Last week, Georgetown University, one of the most prestigious liberal arts institutions in the nation, took a flying leap into full-fledged radical lunacy, basicly announcing that the entire school’s mission, budget, operations and culture must be centered on self-flagellation for the sins of slavery, and inviting the rest of the nation to do likewise.
As first steps, announced by Georgetown University President John J. DeGioia, the descendants of the slaves who built and worked at the Jesuit institution will be given the same edge in admission consideration as the children of faculty and alumni. Two buildings on Georgetown’s campus campus will be renamed, one for a slave, the other for a black Catholic educator who founded a local school for black girls. The university will also launch a center to study slavery and commission a memorial to slaves. That’s just the beginning.
What spawned all of this–and there is much more to come, if the report guiding the university is going to have the influence it promises—is the discovery that in 1838, a Georgetown University official, Father Thomas Mulledy, a co-president of the college, sold 272 slaves to a Louisiana plantation in order to keep the college open. Mulledy is being punished for this decision by having his name purged from a campus building and replaced by the name of one of the slaves who was sold. Now, nobody knows anything about “Isaac” other than his name. He could have been a bounder; he might have been a killer, a thief. Never mind. By virtue of simply being a black slave, he is now worthy of honor on the campus, and a priest who devoted himself to the college and his faith is consigned to oblivion.
Thus proceeds the airbrushing of history on our nation’s college campuses and elsewhere, as the leftist theory takes root that the way to control today’s minds is to remake the past to comfortable and politically correct specifications.
The building bearing the name of the other co-president who did not have the foresight to insist that the college dissolve rather than sell off assets in a completely legal and unremarkable transaction for the time will also be renamed, for a black Catholic educator who founded a local school for black girls…in other words, for someone with no connection to Georgetown University or reason to be honored there except her race.
Later, Georgetown is likely to enact other measures recommended in the report, such as mandating new students to take a“Historical Walking Tour of Black Georgetown,” touring the campus and the neighboring area to see sites that were involved with the institution of slavery. The report wants local public schools to collaborate with Georgetown to teach students about the university’s involvement with slavery. The University needs to “invest in diversity” by improving the “racial climate” on the campus through sensitivity training, also known as indoctrination. There will be ongoing studies on the current consequences of the school’s dependency on slave labor, and, of course, much research will be required to determine who the descendants of those 272 slaves are. No doubt about it: this will be the go-to school for those who want four years of concentration on an institution that was abolished in 1865. Continue reading
I must admit: I thought the “unequal opportunity race” video that was the subject of my post to be so outrageously simplistic, exaggerated, insulting to white Americans and discouraging to minority Americans that nobody would defend it. The lively debate that the post sparked proved that the white privilege deflection has seeped into mainstream thinking far more than I had previously understood, and that the position the progressive movement wants to communicate to African Americans is that absent aggressive, government-executed hobbling of present day white citizens as they pursue their own ambitions and dreams, and opportunities for their children, black Americans are doomed to comparative failure, cursed to be victims of traps, gaping craters and metaphorical sharks.
Late in the debate, commenter Chris Bentley, himself an African American, provided a different perspective in two long posts. I am combining them as his Comment of the Day, on the post ,Unethical High School Assembly Video Of…What? The Month? The Year? Eternity?.
To which I say b.s. (as a black man). I have no doubt, no doubt whatsoever, that I have succeeded (and failed at times) solely based on my merit, talents, and desire. I have not been unemployed for even a second, since the age of 18 (I am 37). I have applied to many, many jobs that I have desired, and been hired for many of those jobs. I have been accepted and attended 8 (8!) different colleges, earning 3 different degrees. I have spent the last 20 years working in education, from ECE to college, and spent 3 years as a preschool director (a black male preschool director is about as rare as a unicorn that poops gold).
None of this is meant to be taken as bragging, as my story is no more successful than anyone else on this blog. Nor am I more successful then any average black man, who grew up with loving, educated parents, who forced me to have a good head on my shoulders, taught me the importance of education, and did not teach me to be distrustful of whites, or to blame shift my failures elsewhere. I find it patronizing to be told that individual merit is not enough for me to succeed, when compared to whites; that if I truly want to compete on an even playing field, I need those same whites to level the field.
No. I. Don’t.
This video, purportedly a defense of affirmative action, was mandatory viewing for students at Glen Allen High School in Henrico, Virginia:
This isn’t education. This is anti-American, race-baiting indoctrination, political in intent and orientation, and absolutely irresponsible for use in a high school. This school, of course, has students of both races, so the video also encourages racial distrust, divisions, and hate.
Naturally, many parents object, though I doubt any are objecting more than I would.
“The students participated in a presentation that involved American history and racial discourse. A segment of the video was one component of a thoughtful discussion in which all viewpoints were encouraged. As always, we are welcoming of feedback from students and their families, and we address concerns directly as they come forward.”
A classic of double-speak spin from incompetent, power-abusing educators. You don’t teach children about complex issues by reducing them to simple-minded cartoon agitprop, but then, education, however, is not the objective. The clear motives are racial spoils, white guilt, black entitlement, and partisan advantage.
I’m running out to see “Spotlight,” so I will avoid my usual rambling introduction to this Comment of the Day, authored with skill and humor by reader Chase Davidson. A “Blazing Saddles” term I have used recently to describe the ideological jargon and convoluted double-talk we have been hearing of late from progressive protesters, ideologically committed bloggers and Presidential candidates, “authentic frontier gibberish,” seems to have taken root, and Chase has done a magnificent job translating large, stinky chunks of it revealed in my post today about the various college student demands.
Here is Chase Davidson’s Comment of the Day on the post Campus Protest Ethics Yin, Yang and Yecchh: Unethical Website Of The Month “The Demands,”Ethics Hero Dr. Everett Piper, And Ethics Dunces, The Occidental Faculty:
“incorporate into each department at least one queer studies class.”
What? That doesn’t even make sense, and I say this as a bisexual Hispanic man (and a bastard at that, so they can’t tell me to “check my privilege”). What does ‘queer studies’, a very specialized offshoot of sociology, have to do with any departments other than Sociology and the Humanities? Calculus don’t give two figs what your gender identity or sexual orientation is. Java and FORTRAN don’t change because you kissed a girl and you liked it. What does ‘queer studies’ have to offer Architectural Engineering except snickering at how phallic many buildings are?
“[Every Dartmouth student] must be taught and made aware that the land they reside on is Abenaki homeland” Continue reading