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PERRIN LOVETT

~ Fiction, Freedom, and The West

PERRIN LOVETT

Tag Archives: schools

Make Them Invulnerable

14 Wednesday Apr 2021

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children, education, high IQ, IQ, schools, UHIQ

Make Them Invulnerable

 

Last week’s column struck a nerve with me, a depressing if predictable nerve. Compared to those at the top, the people at the bottom of a double Hollingworth gap are not just relatively retarded. They are, in a relative sense, profoundly retarded. It’s akin to the mental difference between a person of ordinary intelligence and a house cat. This week, happily, I’m addressing those of us on the far right tail of the curve.

I never liked school – from kindergarten through graduate school. I especially detested my short-lived experience with the “enrichment” program in middle school. I only lasted a few weeks before I absolutely refused to participate. The pitiful government school I attended was bad enough. The special program was worse. At the time, someone should have foreseen the incompatibility. 

Just before I was subjected to that particular draining make-work project, a relevant paper was published: Vulnerabilities of Highly Gifted Children, Wendy Roedell, Roeper Review, Vol. 6, No. 3 (1984)(read it HERE). Roedell briefly outlined the difference between “gifted” and “extraordinarily gifted,” ever cognizant of the semi-subjective assessment and application of both labels. 

Her work is good, great even, and thus, it has been roundly ignored, especially her overly-optimistic conclusion: “As information about the needs of highly gifted children becomes more widespread, and society’s expectations become more closely attuned to the realities of gifted development, the degree of vulnerability of these children will diminish.” If only.

The ensuing period of nearly forty years has seen many things. America has degenerated into a ridiculously stupid third-world cesspool. The schools – almost all publics and most privates – have dropped even the pretense of Western educational standards. And, while the existence of the UHIQ is reluctantly acknowledged, society has adopted an almost universal bias against the cognitive elite. This is the phenomenon Tom Ironsides observed in THE SUBSTITUTE when he occasionally encountered a languishing child of true intelligence in the wild. It is the same treatment he received from a system blindly obsessed with meaningless credentials. Sadly, the experience is not limited to fiction.

No child deserves to be trapped in a failed modern Amerikan school. While some do much better than others, exceptional children are failed in exceptional fashion. Those children above 140 WAIS (or SB) are utterly tortured. In many cases, programs allegedly there to help, in fact, hinder.

As I’ve written previously, the only way to assist a truly intelligent child is for his parents to point him in what they think is the right direction and then step aside and see how far he can go. This isn’t necessarily easy. The parents may not know that correct direction. They may have communication difficulties with their son. And, as is usually the case, they may be plagued with a desire to control that which is not ultimately controllable. If the process is done properly or if it is even attempted, then it is best done within the loose framework of unschooling, self-directed homeschooling, or the Sudbury Valley model.

Back in 1984, Roedell saw the need to remove the bright child from the doldrums of the standard classroom: “Highly gifted children experience increased vulnerability when they spend large portions of their time in inappropriate educational settings. The more a gifted child’s abilities differ from the norm, the more inappropriate becomes the educational program offered in the regular classroom.” She nailed the problems with “enrichment” programs: 

Many programs for gifted children also constitute inappropriate environments for the extraordinarily gifted child … In some school districts, the content of the gifted enrichment class is not linked logically to the identification system. … Even when the child’s abilities and the content of the program are linked, the learning pace of the program may be geared to the level of the moderately gifted child.

The cat comparison is hyperbole, but it is accurate.

It is important to remember that a child with an IQ of 164 is as different intellectually from a child with an IQ of 132 as that child is different from the 100 IQ child. Forcing a child with an IQ of 164 to learn at the pace of the average child, or even the pace of the moderately gifted, is akin to placing an average child in a special education classroom and asking that his/her learning rate be slowed down to keep pace with the rest of the class. The frustration of highly gifted children forced to stifle their love of learning in inhospitable environments can result in withdrawal, behavior problems, or psychosomatic symptoms.

That was my experience in both the special program, specifically, and the schools in general. Then, and worse today, the problem is compounded by a number of factors. First, the schools are geared towards low-achievers; ultra and very high-ability students are seen as nonconforming nuisances. The programs, all of them, are designed to indoctrinate rather than to educate. The people who plan and organize curriculum, general and advanced, have ulterior motives. The “gifted and talented” courses are most appropriate to the all-rounders, and, these days, best suit the needs and proclivities of female students. That is great, though it is of no service to the young minds with the most to offer an ailing country and culture. Additionally, the instructors in charge of even the special programs, in most cases, simply cannot communicate at the appropriate mental level with the most advanced students in their care.

A child forced to endure such low-level foolishness will endure. He may very well continue to perform well, grade-wise, into college or even law school. But, by being denied a real start, he will always be behind his potential. And he will come to resent or even hate the system and those who operate it and those to whom it primarily caters. And, in the end, he will become adrift in a society that denigrates intelligence – more to its detriment than to that of the high-IQ pariahs. 

The sane alternative is relatively simple. Don’t expect smart children to succeed and do not “help” them. Rather, let them succeed. Give them the necessary tools and encouragement and then let them build. What is rightly seen as vulnerability, if properly channeled, can become great strength, beneficial both to the children and to the greater society. A system designed by and for 90 IQ simpletons cannot and will not help. This is up to us. They are our children, after all. Make them invulnerable.

Admitting Failure

12 Monday Apr 2021

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education, failure, integration, schools

It turns out that integrated schools were exactly what the opponents said they’d be.

Conventional wisdom has long maintained that Black students fare better in integrated schools because those schools offer more resources in terms of the quantity and quality of teachers per student, equipment, books and materials, classrooms, and curricula.

As “conventional wisdom” typically comes from rank idiots, is it any surprise that is wrong? Downey wrote a good article, as she usually does, ending with an unconventionally intelligent quote about real education.

A Word Salad of Stunning Admissions

07 Wednesday Apr 2021

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admissions, Amerika, jews, schools, wow

Read THIS STORY from the J. Post.

That one just about has it all – failed schools, The Great Hoax, teachers’ union, LGBVPC, the “values,” etc, etc, etc. Even the ownership thing. Wow…

The Demographic Desert: Third-world Cognition in Amerika

07 Wednesday Apr 2021

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Amerika, cognitive desert, deep decline, identity, intelligence, IQ, schools

The Demographic Desert: Third-world Cognition in Amerika

 

Again, it’s Identity > Culture > Politics. That order. Leading the others, demographics is, as they say, “destiny.” One of the supremely important factors of that destiny, which helps foster culture and politics, is average intelligence. In the USSA and across much of the West, national average IQs are slipping if not collapsing.

Before we enter into the exciting base matter for today’s discussion, I’d once more like to plug the near-definitive At Our Wits’ End by Dutton and Woodley (2018). That book exposed the alarming rate of decline of approximately .4 IQ points per year in places like the UK and the USSA. The primacy of intelligence has been acknowledged more recently: National Intelligence Is More Important for Explaining Country Well-Being than Time Preference and Other Measured Non-Cognitive Traits, Kirkegaard, et al (2020). 

The dystopian trend in the USSA was most recently expounded upon at the BPEA Spring Conference, March 25, 2021, and a paper authored by Caroline Hoxby, Advanced Cognitive Skill Deserts in the U.S.: Their Likely Causes and Implications. Check out the map at that linked summary and see if you’re in a cognitive skill desert. 

In Advanced cognitive skill deserts in the U.S.: Their likely causes and implications, Caroline M. Hoxby of Stanford University maps county-level data from standardized tests to show which regions have higher percentages of adults and children with advanced skills and which areas have lower percentages. She compares data for adults, 12th graders, 8th graders, 5th graders, and 3rd graders and finds that regional patterns, evident among adults, only begin to emerge by 8th grade and are similar to adults by 12th grade.

I’ve noted more than once that children trapped in failed government schools, and that’s ninety percent of USian children, demonstrate, via systemic standardized tests, a decrease in mathematical ability proportionate to their tenure in the so-called schools. Proficiency scores fall from elementary school to middle school to high school. The schools literally dumb the kids down, in terms of cognitive application, to the level of the average USian adult. That is exactly what Hoxby found. That is exactly what the “schools” were designed to accomplish. It’s a feature, not a flaw.

Of course, math, while last in the acronym, is the first and foremost building block of the STEM idol everyone claims to adore these days. Without it, there is no science or engineering, no advanced modern systems or convenient technologies. These are the numerically centered of the advanced skills Hoxby is concerned with. She focused on the middle school years, finding these to be the time of greatest development potential for higher-order reasoning, logical expression, abstract thinking, and critical inspection. Few if any of those subjects are taught, embraced, or even tolerated in today’s failed government schools. No foundation is laid and the “age of opportunity” in middle school is wasted. 

Hoxby found that – surprise, surprise – larger, higher-tech cities which attract more capable adults also generally have better advanced-thinking scores among the children of those adults. There is also the inescapable pattern of more advanced thinking in the northern parts of the USSA compared with the relative dearth of advanced cognition in the south. 

Still, she remains optimistic, reasoning that as with a geographic desert the mental deserts only require watering, the right water being increased spending. That is noble and, to a small degree, plausible, but it misses the larger causative factor – changing demographics. To put this bluntly, as seen on the map, locations with higher intelligence tend to have populations with higher concentrations of Europeans (and Asians). Areas with higher numbers of other peoples tend to exhibit lower intelligence averages. This isn’t a coincidence. It’s science, though a kind of science seemingly unwelcome in places where STEM is promoted.

The schools themselves are only partly to blame. They, after all, are products of policy and politics. Their work, good or bad, is tolerated in accordance with the norms of the resident culture. All of it is determined by identity. And since 1965, formerly White Christian European America has changed markedly, morphing into the United States of Multiculturalism. The effect of this change on average intelligence is akin to adding paint thinner to paint – both become thinner, diluted. 

In a macro social sense, two things have happened and continue to happen that drive down the average IQ of the USSA. First, intelligent Americans do not reproduce. Native-born citizens of lower intelligence do have children. This is encouraged and in many cases subsidized. Those with higher IQs have few – and increasingly no – children. As the mentally challenged are rewarded, so the intelligent are in a way penalized. An entire society, economy, and the government have come to bear on them, driving them into faithless, work-obsessed, pleasure-obsessed, debt-enslaved, taxed, corporate hedonism that all but forbids the introduction to the world of new, young intelligent people. This domestic evisceration of the cognitive elite is bad enough. However, it is coupled with the second phenomenon, the nearly exclusive importation of lower-IQ foreigners. Paint + thinner = thinner paint. Import the third-world, become the third-world, IQs and all.

For fun, let’s see how this works out in reality. I picked Newton County, Georgia for no reason in particular. Per the 2019 Census estimates, Newton has a population of 111,744. The county’s demographic breakdown is as follows: Black, 47.7%; White, 43.9%; Hispanic, 6.1%; Mixed, 2.2%; Asian, 1.2%; Am. Indian, .5%; Pacific, .1%. These percentages add up to 101.7% … which confirms the government source. I am cognizant of the fact that the 2020 estimates, in advance of the full count, are available as per national percentage increases for Blacks and Hispanics. Newton is likely on the leading curve of those advances. However, I will, for now, ignore those changes and make a slight correction so as to accumulate a realistic 100% total population. Let’s call it 48% Black, 43% White, 7% Hispanic, and 2% Asian/Other. 

Now, we play the weighted average IQ game. I’m going to lump Blacks and Hispanics together (55%) at 87 IQ. Because I am not sure of exactly what kind of Asians are prevalent around Covington, I will lump them in with the Whites (45%). The trick is what IQ value to assign the Whites. I suspect they have drifted south of the old Northern European standardized score of 100, most likely assuming the new American White score of 95. I’ll run a simple average with both. I’ll also add in a third, “worst-case” scenario in keeping with the total domestic intelligence decline.

(.55)(87) + (.45)(100) = 92.85 [ouch]

(.55)(87) + (.45)(95) = 90.6 [oh, boy]

(.55)(87) + (.45)(93) = 89.7 [damn]

Ninety is the score no first-world nation wants to dip below as that is the cutoff below which there is no guarantee of continued societal stability. The average of the averages is 91.05. That’s terrible. All of these numbers are terrible. And, in this specific case, as with much of the rest of the country, they are falling steadily. 

Where do the children of Newton fall into this matrix? Let’s walk through the placements, shall we? We’ll specifically look at school-aged children, 5-18. The 2019 estimates alott 19.4% of the total population to that bracket or 21,678 individuals. I consulted the 2019 Georgia Department of Education [SIC] stats to confirm those figures and to assess the attendant identitarian breakdown. The Great Hoax has wreaked havoc on 2020-2021 enrollments in GDOE-tracked public schools as might be expected. Back in 2019, however, the enrollment was a fairly similar match: 19,579 students, or 90% of all children 5-18 years of age (the national average)(the remainder being privately schooled, homeschooled, or otherwise unaccounted for). 

Pursuant to my previous lumping-normalizing rules, I find the student body is 71% “Black” (13,885) and 29% “White” (5,694). These, by the way, are your future total Census demographics, if lumped and normalized. Taking the middle “95, White” average, we have: (.71)(87) + (.29)(95) = 89.32. It may not be the brightest future.

I’ve looked at more Newton government school performance records than I ever cared to. By and large, they are utter failures, falling somewhere above Detroit and below rural Mexico. Pick one and look at the scores and the trends – low and falling. And, as with most public schools, they fall along the lines of progressively decreasing performance as described by Hoxby. 

Newton is part of the vast southeastern intelligence desert. Their collective experience is demonstrative of the larger pattern and picture. More money, even radically more, will not solve this problem (see Detroit). Voting will not solve this problem (see the past 100 years). The problem is not political in nature. Tossing Dr. Seuss, Geo. Washington, and 2+2=4 out the door in favor of more social justice and equity will accomplish nothing. The issue is beyond cultural. It involves an identity changed, a demographic shift.

The new post-American USSA, to the extent and for the time it endures, will not be the end of the world. It will be, is already different. Relatively speaking, it’s parched – like a desert.

‘Remaining Civil’ in Government Schools

22 Monday Mar 2021

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education, evil, schools, Virginia

The other side, the satanists, just can’t do it. It’s time to acknowledge these people are evil, not “liberals” or “leftists.” They openly plotting felonies against White Western Americans. READ THIS unsurprising story from Loudon County, VA.

There is no living with these heathens. Getting your kids out of the schools isn’t enough when they’re willing and able to hunt you down and victimize you. There’s nothing political here. These people don’t speak Democrat, Republican, or Libertardian. They only understand violence.

Take. The. Gloves. Off.

A Random Idea

07 Sunday Mar 2021

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diversity, education, random idea, schools

I saw yet another story about a dead Amerikan public “school.” This one featured the return of … wait for it … equitable, diverse … segregation! It also featured a diversity consulting firm made up of the oddities one would expect. The school was one of the “better” failed and dead schools. In the end, I canned the urge to repeat myself for the 353rd time.

Instead, here’s a novel idea: Young entrepreneurs! Consider starting your own diversity consulting shakedown outfit. Gear it towards equity, understanding, etc for Heritage Americans! I’m sure failed schools all over the country could benefit from forced learning about the high value of Whites, Christians, and normal, intelligent people. If not, they could always be sued. Or not – just a random idea.

Failed Schools + Failed Students + Failed Parents = Failed Society in Baltimore

05 Friday Mar 2021

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Baltimore, diversity, education, failure, schools, society

This story touches on more than the usual systemic failure by design of the luciferian schools. But, as-is, it’s proof positive that nothing works.

A shocking discovery out of a Baltimore City high school, where Project Baltimore has found hundreds of students are failing. It’s a school where a student who passed three classes in four years, ranks near the top half of his class with a 0.13 grade point average.

Tiffany France thought her son would receive his diploma this coming June. But after four years of high school, France just learned, her 17-year-old must start over. He’s been moved back to ninth grade.

“He’s stressed and I am too. I told him I’m probably going to start crying. I don’t know what to do for him,” France told Project Baltimore. “Why would he do three more years in school? He didn’t fail, the school failed him. The school failed at their job. They failed. They failed, that’s the problem here. They failed. They failed. He didn’t deserve that.”

That’s .1373, not 1.373. If that’s number 62 of 120, then it’s reasonable to ask if any of the students are even marginally passing. But – and I didn’t even bother to check the published school stats – there is literally no point in asking. This one isn’t about the schools so much as it is the multi-culture of terminal decline. Once this kind of academic excellence enters the workforce (ha!), it won’t be able to keep the lights on, keep the water flowing, or feed itself. It is entirely possible that no kind of education will fix this. If your child is in this kind of school, you likely cannot read what I’m writing. All others: HOMESCHOOL. And prepare for a future where it’s self-sufficiency or nothing.

A Lot of Inequities

02 Tuesday Mar 2021

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advanced failure, Boston, education, schools

Biological reality wreaks havoc on the libtards of Beantown.

A selective program for high-performing fourth, fifth and sixth graders in Boston has suspended enrollment due to the pandemic and concerns about equity in the program, GBH News has learned.

Superintendent Brenda Cassellius recommended the one-year hiatus for the program, known as Advanced Work Classes, saying the district would not proceed with the program for new students next year.

“There’s been a lot of inequities that have been brought to the light in the pandemic that we have to address,” Cassellius told GBH News. “There’s a lot of work we have to do in the district to be antiracist and have policies where all of our students have a fair shot at an equitable and excellent education.”

…

A district analysis of the program found that more than 70 percent of students enrolled in the program were white and Asian, even though nearly 80 percent of all Boston public school students are Hispanic and Black.

Well, the drill, let’s see. I looked at the first “school” they mentioned, a K-8 third-world prison. Exactly what one would expect! It’s only 18% White and 70% black and brown. It didn’t look like that decades ago. Odd. As for test performance as measured by the system, the school rides the X-axis in almost all categories. Really odd, right? And, the taxpayers get all that diverse, dismal failure for only 2.5 times the cost per inmate as the national average.

I’m surprised the now-dead inequitable program was ONLY 70% White and Asian. If your higher-IQ students are in this program and school system or something similar, then, for God’s sake, GET THEM OUT! I recommend a permanent hiatus from this high-cost, low-functioning idiocy.

The “Schools” Are Utterly Insane

25 Thursday Feb 2021

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anti-White, Buffalo, education, failure, schools

A link to the hijinks in Buffalo: the Failure Factory.

It is about what one would expect. I’m not even checking the schools as I assume they are academically nonexistent.

Government School = Kids in Termite Tents

25 Thursday Feb 2021

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child abuse, education, hoax, pure evil, schools, termites

If you ever had a serious termite infestation, then the exterminator may opt to encase your house in a giant, sealed tent. This allows for thorough poisoning and extermination of the bugs. Now, in this deeply evil excuse of a country, the public extermination camps “schools” have found a way to do the same insidious thing to your children.

A student band at a high school in Wenatchee, Washington was made to practice inside small, enclosed tents. Some ridiculed this protective measure against Covid-19 amid the reopening of schools across the US.

The Wenatchee High School children have been back at school since January 26, however with strict coronavirus measures in place.

Photos posted on Wednesday by local newspaper Wenatchee World showed the young musicians awkwardly confined to their small, green, socially-distanced tents as they tried to play their instruments, prompting many to ridicule the situation.

Look at the picture of the kid with the tuba!

This can only be described as child abuse – it’s so bad it’s almost funny. Of course, some defend the evil:

“I applaud their efforts of maintaining their standards while still trying to adhere to safety. While it may look ridiculous, these kids wouldn’t do it if they didn’t want to,” reacted one user.

It does not look ridiculous. It looks satanic. The people who came up with the idea should be locked in the tents and given the old bug treatment. The kids, conditioned since they were five years old, will do almost anything they’re told. So will hordes of adult idiots – you may have noticed some general stepping and fetching over the late hoax. Intelligent, faithful people! Get your children as far away from this evil as possible. Homeschool or be the termites.

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