REMEDIAL ENGLISH IN COLLEGE “In 100 years we have gone from teaching Latin and G

REMEDIAL ENGLISH IN COLLEGE

“In 100 years we have gone from teaching Latin and Greek in high school to teaching Remedial English in college.” – Joe Sobran

DATA

% of population with 4 year degree :

in 1910: 2.7%

in 2010: 31%

Every 15 points is one standard deviation in IQ.

You need 115 points to COMPREHEND college material.

That means 15% of the population can actually obtain an education, and that all other eduction is remedial, dumbed down to the non empirical, or wasted, and not in fact college education level material.

If we educate 50% of the population with some level of college, that means that we are wasting education on 35% of the population who should, as in the GERMAN MODEL GET APPRENTICESHIPS where they can learn by observation and imitation rather than abstraction and inference. Even at this, it appears, that all universities do is sort us by IQ, and improve departmental selection of slave labor for graduate programs – and we learn very little there.

IQ IS NOT ENVIRONMENTAL, ITS GENETIC, AND IT’S MEANINGFUL IN LIFE. Aside from impulsivity and physical symmetry is the most important genetic attribute, and all that you can teach your kids is good manners, and how to not do anything terribly stupid.

QUOTE

“There is no magic point at which a genuine college-level education becomes an option, but anything below an IQ of 110 is problematic. If you want to do well, you should have an IQ of 115 or higher. Put another way, it makes sense for only about 15% of the population, 25% if one stretches it, to get a college education. And yet more than 45% of recent high school graduates enroll in four-year colleges. Adjust that percentage to account for high-school dropouts, and more than 40% of all persons in their late teens are trying to go to a four-year college — enough people to absorb everyone down through an IQ of 104” – Murray