Bratlitics

Michael and his older brother Matthew both got a new toy for Christmas, even though they both had the same toy, Michael wanted Matthew’s toy so he threw a tantrum.

When Matthew agreed to swap with Michael, he said “they are both mine”.

Later that day, grandma came over and gave Michael a brand new iPhone, Michael snatched it without saying anything.

Michael’s dad was embarrassed and urged Michael to behave by saying “Didn’t you forget to say something?”

Michael replied: “It’s not charged!”

The story is fictional but the underlying theme is clear, Michael is a brat. But Michael is not an isolated incidence of bad parenting, tens of millions of other Michaels are out there throwing tantrums.

South Africa was mainly a gold mining nation, gold are all the same on the international market therefore the cost of producing it is on the employers. Labour unions were strong in South Africa, the high cost of hiring Caucasian union member cannot compete with hiring an African non-union member; for the their jobs, unions were able to lobby the politicians to create discriminatory policies against hiring Africans, despite the mining companies actually would like to hire more African workers. Colour Bar wasn’t strong enough to protect their jobs, the union brats lobbied for ratio quota of Caucasian and Non-Caucasian workers in the Mines and Works Act 1911 and labour management agreement 1918. When gold price fell, the agreement was discarded an this led to the Rand Rebellion of 1922 led by then Labour party politician Jimmy Green, this led to the death of at least 153 people (Bendix, 2001) and damages to a large number of communities. Nonetheless, the mining companies and the Union of South Africa won but Nationalist Party won the next election and began drastically imposing regulations such as the minimum wage law in 1924. Despite all the regulations, the private sector resisted the  red tapes by hiring beyond the racial quota until the erosion of the apartheid policies.

But history always repeat itself, with the election of dictator Jacob Zuma, South Africa is experiencing a downward spiral from the already highly emigrated skilled population.[1][2] Then they produced a new kind of brat that no other Afrikaners have imagined: Ntokozo Qwabe (you can read the full thuggery story here).


As I said earlier, there are tens of millions of cry babies, Ntokozo Qwabe is not an isolated case of brattiness. Ceylon (or the now called Sri Lanka) consisted of 2 ethnic groups: Sinhalese and Tamil, Sinhalese are the majority occupying the Southern fertile land while Tamil were the minority occupying the arid Northern land; Tamils were mostly Hindus and Sinhalese were Buddhists. When the colonialists (Portuguese, Dutch then British) arrived they focused their development on the North by establishing missionary schools and governance. The consideration for doing so was that Buddhists were more hostile to Christianity. Tamils benefited greatly with the head start, many learned the new  British language, the literacy rate was far higher in the North than the South, there were more doctors, lawyers, engineers than the Sinhalese. Many homes adopted the Western Style, many even speak English at home.

With jealous breeds envy. A Ntokozo Qwabe brat types  was born into a wealthy Sinhalese family, his name was S.W.R.D. Bandaranaike (Soloman West Ridgeway Dias) S.W.R.D. could not speak Sinhalese, his parents were Christians, he had a British colonial governor as Godfather and he was educated in Oxford. Despite all these facts, he came home and became a militant Buddhist Sinhalese nationalist and crusader for preferential treatment for the Sinhalese. When S.W.R.D. became the prime minister, race riots began as he made Sinhalese the only official language in Ceylon[3], Tamil civil servants who could not speak Sinhalese were forced to retire as well as making teacher training college Sinhalese only [4]. The race riots escalated to Civil War with an estimated a hundred thousand killed until the end in 2009 [5]. The cost of the war was estimated to be 5 times the GDP of Sri Lanka at the time [6], all thanks to one little brat.


New Zealand’s attempt at pleasing the brats is particularly common at a national level. Compensation aside for taking over tribal property (which violates the homestead principle thus are legally, morally unjust), the beginning is the attempt at various unimportant activities to push for ideology, such as recognising Te Reo as an official language, having indigenous flags. None of these activities had any impact on the advancement of the Maori people, Te Reo remain as broken as it was before despite the compulsory education in primary schools, establishment of special schools and “Maori language week”. It however created such special courses like Maori studies to preferentially provide the students easier access for academic attainment not particularly useful in the world outside academe. Likewise, New Zealand had non-strictly enforced colour bar system, later civil rights movement led to the legislation of Bill of Rights Act 1990 effectively removing the past segregationist practices in urban areas (the cost of discrimination is another topic we will explore in future articles).

As with everywhere else in the world, equality under the law slowly regressed to “affirmative action”, speaking without euphemism, it means quota. In some cases it becomes multiculturalism, but in the case of the Kiwi zealots, it is “biculturalism”. In the academic scene, special quotas were put in place for the Polynesian students applying to university and admission to certain programmes. However these programmes are proven futile in terms of producing qualified people for their respective fields, much like in the case of filling quotas with the untouchables in India and lowering the prospect of Polynesian students who became successful without such “schemes” as they poetically called them. If anything, these quotas are a slap on the face of those who relying on their individual hard work. I recall meeting with a Polynesian student who got straight As in his Liberal Arts and Law conjoint first year programme, I was very impressed. I posted my two bits on Facebook on how we should not judge people simply on their race after this encounter, all the leftists exploded with buzzwords against me for simply- not being racist.

Another shocking situation in the educational scene is the attempt of using role model system to provide “alternative education” that “decolonises” the class room and enhance the “collective learning style”. The special tutorial called Tuakana (elder sibling) was developed after Caird (1989) published a memorandum on “progress of preference students in First Year Accounting”, she found there were no disparity between tutorial attendance between students admitted on quota and other students, therefore their failing could not be addressed to not having equal access to the educational material. However, they developed the program as a mean of providing “role models” who have obtained higher academic attainment than current student. The special tutorial is for Polynesian students only, or student with proven status as from the Pacific Islands. While it sounds nice, an Fijian Indian student told me he attended the special tutorial under the the guise of being from the “Islands”, they were always having a “feast” (some sort of foodstuff incentive others don’t get) and they were giving out questions of the exam at the last tutorial. I do not know how accurate this information is but it is clear that they were not being taught what they were supposed to learn with these “role models”. Another further example was when I was in sociology 100 (I know, I had to take it for my other major criminology which is equally worthless), we spent an entire lecture on the merit of this “alternative” education, which is also NOT TESTABLE (what a better way to indoctrinate the freshmen?). One particular slide caught my attention, they showed 2 pie charts of before and after of introducing Tuakana programme. The before chart showed the failing rate of sociology 100 (which is 60% multiple choice, with a 20% essay about your victimhood  life and 20% of test on why the one aspect of New Zealand is problematical) was a whopping 60%! With less than 5% of Polynesian students getting an A range grade. The after chart showed the failing rate has been reduced- to 50%! What an amazing progress this programme has done!

Yes, education attainment can uplift an entire group of people but having the right kind of education is also important to bring prosperity to a once impoverished population, being a brat complaining about “oppression” won’t get you anywhere. People were being pushed into university to fill the quota rather than learning important skills which can be obtained through trade training. Similar incidences can be traced back to other countries such as the Chinese received 21 times more bachelor of science degree and 102 times more bachelor of engineering degree than Malays in the 60s (bin Hashim, 1973). In the United States, 20% of all Asians received their doctorate in mathematics and physical sciences while a combined percentage of those achieved a doctorate in the same field received only 16% with Native, African, Puerto Rican and Mexican American combined (National Research Council, 1983). If the Maori want to restore the language, they really must stop relying on the government which phased it out in the first place by having private tuition for those willing to learn. Sadly the education system is churning out more brats than they should educate.

Reference:

Bendix, S. (2001). Industrial Relations in South Africa. Claremont: Juta.

bin Hashim, M. S. (1973). Problems and Issues of Higher Education Development in Malaysia, Development of Higher Education in Southeast Asia: Problems and Issues, 64-71.

Caird, K. G. (1989). “A Note on the Progress of Preference Students in First Year Accounting Courses,” internal memorandum. New Zealand: University of Auckland.

National Research Council. (1983). Summary Report 1982: Doctorate Recipients from United States Universities. Washington D. C.: National Academy Press.

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