learner. As an Islam militant, Malcolm became leader of the 80% decedents of plantation slaves, who wanted Malcolm X to lead them back to Africa.
    3. Negro Martin Luther King was a democrat, educated, and leader of the 20% decedents of plantation house slaves, who wanted King to resume their former White race “gentrified” lifestyle. During the 1960s civil protests, King told Negroes they were 3,000 years behind the White race, and to earn what they demanded of the White race; however, the Negroes ignored King and rioted, burned 100+ US cities, looted, and murdered many of the White race.
    4. The outcome of the democrat Negro riots was the unconstitutional Civil Rights Act of 1964, which seized the birthrights from the White race to pay for Negros’ housing, food, healthcare, education, and employment. To ensure the Act was enforced, the democrats legislated the Negro right to vote.
    5. Both Negro leaders were assassinated; allegedly, Islam murdered Malcolm X and CIA murdered Martin Luther King.
    6. Promptly, the US government mandated integration of Negroes into the White race’s schools, neighborhoods, and workplaces. Since the Civil War, especially since the 1964 Civil Rights Act, the Negroes have been taught by their tribal families to hate the White race and “squeeze it like a lemon.”

    COMMUNISM
    1. Jews are the purveyors of worldwide communism to murder the White race. When Jews began immigrating from Europe to the USA in 1850, they promptly indoctrinated Americans in communism, infiltrated the democrat party, created the American Psychological Association, Communist Party, and American Civil Liberties Union.
    2. Then the Jew communists seized the US Dept. of Education in 1919, US Army, media, all three US branches of government thus creating all of today’s federal agencies and non-government organizations.
    3. For 166 years, communism has attacked the White race’s societal norms of “family, government, economy, education, and religion” to overthrow the US Constitutional Republic. The communists use tactics or “tools” to fleece the White race of its cultural values and ethics by illegally fleecing by banking, stock exchange, taxes, land resources, intellectual property, dishonoring and shaming Christianity, and creating fake wars to conscript the most “DNA intellectually and physically fit.”
    4. The visible “tools” of communists are lying media, bloated government, six generations indoctrinated in communism since 1919, women’s rights, homosexuality rights, transgender rights, bathroom rights, same gender marriage rights, abortion rights, illegal alien rights, Muslim rights … these and many more tactics are used to murder the White race and seize control of their Republic.

    MUSIC
    1. Negro music is an outgrowth of the Jews’ communist propaganda beginning around 1910. The most popular genre of the Negro race was/is JAZZ, which meant “SEX” music, which is school of music textbook knowledge. Jazz and subsequent genres for the past 100 years by Negroes are classified as “protest music” to motivate listeners to make societal changes.
    2. All US protest genres since the early 20th century have ended except Negro genres. Why? Because Negroes claim their demands have not yet been met. The crudest form of protest is Rap, which means, “talk” or “political protest talk” directed at the White race by means of communist tactics to attack the White race’s cultural values and beliefs.
    3. The RAP genre uses Angola rhythms and beats, which originally were used for centuries to communicate invaders on their African land and to motivate tribal warfare; hence, Angola rhythms and beats used in RAP are used to “motivate” gangsters to murder the White race. It is also used as a communist tool on the White race that comprises most of military recruits who, upon honorable discharges return to the war theater to be killed.

    TRUTH JUSTICE WEBSITE
    • This website offers many articles that support all of the above-mentioned. YouTube offers recorded events of the 1960s civil rights era bundled into six series.

    • The only determinant to the crimes against the White race throughout the world is to deport, exile, and execute communists respective to their crimes…put down communism forever.

  • Carolingian
  • Deplorable William

    “One teacher I knew gave up fast food — not for health reasons but because where he lived most fast-food workers were black”

    This is EXACTLY why I never eat fast food. You may as well just lick their anus if you’re going to eat anything they make for you, because they NEVER Wash their hands. Ever.

    • Truth thrower

      omg, gross…lol

      • Deplorable William

        Have you ever seen a negroe washing it’s paws?

        I haven’t.