Remedies for Racism
RACISM is the world’s most poisonous social disease and should be understood by everybody. Unfortunately, most schools of the world do not teach the nature of this cancerous disease. Here are four facts about racism that everybody should learn as early in life as possible.
1. Racism is universal but more virulent in some countries such as the United States, South Africa, and India than in others such as Japan or Fiji.
2. Harvard psychologist Gordon Allport analyzed racism as a developmental disorder that follow other poisonous developmental disorders such as the oedipus complex, sibling rivalry, and tribalism. All of these disorders are consequences of poor parenting. For example, if the father is always loving toward the mother, never angry, the Oedipus complex does not arise or is overcome about 42 days after the child’s birth. Typically, developmental disorders cannot be cured, but they can be prevented.
3. Racism is costly. One estimate of the cost of racism in the U.S. is $1.9 trillion. This amounts to a loss of income of $5,800 for every man, woman, child and baby in America. A recent study of racism in Australia by Dr. Amanuel Ellis found that racism costs that nation $39 billion every year. One dramatic example of the spiritual karma of racism is offered by the eleven former Confederate states of the U.S. Their population is 108 million, of the U.S. total of 325 million, nearly 1/3. The U.S. as a whole has won 283 Nobel Prizes in the three sciences. By purely statistical logic the eleven former Confederate states should have won 93 Nobel Prizes in the three sciences. Those eleven states have won zero Nobel prizes in the sciences. The costs of racism are not only economic, the costs are also psychological and spiritual. According to most religions, people who hate are not allowed into heaven.
4. There have been many attempts to remedy racism. Up until now no remedy has been sustained. The oldest known remedy was implemented by Confucius which, among other measures, included ensuring that every male owned land. Confucius’ remedy, according to the historian Will Durant, resulted in reducing crime in the Province of Lu (present day Shandong, population 100,000,000) to zero. Thomas Jefferson tried to implement Confucius remedy in Virginia but his idea was rejected by the House of Burgesses. The remedy for racism and most other social diseases offered by Jesus Christ in John 13:34 has never been tried except in a few special cities such as Berea mentioned in Acts 17:10. Another notable attempt was King Se-Jong in Korea who appointed a member of Korea’s lowest caste, a sang-nom, to his cabinet. Nobel Laureate Milton Friedman’s Remedy caught the politicians, economists, and bankers of his day by surprise and none responded. Just before he died, he told this writer that his remedy had never been tried.
Professor Friedman’s remedy or formula is summarized below:
(Excerpts from Capitalism and Freedom, Milton Friedman, Chicago:
The University of Chicago Press, 1962, (pages 102 – 107):
Probably the best suggestion for leveling the “playing field” of education in order to safeguard the underlying premise of democracy (the equality of human beings) was offered in 1962 by Professor Friedman. (Shortly before he died, I asked him if his idea had been tried anywhere. His sad answer: “No.”)
The Problem: “The under investment in human capital presumably reflects an imperfection in the capital market. Investment in human beings cannot be financed on the same terms or with the same ease as investment in physical capital . . . The device adopted to meet the corresponding problem for other risky investments is equity investment plus limited liability . . . of the shareholders” (p. 102)
Toward a Solution: “The counterpart for education would be to “buy” a share in an individual’s earning prospects; to advance him the funds needed to finance his training on condition that he agree to pay a specific fraction of his future earnings. In this way, a lender would get back more than his initial investment from successful individuals, which would compensate for the failure to recoup his original investment from the unsuccessful.
“There seems no legal obstacles to private contracts of this kind1, even though they are economically equivalent to the purchase of a share in an individual’s earning capacity and thus to partial slavery. One reason why such contracts have not become common, despite their potential profitability to both lender and borrower, is presumably the high costs of administrating them, given the freedom of individuals to move from one place to another, the need for getting accurate income statements, and the long period over which the contract would run . . . It seems highly likely however, that a major role has also been played by the . . . novelty of the idea . . . For several reasons, it would be preferable for private financial institutions and non-profit institutions such as foundations and universities to develop this plan.”
The Appeal: “But if the danger is real, so is the opportunity. Existing imperfections in the capital market tend to restrict the more expensive vocational and professional training to individuals whose parents . . . can finance the [early preparation and] training required. They make such individuals a “non-competing” group sheltered from competition by the unavailability of the necessary capital to many able [poor] individuals. The result is to perpetuate inequalities in wealth and status. The development of arrangements such as outlined above would make capital more widely available and would thereby do much to make equality of opportunity a reality, to diminish inequalities of income and wealth, and to promote the full use of our human resources. And it would do so not by impeding competition, destroying incentive, and dealing with symptoms, as would result from outright redistribution of income, but by strengthening competition, making incentives effective, and eliminating the causes of inequality.” (p. 107)
 Bolding and words in brackets are mine.
 Professor Friedman over-estimated the novelty of his idea. In the late 1800’s and early1900’s many wealthy persons invested in the training of prize fighters. Such syndicates morphed into shoe companies in the last half of the 20th century and spread to every major sport, and down to young potential athletes. Professor Friedman also underestimated the acceptability of his idea. Historian Edward Gibbon described the joy with which Europeans “gave” their children into the priesthood in medieval times.
Implementing the Concept:
The Genius Discovery Academy named Professor Friedman’s concept, “The Educational Mortgage.”
(1) Acknowledge, as Freud discovered and as Brain Scientist Kisou Kubota urged, that one’s general education is most effective if begun very early, music at age 24 months, per the Suzuki Method; scientific thinking at age 3 ½, etc.
(2) Investors “hedge” their investment by investing in children with robust talent, drive and support systems.
(3) The family and schools “hedge” their investments by exposing the child to geniuses of every sort early, condensing the basic education to under ten years and the professional education to under five years.
(4) The child chooses a career before age 8, as recommended by Prof. Kisou Kubota, MD, Ph.D., after being exposed to almost every career choice, and obtains frequent confirmation by sophisticated career guidance instruments.
(5) The Investors (Banks?) hedge their risks by insuring every child’s future income with Lords of London.
May 1, 2018: (Professor) William Maxwell, Ed.D.