The fact that it was International Men’s Day yesterday totally past me by. Now I know I think it’d be apt to reproduce this recent article from Taki’s Magazine (a controversial publication sometimes very interesting and intellectually invigorating other times deliberately provocative, sad, bad and slightly mad). It should be pointed out that I don’t concur with much of the article below. For example the conclusion for all single sex schools and necessarily corresponding the gender of teacher and pupil is not one I share whatsoever. What I do agree with though is the general downward trend of schools that is described. Unlike the author I don’t believe this is totally a gender or feminisation issue, I can recall from my own time and know now as friends and associates plenty of female teachers who are not like this at all (my ma included) and similarly can remember from my schooldays quite afew male teachers who tick all these unfortunately pathetic boxes that the article claims are all female traits.
Highlighting the bullshit of diagnosing ADHD and the like is much welcomed though. I have even heard a rather more sinister recent one ‘ODD’- Oppositional Defiant Disorder bandied about with apparent enthusiasm from modern ‘teachers.’ That ‘medical disorder’ being of course normal kids messing around and refusing to play ball. Instead of teacher’s disciplining and doing their job suddenly they are qualified doctors and slap these fashionable ‘diseases’ on the pupils instead who in turn of course relish in their new found status as ‘special’ and become even more perpetually infantile. I know a young Scottish lad who was diagnosed ADHD and freely admits it’s bullshit and he just enjoys pissing about. Fair enough to him he’s a good laugh I just worry when the labeling of these young people turns to medicalising and we are left with a generation of doped up juvenile unemployable young men merely due to the laziness and underperformance of poorly educated teachers who weirdly try and mother and nurse and doctor their pupils rather than, shock horror, actually teach them.
The article is primarily focused on US classrooms though I would say as with many things depressingly the UK is fast going the same way. If like me you disagree that this is all necessarily totally a gender of teacher issue I hope you can still comprehend the patterns of the lobotomising of our education systems described is very real and the many of the majority differences between the sexes identified self-evidently true and needed to be said and honoured. On the other hand asinine generalised remarks such as ‘women are totalitarian’ are oafishly idiotic and detract from some interesting arguments here though, but regardless, Fred Reed writes:
“Notes On The Pussification Of America- It is time to get women out of the schooling of boys. It is way past time. Women in our feminized classrooms are consigning generations of our sons to years of misery and diminished futures. The evidence is everywhere. Few dare notice it.
The feminization is real. More than seventy-five percent of teachers are women; in New York state, over ninety percent of elementary school teachers are women; in the US, over seventy percent of psychologists are women, with (sez me) the rest being doubtful. This is feminization with fangs.
I have just read Back to Normal: Why Ordinary Childhood Behavior Is Mistaken for ADHD, Bipolar Disorder, and Autism Spectrum Disorder, by psychologist Enrico Gnaulati, who works with children alleged to have psychological problems in school, usually meaning boys. I decline to recommend it because of its psychobabble, its tendency to discover the obvious at great length, and its Genderally Correct pronouns, which will grate on the literate. (I mean constructions resembling “If a student comes in, tell him or her that he or she should put his or her books in his or her locker.”) However, a serious interest in the subject justifies slogging through the prose. (The statistics above are from the book.)
The relevant content is that women are making school hell for boys, that they have turned normal boyish behavior such as enjoyment of roughhousing into psychiatric “personality disorders.” They are doping boys up, forcing them into behavior utterly alien to them, and sending them to psychiatrists if they don’t conform to standards of behavior suited to girls. The result is that boy children hate school and do poorly (despite, as Gnaulati, says, having higher IQs). This is no secret for anyone paying attention, but Gnaulati makes it explicit.
As a galling example he cites one Robert, an adolescent responding badly to classes and therefore suspected by his teacher of having a “personality disorder.” From the book:
She required all forty students in the class to design Valentine’s Day cards for each other. She was emphatic about wanting them personalized. Names had to be spelled correctly and compliments written up genuinely.
Valentines? This was eighth-grade English. Students, who by then once knew grammar cold, should be reading literature or learning to write coherently. In my eighth-grade class, we read Julius Caesar: “I want the men around me to be fat, healthy-looking men who sleep at night.” Valentines? Compliments?
This, the author assures the reader, did not take place in an asylum for the mildly retarded, but in one of the ten best high schools in California. What must the rest be like?
Of course Robert was having trouble putting up with the girly drivel, this feminized ooze devoid of academic content. “Oooooh! Let’s have a warm, emotional bonding experience.”
This is why women should not be allowed within fifty feet of a school where boys are taught. A boy, especially a bright one, will want to drop out of school through the nearest window and run screaming to a recruiting office for the French Foreign Legion—anything to get away from inane, vapid, and insubstantial feel-good compulsory niceness inflicted by some low-wattage ed-school grad.
Get these ditz-rabbits away from our sons. Let us have separate schools for the sexes, with each being taught by teachers of the same sex. I do not presume to tell women what they should teach girls—astrophysics, valentine design with sincere compliments, whatever they like. Just stay away from the boys.
The thrust of current social propaganda is that the sexes are identical in all important respects. They are not. The differences are great. It is time we stopped pretending otherwise.
First: By their nature, females are far more interested in social relationships than in academic substance. If you are a man, ask yourself how often you have serious intellectual discussions of politics, science, history, or society with women as compared to men. Seldom. Degrees and exceptions, yes. Still, seldom.
Second: Women are totalitarian. Men are happy to let boys be boys and girls be girls. Women want all children to be girls. In school this means emphasizing diligence—neat homework done on time, no matter how silly or academically vacuous—over performance, meaning material learned. Women favor docility, orderliness, cooperation in groups, not making waves, niceness, and comity. For boys this is asphyxiating.
If women wanted to start a bar for women only, men would not care. If men want a private club in which to enjoy male company, women explode in fury. Totalitarian.
In common with the keepers of the Russian gulag, women are more than willing to drug little boys into submission. There is a Stalinist mercilessness in this, a complete lack of understanding of, or interest in, what boys are. (“Ve haff vays of making you….”)
Third: Women prefer security to freedom, males freedom to security. In politics, this has ominous implications for civil liberties. In the schools, this means that wrestling and dodge ball are violence, that tag might lead to a fall and scraped knees, that a little boy who draws a soldier with a rifle is a dangerous psychopath in the making. This is hysteria.
(Stray thought: If I wanted to create a murderous psycho, I would Ritalinate him into a little speed freak, repress his every instinct, and humiliate him by having the police drag him away. It would work like a charm. In his trial, his defense would be justifiable sociopathy.)
Fourth: “Therapy.” This disguised witchcraft is very much a subset of the female fascination with emotional relations. It allows them to talk endlessly about their feelings. Men would rather be crucified. Thus everything becomes a “disorder.” Among these absurdities are things such as Intermittent Explosive Disorder (appropriately, IED), and Temper Irregulation Disorder. These disorders have only been discovered since women took over the schools.
The list could go on. Boys, like men, are competitive, physically and intellectually, delighted to play hours of intensely competitive pick-up basketball. Women in the schools prefer a cooperative group game led by a caring adult. What a horror.
Even the ways in which men get along with each other differ sharply from the female approach. (Thus the desire for men-only venues.) For example, once when I broke a leg in a skydiving accident, the women in the newsroom were sympathetic and concerned. At a Special Forces party I attended, there was laughter and sarcasm. “Goddam dumbass Marine can’t even do a PLF (parachute landing fall) right. Hey, let’s break his other leg.” Translated from the male, this meant (a) that they accepted me as one of them; and (b) that to them a broken leg was not a tragedy but an inconvenience. Which it is.
Fifth: In the United States, women simply dislike men. Saying this causes eruptions of denials. If you believe these, I’d like you to meet my friend Daisy Lou the Tooth Fairy. Check the ranting of feminists, the endless portrayal on television of men as fools and swine, the punitive political correctness, and the silly anti-rape fantasies on campus.
In the schools this hostility takes the form of passive aggression behind the predatory niceness. “We’re boring him to death, keeping him miserable, and sending him for psychiatric reprogramming because we care so much about him.” Uh, yeah.
Outside of the US, fewer women buy this. My stepdaughter Natalia, a Mexican, is working on a degree in clinical psychology and sees students—read “boys”—sent to her by teachers to determine whether they have ADHD. “They don’t have ADHD,” she says. “They’re bored.”
Finally: Women display a pedestrian practicality alien to males. If a woman needs to use a computer, she will learn to do it, and do it well. She won’t learn assembly-language programming for the pure joy of it. She can drive a car perfectly well but has no notion of what a cam lobe is or the difference between disk and drum brakes. This is why men invent things and women seldom do.
Boys’ schools, male teachers.”