Saturday, March 09, 2019

Thomas Sowell on the history of slavery

This is an audio version of Chapter 3 of Sowell's  book, "Black Rednecks & White Liberals". 
He carefully lays out the world history of slavery, including Europeans enslaved, then moves on to explain how Africans were involved in the enslavement and selling of Africans to the Europeans at the ports, who couldn't survive in the interior.  Discusses the practice of castrating Africans to be sold to Muslims as guards for harems. Also notes the black slave owners in the U.S. and Caribbean.
Wisdom from Thomas Sowell's book including the other essays:
  • Proof that the peculiar subculture of Southern whites and that of blacks did not result from slavery
  • Why the low test scores of some European immigrant children cannot be automatically attributed to their being new to the United States — and hard facts about how some kinds of cultures tend to produce lower mental test scores, whether the people in those cultures are black or white, American or European
  • How elements of transplanted Southern culture came to be seen as immutable features of a distinctive “black identity” — despite their mirroring very similar cultural patterns among Southern whites in times past
  • Evidence that black pioneers and leaders of the early twentieth century were not just “the cream of the crop” but emerged from a culture very different from that in which most blacks were raised and educated
  • How racial barriers erected by “black rednecks” prevented black cultural elites from separating themselves as much as they would have liked from lower-class blacks
  • White liberals: how Leftist intellectuals, politicians, celebrities, judges, and teachers have aided and abetted the perpetuation of a counterproductive and self-destructive lifestyle among blacks
  • The much-overlooked source of many of the prevailing misconceptions of the histories of both blacks and whites in America
  • How white liberals have promoted a conformity of beliefs and affirmations among blacks, with those who hold different viewpoints banished from consideration intellectually and ostracized socially
  • “Middleman minorities”: how certain kinds of economic activity engaged in by minority groups increases resentment against them more than their ethnicity
  • How the widespread belief that Jews and other middleman minorities have made no productive contribution to the economies in which they lived has often been belied by the decline or collapse of those economies after their departure
  • Proof: contrary to liberal myth, for most of history, slavery was not based on racism — and most slaves did not differ racially from their masters
  • What the Western world — and the United States in particular — had that made the abolition of slavery possible, while slavery was still taken for granted in the Islamic world and other non-Western societies
  • Why modern-day liberal critics are wrong, and Abraham Lincoln was wise not to have made the moral case for the abolition of slavery in the Emancipation Proclamation
  • How Leftists scream for slavery reparations from the American government while saying nothing at all about non-Western slaveholding countries past and present, from which no reparations or other concessions can remotely be expected
  • Bias: how scholars have long known that slavery was a worldwide institution, going back thousands of years, but this has not led them to provide adequate coverage of slavery outside of Western civilization
  • A cardinal and illuminating reason for German cultural predominance in Eastern Europe
  • Why the genocide of the Jews perpetrated by Hitler’s Germany is even more chilling than most people realize
  • How the differences between W.E.B. DuBois and Booker T. Washington have been exaggerated by modern-day liberal revisionists for political purposes
  • One of the most obvious — and most overlooked and suppressed — reasons for the deficient educational performance of black students
  • How putting unqualified people in charge of black colleges and universities for the sake of racial proprieties was a serious setback for the schools, and for the young people who were educated in them
  • Revealing details of the decline and academic collapse of Dunbar High School, once an elite school for blacks in Washington, DC
  • How the desire of predominantly white colleges to secure a demographically representative student body made lower standards of admissions for blacks virtually inevitable
  • Why the magnitude of employment discrimination cannot be reliably measured by the relative numbers of blacks in particular occupations
  • Prominent educational “experts” who ignore or dismiss examples of black educational success because they don’t fit in with their ideological agenda

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