John Derbyshire's Racist "Talk" He Says He Gives His Children

In the wake of the Trayvon Martin shooting, there has been some talk about “The Talk” that black parents feel the need to give their kids so that they can survive a racist society.

John Derbyshire, a regular contributor to National Review until now, wrote a piece about the talk that he allegedly has given his kids, in pieces over the years. He denies it is satire but rather calls it “social commentary”:

(9) A small cohort of blacks—in my experience, around five percent—is ferociously hostile to whites and will go to great lengths to inconvenience or harm us. A much larger cohort of blacks—around half—will go along passively if the five percent take leadership in some event. They will do this out of racial solidarity, the natural willingness of most human beings to be led, and a vague feeling that whites have it coming.

(10) Thus, while always attentive to the particular qualities of individuals, on the many occasions where you have nothing to guide you but knowledge of those mean differences, use statistical common sense:

(10a) Avoid concentrations of blacks not all known to you personally.

(10b)Stay out of heavily black neighborhoods.

(10c) If planning a trip to a beach or amusement park at some date, find out whether it is likely to be swamped with blacks on that date (neglect of that one got me the closest I have ever gotten to death by gunshot).

(10d) Do not attend events likely to draw a lot of blacks.

(10e) If you are at some public event at which the number of blacks suddenly swells, leave as quickly as possible.

(10f) Do not settle in a district or municipality run by black politicians.

(10g) Before voting for a black politician, scrutinize his/her character much more carefully than you would a white.

(10h) Do not act the Good Samaritan to blacks in apparent distress, e.g., on the highway.

(10i) If accosted by a strange black in the street, smile and say something polite but keep moving.

(11) The mean intelligence of blacks is much lower than for whites. The least intelligent ten percent of whites have IQs below 81; forty percent of blacks have IQs that low. Only one black in six is more intelligent than the average white; five whites out of six are more intelligent than the average black. These differences show in every testof general cognitive ability that anyone, of any race or nationality, has yet been able to devise. They are reflected in countless everyday situations. “Life is an IQ test.”

(12) There is a magnifying effect here, too, caused by affirmative action. In a pure meritocracy there would be very low proportions of blacks in cognitively demanding jobs. Because of affirmative action, the proportions are higher. In government work, they are very high. Thus, in those encounters with strangers that involve cognitive engagement, ceteris paribus the black stranger will be less intelligent than the white. In such encounters, therefore—for example, at a government office—you will, on average, be dealt with more competently by a white than by a black. If that hostility-based magnifying effect (paragraph 8) is also in play, you will be dealt with more politely, too. “The DMV lady“ is a statistical truth, not a myth.

(13) In that pool of forty million, there are nonetheless many intelligent and well-socialized blacks. (I’ll use IWSB as an ad hoc abbreviation.) You should consciously seek opportunities to make friends with IWSBs. In addition to the ordinary pleasures of friendship, you will gain an amulet against potentially career-destroying accusations of prejudice.

(14) Be aware, however, that there is an issue of supply and demand here. Demand comes from organizations and businesses keen to display racial propriety by employing IWSBs, especially in positions at the interface with the general public—corporate sales reps, TV news presenters, press officers for government agencies, etc.—with corresponding depletion in less visible positions. There is also strong private demand from middle- and upper-class whites for personal bonds with IWSBs, for reasons given in the previous paragraph and also (next paragraph) as status markers.

(15) Unfortunately the demand is greater than the supply, so IWSBs are something of a luxury good, like antique furniture or corporate jets: boasted of by upper-class whites and wealthy organizations, coveted by the less prosperous. To be an IWSB in present-day US society is a height of felicity rarely before attained by any group of human beings in history. Try to curb your envy: it will be taken as prejudice (see paragraph 13).

Read the first half here.

It’s rare you see this kind of racism admitted this explicitly by a mainstream writer. It’s quite instructive about what so often lies beneath. A brief scan of the comments shows the racists are out in full force there too.

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About Daniel Fincke

Dr. Daniel Fincke  has his PhD in philosophy from Fordham University and spent 11 years teaching in college classrooms. He wrote his dissertation on Ethics and the philosophy of Friedrich Nietzsche. On Camels With Hammers, the careful philosophy blog he writes for a popular audience, Dan argues for atheism and develops a humanistic ethical theory he calls “Empowerment Ethics”. Dan also teaches affordable, non-matriculated, video-conferencing philosophy classes on ethics, Nietzsche, historical philosophy, and philosophy for atheists that anyone around the world can sign up for. (You can learn more about Dan’s online classes here.) Dan is an APPA  (American Philosophical Practitioners Association) certified philosophical counselor who offers philosophical advice services to help people work through the philosophical aspects of their practical problems or to work out their views on philosophical issues. (You can read examples of Dan’s advice here.) Through his blogging, his online teaching, and his philosophical advice services each, Dan specializes in helping people who have recently left a religious tradition work out their constructive answers to questions of ethics, metaphysics, the meaning of life, etc. as part of their process of radical worldview change.


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