what they dont teach you wrote:
If there are this many physical differences, it would be silly to think that there would be no mental differences, and indeed we do find that they not only exist, but are of great significance.
The brain is the most important organ in the human body. It comprises only 2% of our total body weight but uses 25% of all the calories we consume. The brain never sleeps; it works around the clock keeping the body functioning. Besides the thinking process, it operates the heart, respiratory and digestive systems, and directs the body’s resistance to disease.
In his epic book The Story of Man, Professor Carleton S. Coon (former President of the American Association of Anthropologists) wrote that the weight of the average Black brain is 1249 grams, compared to the weight of 1380 grams of the average White brain, and that the average cubic capacity of the Black brain is 1316 cubic centimeters, and was 1481 cubic centimeters in the White Man. He also found that brain weight and size is greatest in Whites, with Orientals second, Blacks third, and Australian aborigines last.
The differences in brain size between the races is in large part due to the differing sizes and shapes of the skull. Any anatomist, for example, can look at a skull and instantly tell you if it belongs to the White or Black race, and this is borne out by the fact that when a person’s body is found, that person’s race can be determined even if it is completely decomposed and only the skeleton is remaining.
The Black skull is narrow with a low forehead. It is not only smaller but is thicker than that of the average White. The hardness and thickness of the Black skull has much to do with their success as boxers, for they can generally absorb more blows to the head than their White counterparts. The area of the brain termed the cerebral cortex is the most recently evolved and most complex part of the brain. It governs the most advanced types of mental activity, such as mathematical ability and other forms of abstract reasoning.
Dr. Coon wrote that there is a considerable difference between the Black brain and the White. The frontal lobe of the Black forebrain is less developed than that of the White. Thus, their ability in the performance of thinking, planning, communication, and behavior is more limited than in Whites.
Professor Coon also found that this area of the Black brain is thinner and less grooved on the outer surface than in that of a White person, and that the development of this part of the brain ceases at an earlier age in the Black, thus limiting further intellectual advancement. Nor is Dr. Coon alone in his conclusions.
The following researchers, in the listed years, using different procedures, showed the differences to run from 2.6 to 7.9% in favor of Whites: Todd (1923), Pearl (1934), Simmons (1942), and Connolly (1950). In 1980, Khang-cheng Ho and associates, working at the Case Western Institute of Pathology, determined that White men had brains 8.2% larger than those of Black men, while White women had brains 8.1% larger than those of Black women. (Women’s brains are smaller than men’s if measured absolutely, but larger in proportion to their body size).
Even more important than brain size are differences in brain shape, fissuration, the number of pyramidal neurons, and supra-grandular layer thickness. It has long been known that the depth of fissuration is related to superior intelligence, and the brains of Whites have deeper fissures in the frontal and occipital regions. In 1932 and 1934, studies by F.W. Vint showed that the supra-grandular layer of Black brains is 16% smaller than it is for White brains.
Black infants mature faster than White infants. Their motor skills develop earlier, along with their mental alertness, but they later start falling behind, so that by the age of five, Whites have not only caught up, but have developed a 15 point I.Q. advantage. By age six, the larger brain size of young Whites is clearly evident. (Of all the I.Q. tests that have ever been given, most show the I.Q. differences to run from 15% to 23% with 15% being the more common).
Studies by Todd (1923), Vint (1932 & 1934), Pearl (1934), Simmons (1942), Connolly (1950), and Ho (1980 & 1981) showed major differences between the races in both brain size and development, and hundreds of psychometric experiments have again and again confirmed the 15 point average I.Q. advantage that Whites hold over Blacks. However, such studies are very much discouraged today and there would be a frenzied effort to suppress them if they did take place.
Indeed, studying the biological differences between the races seems to be one of the only topics in our country that is “off limits” to talk about. The findings of Professor Audrey Shuey, in a monumental compendium of 50 years of I.Q. tests entitled, The Testing of Negro Intelligence, are that the Black, on the average, scores 15 to 20 points lower than Whites. This research has recently been confirmed by the bestseller, The Bell Curve.
The average overlap (in which exceptional Blacks score the same as Whites) is only 11%. Equality would require a 50% overlap. According to Professor Henry Garrett, author of Children: Black and White, for every one gifted Black, there are 7 to 8 gifted Whites. He also states that 80% of gifted Blacks are of mixed blood. In addition, the researchers Baker, Eyseneck, Jensen, Peterson, Garrett, Pinter, Shuey, Tyler, and Yerkes all agree that Blacks are inferior in reasoning and abstract thought, numerical calculation and conceptual memory.
It should also be noted that those of mixed blood score higher than those of pure Black ancestry but lower than those of pure White ancestry. This explains why light-skinned Blacks are almost always more intelligent than dark-skinned. An easy way for you to examine whether this is true or not is to look at the “Blacks” on television, particularly on news programs. Many of them have as much or more White blood than Black, and as a result, are more capable of communication more on a par with Whites.
The argument has been made that I.Q. tests are somehow “culturally biased.” However, this can be easily refuted by the fact Asians right off the boat from Asia, totally unaccustomed to our culture (which certainly cannot be said of American Blacks), outperform Blacks on these tests. Also, American Indians, who clearly are the most socially disadvantaged group in America, also outperform Blacks. Lastly, poor Whites with few advantages still outperform upper class Blacks who have been thoroughly integrated into our culture.
Furthermore, every I.Q. test which has been given by the U.S. Dept. of Education, all branches of the Armed Forces, state, county, and city boards of education, have always found that Blacks test on an average of 15 points lower than White children. If the tests were culturally biased, it would be practically impossible that each test, which contains a great variety of questions, could possibly be biased to such a precise degree.
The chart below from the Society for Research on Child Development demonstrates that the vast majority of Black children score in the lower range on I.Q. tests.
As an I.Q. of 85 to 115 is considered normal, it can be seen that the majority of Black children fall below this. It can also be seen that many more White children than Black have I.Q.’s of more than 100.
The difference in raw brainpower is not the only mental difference between Whites and Blacks. According to J.P. Rushton’s analysis, Blacks are more excitable, more violent, less sexually restrained, more impulsive, more prone to crime, less altruistic, less inclined to follow rules, and less cooperative. The crime statistics, the impulsive and violent nature of most crimes that Blacks commit, the fact that integrated schools require more discipline and oftentimes the presence of police than do all-white schools, and the more willingness on the part of Blacks to participate in riots would all seem to confirm Mr. Rushton’s observations.