A Portrait of the Negro as College Student

by Don Logan

THE UNIVERSITY, that quintessentially European institution, was established during the Middle Ages as an expression of European mankind’s quest for knowledge and as a means to lift and refine society to ever higher levels of greatness. When Europeans began to colonize new lands in the Age of Exploration, it would not be long before these men would erect new universities to cultivate the new colonies’ elites, the first universities in America being established in the 17^th century, long before independence. Today, as with most European-derived institutions, they have tragically decayed into a monstrous bureaucratic machine more concerned with sentimentalism and coddling minorities than with the pursuit of noble truths. Simultaneously acting as a vast government-subsidized enterprise based on the business model of trawling for increased numbers of government-facilitated debt peons and as an incubator of conformist automata bent on cultural destruction, the modern university is at the vanguard of America’s rush toward the cliff.

The downward trajectory of the university accelerated after the federal government mandated integration at gunpoint in the South in the 1960s. The first Negro to enter the University of Mississippi, under the protection of 500 federalized marshals, was James Meredith in 1962, touching off riots in which hundreds were injured and two were killed. Meredith attended for only two semesters but was accompanied by federal marshals around the clock. The federal government had proven that they would go to incredible lengths to ensure that Blacks’ empowerment meant sitting at the feet of their White betters rather than leading and organizing their own peoples’ progress through HBCUs (historically black colleges and universities). Incidentally, Meredith, perhaps coming to the light as it were as he progressed in years, would later support former Klansman (!) David Duke in his bid for governor of Louisiana.

Since the days of Meredith and the seemingly constant memorialization of that violently undemocratic episode in our society since then – from Jew-run media’s favorite faux-working-class-Jew-hero Bob Dylan’s “Oxford Town” to History Channel documentaries highlighting Mississippi good-ol’-boys run amok – the Negro has come a long way. In fact, more Black high school graduates today enter college than Whites (70.9% versus 67.3% respectively).

Colleges and universities go out of their way to get their hands on image-enhancing Blacks. ACT and SAT score standards are lowered and Blacks are given preference in the name of the god Diversity (or simply to put Whitey in his place). A small number of states have banned “affirmative action” (WA, TX, MI, CA, and FL) but I suspect they still may find ways to clandestinely increase their numbers of highly sought-after Blacks. After all, when your goal is “social justice” the modus operandi is by any means necessary.

Since 2000, Black enrollment has skyrocketed, going from 693,044 in 2001 to 1,445,194 in 2011, a 108.5% jump. So then, let us take a look at the “Black experience” during the college years.

The Negro on campus is often the recipient of a scholarship, athletic or otherwise. A host of liberal, globalist do-gooders such as the Bill & Melinda Gates Foundation provide millions in race-based scholarships and financial aid packages (no Whites need apply). Because there is less competition for Blacks-only scholarships and also because of the relative abundance of these, the Negro enjoys a privilege that the average White is simply not privy to. Athletic scholarships are tilted wildly in favor of the Negro – all one has to do is take a look at any college basketball or football team to see this in stark evidence. Indeed, the obsession with college sports and its lucrative nature so warp and degrade admissions standards that campuses see themselves inundated with entitled Negro thugs straight from the ghetto that expect to be worshipped (and usually are by a sports-obsessed country) and partake of the fruit of fawning White victims of jungle fever. Generally these “student-athletes” major in such trivial subjects as “Communications” or “Black Studies” and take remedial courses to supposedly get them up to the level of college coursework.

At the Univerity of North Carolina at Chapel Hill, athlete tutor Mary Willingham became an outspoken whistleblower on university corruption. Many of the Black athletes were simply not attending their “Black Studies” courses and were being passed by professors eager to please the administration that coveted a winning basketball and football team. Some of the “classes” were complete shams and only existed on paper. Episodes like this are certainly emblematic of a widespread practice, due to an academic curriculum that is far beyond their native capacities, particularly the athletes. After being trashed by the media and university administration – naturally with the insinuation she was “racist” – Willingham reproduced a Negro athlete’s absolute joke-for-a-term-paper (146 words!) on none other than Rosa Parks, which approximated the literacy level of a third-grader. Willingham later conducted research on 183 UNC “student-athletes” and found that 60 percent read at a fourth- to eighth-grade level and roughly 10 % below a third-grade level.

Conceptual ode/deconstruction of the Rosa Parks Apotheosis by Negro student-athlete:

The Negro scholar on the other hand possesses enough competence and wherewithal to perform without such egregious cheating. However, once again, the lightweight “Black Studies” is his most popular choice. At the integrated school, he doesn’t seek diversity, but rather seeks companionship among his own people. He joins a Black fraternity and permanently brands himself in some sort of symbolic recasting of a practice to which his slave ancestors were once subjected by their masters.

The Negro scholar frequently betrays a psychologically bruised ego and is prone to lashing out at the very system that has helped elevate him. He interprets the privileged treatment and pandering as hostility and seeks to strike back. The following scenario will illuminate this condition: entitled and enraged Blacks gathered at the “Afro House” at the University of California at Berkeley and made a list of demands that were presented to the administration with a “deadline” for responding. The demands included hiring more diversity bureaucrats, an African American Resource Center (with grape soda vending machines?), a building presumably named after an old White Supremacist renamed after a Black Panther terrorist, and hiring nine Blacks – two of them psychologists to help the ever sensitive Negroes cope with the allegedly seething anti-Black animus on campus.

Wife of the president, Michelle Obama, while a student at Princeton and Harvard Law, reflected the same attitude. She was involved with the Marxist Third World Center and consistently decried the White “racists” on campus. She sought to maintain the no-Whites policy of the TWC board as well, again indicative of the natural Black inclination to be around other Blacks yet hypocritically attacking Whites for not facilitating their meritless ease-of-access into White institutions. Her thesis was on the racial resentment held by Princeton Blacks for their fellow “racist” White students.

Finally, an abundance of Blacks will certainly lead to a spike in the university’s crime levels, a lot of this coming from the fresh-from-the-ghetto “student-athletes”. Ranging from domestic assaults to rape to theft, the high levels of crime have even occasioned an official announcement recently from the corrupt NCAA. The propensity towards violent mob activity is another risk, as seen in this university’s cafeteria, presumably after they ran out of fried chicken.

So we come to the point where we must ask the college Negro: quo vadis? Black solidarity is championed concomitantly with a sharp elbow to Whites to move aside. White liberal elites’ coddling and sentimentalizing of the sainted Blacks only encourages resentment. Some states have abandoned discriminatory “affirmative action” but it is still practiced overwhelmingly by public and private colleges alike. It must be said that most Blacks do not graduate college. And if they do, in most cases it’s due to systemic lowering of standards by professors. But why not? If standards were lowered for entry, why not lower standards once seated inside the classroom and surrounded by “racists”?

Truth be told, integration is an ongoing nightmare in our public institutions, but none more so than in our schools, fraught with tension and hatred as they are. The formerly revered Western university has become a Negro nursery. Excellence and meritocracy were buried with the White man’s dignity when federal troops marched on campuses to carry out a foolhardy, trans-generational campaign to uplift the Negro and turn him White, which, as muddled as his positions may seem to be, he clearly does not want.

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Source: Aryan Skynet