Equality: Man's Most Dangerous Myth
by Dr. William L. Pierce
All racial differences are either genetic (hereditary, inborn) or cultural (acquired from society after birth). The latter can be changed or eliminated by enforced social changes; the former are independent of man's laws and customs, except over a period of many generations.
Examples of cultural traits which differ from race to race are mannerisms of speech ("Amos 'n' Andy" dialect or "Black English"), styles of dress, and personal grooming. If Blacks and Whites are forced to live together from birth, attending the same schools and exposed to exactly the same cultural influences, they will grow up speaking and dressing in very nearly the same manner. Even Blacks who have grown up in the tribal areas of Africa and who customarily distort their earlobes or lips with huge wooden plugs or plaster their hair with liquid cow dung as a means of attracting Blacks of the opposite sex can be trained to adopt White standards of personal cleanliness and grooming.
The fact is, however, that the most important racial differences are genetic rather than cultural. Skin and eye color, facial features, skull shape, skeletal proportions, patterns of body fat disposition, tooth size, jaw shape, female breast form, odor, and hair texture are only the most noticeable genetically determined physical characteristics which differ racially.
Beyond these things are the entire biochemical constitution and development of the individual. There are profound racial differences in blood chemistry, in endocrine function, and in physiological response to environmental stimuli. Blacks and Whites mature at different rates. They have different susceptibilities to many disease organisms as well as different patterns of congenital disease. They even have different nutritional requirements.
Racial differences, in other words, are much more than skin deep; they permeate the individual and are manifested in virtually every cell of his body. They are the products of millions of years of separate evolutionary development which has adapted the different races, with considerable precision to different environmental demands.
When we understand the all pervading nature of genetic racial differences, we can see that cultural racial differences are not so superficial as some would have us believe. Far from masking any fundamental "equality" or exaggerating racial dissimilarities, they simply manifest the genetic differences of which they are, in fact, expressions.
The culture of a race, free of alien influences, is telling evidence of that race's essential nature. The African Negro with a cow-dung hairdo, a bone through his nose, and teeth filed down to sharp points, in other words, presents to us a far more accurate image of the Negro essence than does the American Black in a business suit who has been trained to drive an automobile, operate a typewriter, and speak flawless English.
Negro culture is not merely DIFFERENT from White culture; it is a LESS ADVANCED culture and, by practically any standard, INFERIOR. It is a culture which never advanced to the point of a written language or a civilized society. It never saw even the barest glimmerings of mathematics or the invention of the wheel. The smelting and use of metals and the quarrying and dressing of stone for architectural purposes are crafts that were taught to the Negro by members of other races. The hokum currently being served up in the schools about a centuries-old Negro "civilization" based on the ruins of stone walls found at Zimbabwe, in Rhodesia [note: at the time of this writing, the country was still called Rhodesia] is simply the product of wishful thinking by proponents of racial equality who are willing to ignore all facts which conflict with their equalitarian mania.
Negro culture inferiority is the consequence of the physical inadequacy of the Negro brain in dealing with abstract concepts. On the other hand, the Negro shows an ability approaching that of the White at mental tasks requiring only memory. That is why the Negro can be trained relatively easily to adapt to many aspects of White culture.
His verbal ability and his ability to imitate allow him, when properly motivated, to assume much of the outward appearance of "equality." In a decade of special college-admission quotas for Blacks, many thousands of Blacks have obtained college diplomas -- but only in those disciplines in which a glib tongue and a good memory suffice. There have been virtually no Black graduates in the physical sciences and very few in engineering.
Thus the Negroes inability to handle the abstract concepts required in problem-solving and technological innovation make a mockery of outward appearances. And this inability is genetic in nature, rooted in the physical structure of the Negro brain.
Until the post-World War II campaign to blend the White and Negro races began in earnest, the Negro's mental limitations were common knowledge. The 11th edition of the Encyclopedia Britannica, for example, says of the Negro, in part:
"...Other characteristics appear to be hypertrophy of the organs of excretion, a more developed venous system, and a less voluminous brain, as compared with the White races."
And the 1932 edition of the Encyclopedia Americana lists, among the distinguishing characteristics of the Negro race, the following:
As the media stepped up their flow of "equality" propaganda, later editions of these encyclopedias simply deleted the racial data on Blacks. One had to turn to specialized medical texts to learn that the associative areas of the brain, where abstract thought takes place, are less developed in the Negro than in the White.
It has been well known since the large-scale intelligence testing of U.S. Army recruits in World War I that the average Negro IQ is approximately 15 per cent below that of the average White. Apologists for the Blacks have tried to explain away the earlier test scores as being due to the effects of segregated schools and Black poverty; i.e. they claimed the tests were "culturally biased."
Later IQ tests, however, showed essentially the same degree of Black deficiency in IQ: whether Black graduates of integrated high schools were tested against White graduates of the same schools, or Blacks in a certain socio-economic category against similarly categorized Whites, the Blacks always scored substantially lower, even though standard IQ tests measure memory skills as well as purely associative ability. Tests which focus on the latter type of mental function show a much larger difference between Black and White scores.
But it is precisely the ability to associate concepts, to deal with abstractions, to mentally extrapolate the present into the future that has allowed the White race to build and maintain its civilization, and it is the Negro's deficiency in this regard which kept him in a state of savagery in his African environment and is now undermining the civilization of a racially mixed America. That is why it is vitally important for every White person to understand that there can be no such thing as "equality" between Whites and Blacks, regardless of the amount of racial mixing forced on Americans by the government.