Maybe the racially neurotic should not be teaching children.

Say, the kinds of people who insist that maintaining discipline in class and ejecting those who seriously misbehave – thereby enabling the rest of the class to have some chance of learning something – is merely “upholding white supremacy,” and so, by implication, very, very bad. The kinds of people who, when their own words are quoted verbatim and they consequently encounter pushback, seemingly for the first time, complain about the stress of being disagreed with.

As we’ve seen many times, when said neuroticism is made modish, statusful, and an institutional obligation, the practical results are not entirely inspiring. With six experiments in racial immunity from discipline, in six different cities, resulting in six surges in violent classroom assaults, up to and including actual riots. And with apologists for the policies doubling-down and subsequently claiming that “African-American boys” are more “physical” and “demonstrative,” and so punching teachers in the face, and groping them, and setting other students’ hair on fire, is how those students “engage in learning.”

And when educators have practised such dishonesties and have learned to perform the required mental contortions, the results can be quite eye-widening. We might, for instance, turn to Dr Albert Stabler, an assistant professor at Appalachian State University, whose thoughts are much aligned with those of our TikTok teacher linked above.