Chateau Heartiste

Summary: White shitlibs know Diversity sucks, and will do and pay anything to get away from it.

A GoodWhite lady teacher tells a horror story about her time in the vibrant trenches.

Public Education’s Dirty Secret

Bad teaching is a common explanation given for the disastrously inadequate public education received by America’s most vulnerable populations. This is a myth. Aside from a few lemons who were notable for their rarity, the majority of teachers I worked with for nine years in New York City’s public school system were dedicated, talented professionals.Before joining the system I was mystified by the schools’ abysmal results.I too assumed there must be something wrong with the teaching. This could not have been farther from the truth.

[…]

Washington Irving High School, 2001–2004

My NYC teaching career began a few days before September 11, 2001 at Washington Irving High School. It was a short honeymoon period;the classes watched skeptically as I introduced them to a method of teaching French using virtually no English. Although the students weren’t particularly engaged, they remained respectful. During first period on that awful day there was a horrendous split-second noise. A plane flew right overhead a mere moment before it blasted into the north tower of the World Trade Center. At break time word was spreading among the staff.Both towers were hit and one had already come down. When I went to my next class I told the students what had happened. There was an eruption of rejoicing at the news. Many students clapped and whooped their approval, some getting out of their seats to do a sort of victory dance. It was an eye-opener, and indicative of what was to come.

[…]

Guards patrolled the hallways, sometimes the police had to intervene. Even though the security guards carefully screened the students at the metal detectors posted at every entrance, occasionally arms crept in. Girls sometimes managed to get razors in, the weapon of choice against rivals for boys’ attention. Although I don’t know of other arms found in the school (teachers were kept in the dark as much as possible), one particularly disruptive and dangerous boy was stabbed one afternoon right outside school. It appears he came to a violent death a few years later.

[…]

As the weeks dragged painfully into months, it became apparent that the students wouldn’t learn anything. It was dumbfounding. It was all I could do to keep them quiet; that is, seated and talking among themselves. Sometimes I had to stop girls from grooming themselves or each other. A few brave souls tried to keep up with instruction. A particularly good history teacher once told me that she interrupted a conversation between two girls, asking them to pay attention to the lesson. One of them looked up at her scornfully and sneered, “I don’t talk to teachers,” turning her back to resume their chat.

[…]

[Long-term suspension] was unthinkable in New York, where “in-house suspension” was the only punitive measure. It would be “discriminatory” to keep the students at home. The appropriate paperwork being filed, the most outrageously disruptive students went for a day or two to a room with other serious offenders. The anti-discrimination laws under which we worked took all power away from the teachers and put it in the hands of the students.

Throughout Washington Irving there was an ethos of hostile resistance. Those who wanted to learn were prevented from doing so. Anyone who “cooperated with the system” was bullied. No homework was done. Students said they couldn’t do it because if textbooks were found in their backpacks, the offending students would be beaten up.

[…]

I tried everything imaginable to overcome student resistance. Nothing worked.

[…]

The abuse from students never let up. We were trained to absorb it. By the time I left, however, I had a large folder full of the complaint forms I’d filled out documenting the most egregious insults and harassment.There was a long process to go through each time. The student had a parent or other representative to state their case at the eventual hearing and I had my union rep. I lost every case.

It used to be, in 90% White America, that abusive students would have neither state representative nor parents to “state their case”. The parents would be called in to the school, listen to the teacher’s complaint, and then tell their kid to shape up while apologizing on the kids’ behalf to the teacher.

The abuse ranged from insults to outright violence, although I myself was never physically attacked. Stories abounded, however, of hard substances like bottles of water being thrown at us, teachers getting smacked on the head from behind, pushed in stairwells, and having doors slammed in our faces. The language students used was consistently obscene. By far the most commonly heard word throughout the school,literally hundreds of times a day, like a weapon fired indiscriminately, was “nigga.”

[…]

Although the school was always on the verge of hysteria and violence, it had all the trappings of the typical American high school. There were class trips and talent shows, rings and year books—even caps and gowns and graduation. High school diplomas were among the trappings, handed out to countless 12th graders with, from my observation, a 7th grade education.

[…]

Students came to school for their social life. The system had to be resisted. It was never made explicit that it was a “white” system that was being rejected, but it was implicit in oft-made remarks. Youngsters would say things like, “You can’t say that word, that be a WHITE word!”

[…]

It all fell on deaf ears. It was impossible to dispel the students’ delusions. Astonishingly, they believed that they would do just fine and have great futures once they got to college! They didn’t seem to know that they had very little chance of getting into anything but a community college, if that. Sadly, the kids were convinced of one thing: As one girl put it, “I don’t need an 85 average to get into Hunter; I’m black, I can get in with a 75.” They were actually encouraged to be intellectually lazy.

The most Dantesque scene I witnessed at Washington Irving was a “talent show” staged one spring afternoon. The darkened auditorium was packed with excited students, jittery guidance counselors, teachers, and guards. Music blasted from the loudspeakers, ear-splitting noise heightened the frenzy. To my surprise and horror, the only talent on display was merely what comes naturally. Each act was a show of increasingly explicit dry humping.

***

Brooklyn Tech, 2004–2009

Brooklyn Tech was considered one of New York’s “top three” high schools. Students had to test in.

Brooklyn Tech: 61% asian, 21% White (current numbers)

Despite the disruptive students at first, the classes were manageable. What the youngsters lacked in academic rigor, they made up for in verve. However, as the years passed, micro-management became more burdensome. Supervision became stricter, with multiple class visits and more meetings. Some “experts” up the DoE ladder decided that we had to produce written evidence that our lesson plans conformed to a rigid formula.

***

Victory Collegiate High School, 2009–2010

88% black.

Victory Collegiate High School seemed promising.

lol

It could boast of Bill Gates money, and was one of only two or three new experimental schools co-located in what was once the venerable South Shore High School. It served the local, partly middle-class, partly ghettoized black community. The principal informed me proudly that the students wore uniforms, and no cellphones were allowed. The classes were tiny in comparison to other high schools, and there were no disciplinary problems.

Stay for the twist ending!

Despite the devastating blow to my career, I set out hopefully on the long commute to Canarsie. The metal detectors should have clued me in. Any pretense of imposing uniforms was eventually abandoned. Cellphones were a constant nuisance. Administrators turned a blind eye to the widespread anti-social behavior.

It would be repetitive to go over the plentiful examples of the abuse teachers suffered at the hands of the students. Suffice it to say, it was Washington Irving all over again, but in miniature. The principal talked a good game, believing that giving “shout-outs” and being a pal to the students were accomplishing great things, but he actually had precious little control over them. What made matters worse, the teaching corps was a young, idealistic group, largely recruited from the non-profit Teach For America, not the leathery veterans who constituted a majority at the two previous schools.

[…]

The “language arts” department (the word “English” was too Euro-centric) made one obligatory bow to Shakespeare—a version of “Romeo and Juliet” reduced to a few hundred words. It was common knowledge that the Bard was “overrated.”

[…]

In the classroom, the children did as they pleased. Since the classes were smaller, some students managed to learn a bit of French, but most obdurately ignored me. One memorable 16 year-old fresh from Chicago loved French but was contemptuous of me. She was tall and slender, quite beautiful, and in love, it seemed, with another girl in the class, who was not blessed with similar beauty. Throughout the year they were an item. I finally managed to separate them, insisting that they change seats when it became increasingly difficult to stop them from necking in the classroom.That was when, despite her love of French, the Chicago girl left my class never to return, except once, when we were watching a movie. She came in, sat down and watched with us, breezing out again at the film’s end. This was not unusual behavior. Some students had the run of the hallways, wandering around as they pleased.

[…]

On one memorable occasion, I said to them: “You are not here to play, you are here to develop your intellect.” The puzzled stares this remark elicited spoke volumes. It seemed an utterly new concept to them.

[…]

When the language section was over and the math part began, however, students stopped working. They sat there staring at the desk. I quietly encouraged them to make an effort, but the general response was, “I ain’t doin’ it, miss, it’s too hard.” I could not get them to change their minds; they sat doing nothing for the rest of my shift.

The preliminary test results that came back in the spring were abysmally low—despite the fact that every single response bubble on the math test had been filled in.

After the terrible 2010 earthquake in Haiti, a number of Haitians joined the school. These youngsters were remarkable for their good manners and desire to learn, for their outstanding gentility in fact. They provided a most refreshing change, but it didn’t last. They quickly fell into the trap of hostile resistance.

Negression to the mean.

By June, things were really depressing. Not only was the academic year an utter failure, word spread that 10 girls had become pregnant. Since there were only about 90 girls in the school, this represented over 10 percent.

It used to be a scandal if one student out of 200 girls got knocked up; now there may as well be breastfeeding rooms in the schools.

The majority of the pregnant girls were freshmen, targeted it was said by a few “baby daddies” who prided themselves on their prowess and evolutionary success.

The Darwinian order doesn’t care about our Eurocentric ideals.

Once again, I finally and suddenly broke. The threat was from an unlikely source, a big lad who was always subdued. He was in the special education program, and never gave any trouble when I substituted in that class. But one afternoon, for some unknowable reason, this usually gentle giant came up to me and said, “I gonna cut yo’ ass.” That was the final humiliation I would suffer in the New York City public school system. 

I left that afternoon never to return.

This could be the book cover blurb of White Shitlibs: “I left that vibrant scene never to return.”

Now you know why anti-racist liberal GoodWhites talk one way and act another way. They are SCARED TO DEATH to put their little darlings into black and brown dystopian schools. White lib parents will sooner mortgage their lives and drive themselves insane memorizing useful euphemisms in order to buy a house in a good — read, White — school district, than to watch their kids suffer a torrent of verbal and physical abuse from the aPOCalypse.

But they can’t say this out loud, or they’ll be read out of genteel shitlib society and branded with the Scarlet R.

There’s another reason. The White shitlib is a status whore like no other. The Diversity™ is a status whore multiplier, jacking up the price of homes in vanishing all-White neighborhoods. White shitlibs moving into these oases get a status thrill up their legs. They’ve made it. They’re in. They aren’t like those other White people who struggle to get by in shittier communities.

If the Diversity influx ended tomorrow, and the Diversity already here was repatriated to their natural ecosystems, the value of the typical White shitlib’s home would plummet. Suddenly they aren’t paying a premium to avoid Diversity; now they’re just another White home in a White town in a White nation with White neighborhoods stretching from the Atlantic to the Pacific. Absent Diversity, there is lebensraum. More regions and towns and city centers open to White colonization. Affordable housing. A cooling of tensions between the White classes. A more equitable distribution of good schools. More trust. The beginning of a revitalized social contract. Doors left unlocked when away.

We had this, once. We can have this again. We just have to give up our cowardly lies.