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IDKMYDE: The Bananas Weren’t the Problem · The Breakfast Club

• 0:00
  Speaker 1: The bananas weren't the problem.
• 0:03
  Speaker 2: I welcome back nor it als to another episode of
• 0:07
  Speaker 2: the most anticipated podcasts in the month of February on
• 0:11
  Speaker 2: the Black Effect Podcast Network entitled I didn't know.
• 0:16
  Speaker 1: Maybe you didn't either.
• 0:17
  Speaker 2: I'm your host, be Dot, and we'll kick off today's
• 0:20
  Speaker 2: episode with three of the most useless facts You'll never need,
• 0:24
  Speaker 2: never not a day in life. Your first useless fact,
• 0:28
  Speaker 2: modern standard DOZZ testing comes directly from US Army IQ
• 0:32
  Speaker 2: tests that were created by eugenesis, and those are people
• 0:36
  Speaker 2: that believe certain races were genetically superior. Your second useless
• 0:41
  Speaker 2: facts It was a black scholar named Horace man Bond,
• 0:46
  Speaker 2: and he dismantled those tests in the nineteen twenties by
• 0:49
  Speaker 2: proving that poor white kids in Arkansas are they scored
• 0:52
  Speaker 2: law on them testing black kids in urban areas.
• 0:55
  Speaker 1: How was that? And your third useless fact?
• 0:58
  Speaker 2: By the nineteen thirties, it was some schools claiming that
• 1:01
  Speaker 2: bananas caused kids to fail intelligence tests and guess which
• 1:06
  Speaker 2: kids like Did you know that schools was blaming bananas
• 1:10
  Speaker 2: for low IQ scores in the nineteen thirties Because I.
• 1:13
  Speaker 3: Didn't, I didn't know. I didn't know, I didn't know.
• 1:20
  Speaker 3: I didn't know.
• 1:22
  Speaker 2: I didn't know.
• 1:23
  Speaker 3: I didn't know.
• 1:24
  Speaker 2: I didn't know.
• 1:25
  Speaker 1: I didn't know.
• 1:27
  Speaker 2: So let me tell you a story about the time
• 1:29
  Speaker 2: America looked at black children, watched them struggle on tests
• 1:33
  Speaker 2: designed to confuse the hell out of them, and said,
• 1:36
  Speaker 2: ms be the bananas, and I'm not exaggerating.
• 1:39
  Speaker 1: Stay with me. Now.
• 1:40
  Speaker 2: In nineteen sixteen, a group of psychologists led by Robert M.
• 1:44
  Speaker 2: Yerks he was the president of the American Psychological Association,
• 1:48
  Speaker 2: it created the Army Alpha and Beta tests. Now, these
• 1:52
  Speaker 2: tests were specifically designed to match the intelligence of military
• 1:56
  Speaker 2: recruits and helped the Army distinguish those of superior mental
• 2:00
  Speaker 2: ability from those who were mentally inferior. Those are they words?
• 2:05
  Speaker 1: Not mine?
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  Speaker 2: But here's the thing. The test wasn't measuring what they knew.
• 2:09
  Speaker 2: It was measuring what they'd been exposed to. Questions about
• 2:12
  Speaker 2: brand names, tennis, scoring luxury items, things that poor kids
• 2:17
  Speaker 2: and rural kids and black kids had never seen. Hell,
• 2:20
  Speaker 2: if I ask you to spell Christian Lubaton or tell
• 2:23
  Speaker 2: me who won the World Cup or the Last Masters
• 2:26
  Speaker 2: in order to get a job, you're probably gonna be
• 2:29
  Speaker 2: uninflood as hell. But when the black soldiers scored lower.
• 2:32
  Speaker 2: The Eugenesis said foot as proth Carl Brigham.
• 2:36
  Speaker 1: He was one of York's team members.
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  Speaker 2: He wrote a book in nineteen twenty three called The
• 2:41
  Speaker 2: Study of American Intelligence.
• 2:43
  Speaker 1: I looked it up.
• 2:43
  Speaker 2: You can buy for twenty five bucks on Amazon. In
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  Speaker 2: that book, he argues that the decline of American intelligence
• 2:50
  Speaker 2: was due to race mixing and immigration, and he used
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  Speaker 2: those Army test scores as proofs. And then you know
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  Speaker 2: what he did. He went on to create the essay.
• 3:01
  Speaker 2: Now you let that sink in. But that was a
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  Speaker 2: black scholar who saw through it all, Horace man Bond,
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  Speaker 2: and up until this day, the only Horus that I
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  Speaker 2: had ever acknowledged played for the Chicago Bulls alongside Michael
• 3:14
  Speaker 2: Jordan and wore goggles. They had a twin brother. But
• 3:17
  Speaker 2: this black academic decided to fight pseudo science with actual science.
• 3:22
  Speaker 1: Horace.
• 3:23
  Speaker 2: He studied them test scores, really studied them test scores,
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  Speaker 2: and he found something that the Eugenesis never wanted anybody
• 3:30
  Speaker 2: to see. See the poor white kids in Arkansas, they
• 3:33
  Speaker 2: scored lower than the black kids in the urban areas.
• 3:36
  Speaker 2: Then he asked a question that ended careers.
• 3:40
  Speaker 3: All the exponents of intelligence tests prepared to assert that
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  Speaker 3: the white population of Arkansas is inheritedly and racially infyria
• 3:51
  Speaker 3: to the whites of another section of the country. Silence, Yeah, hushmouth,
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  Speaker 3: it basically should the old how absurd and biased them
• 4:01
  Speaker 3: stupid scientific racial arguments are because Horace proved what we
• 4:05
  Speaker 3: already knew them tests wasn't measuring intelligence. They was measuring access, resources, exposure, familiarity, segregation,
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  Speaker 3: and opportunity.
• 4:15
  Speaker 1: And you know it's crazy.
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  Speaker 2: Even that goofy man Carl Brigham that invented the SAT
• 4:19
  Speaker 2: eventually admitted it years later he called his own work
• 4:23
  Speaker 2: without foundation.
• 4:25
  Speaker 1: But by then, Man, the damage had been done. The
• 4:27
  Speaker 1: tests were in the.
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  Speaker 2: Schools, the policies was in place, the assumptions were baked
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  Speaker 2: in Hell. I think I scored at eight sixty on
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  Speaker 2: my SAT. But Horace Man Bond, Oh, he went on
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  Speaker 2: to become the first black president of Lincoln University. He
• 4:40
  Speaker 2: up the NAACP build a legal case for Brown versus
• 4:43
  Speaker 2: Board of Education, which we will discuss this season, and
• 4:47
  Speaker 2: his son, Julian Bond, became the chairman of the NAACP.
• 4:52
  Speaker 2: The apple didn't fall too far from the tree. Speaking
• 4:56
  Speaker 2: of apples, the bananas weren't the problem, the snap weren't
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  Speaker 2: the problem, The children weren't the problem. The tests were
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  Speaker 2: the problem. They always were, and I didn't know. Maybe
• 5:10
  Speaker 2: you didn't either.
• 5:12
  Speaker 3: I