Race Differences in Intelligence

Christians are obligated to speak the truth. To proclaim unpopular truth is to participate in the legacy of God’s prophets.

An honest evaluation of Afroethnic history demonstrates that this group has rarely contributed to mankind’s intellectual progress. Research suggests this is because of their lower average intelligence.

The previous paragraph is modern heresy, and merely discussing this truth in some countries is enough to get one thrown into jail for “hate speech.” At some point, however, the truth must be vocalized. Western civilization can no longer afford to ignore damaging egalitarian lies.


Almost every scientific study conducted has confirmed that the median Afroethnic IQ is lower than the averages of Asians and Euroethnics.

IQ tests have been studying the differences between ethnic groups for a century, [1] and the same gaps in intelligence have existed for decades with no major shifts. [2] The average IQ for European Americans is 100, for African Americans it is 85. [3] Despite social and economic changes, this gap persists unaltered.

In a book published in 2006, University of Ulster Professor Richard Lynn wrote that his testing concluded the average sub-Saharan African IQ was 67. [4] After considering this piece of information, the cause of Africa’s dysfunction becomes obvious. Africans are simply not intelligent enough as a group to develop First World civilization.

The antiquated medical definition of a “moron” is a person with an IQ between 50 and 70. [5] Africa is a continent inhabited with mentally challenged residents. Christians may not like these facts, but God has designed the African ethnic groups with low average intelligence.

An IQ of 50 to 70 is associated with 9 to 12 year old Euroethnic kids. [5] Africa is a continent populated by the mental equivalents of children. Comparisons might be made with 'Lord of The Flies.'

Racial egalitarians might deny the accuracy of Lynn’s tests by accusing him of “racism.” Importantly, however, the majority of intelligence scientists agree with Lynn’s conclusions.

In 1994, the top intelligence scientists in the world released a document to clarify their beliefs about intelligence and genetics. The document was entitled 'Mainstream Science on Intelligence,' and it was published in the 'Wall Street Journal.' Shortly before its release, the mainstream media began falsely claiming that science confirmed IQ egalitarianism. The document opposing the media was signed by 52 of the leading intelligence scientists. It reads:
“The bell curve for whites is centered roughly around IQ 100; the bell curve for American blacks roughly around 85; and those for different subgroups of Hispanics roughly midway between those for whites and blacks. The evidence is less definitive for exactly where above IQ 100 the bell curves for Jews and Asians are centered.” [2]

Some might suggest IQ is primarily determined by environment after observing that African Americans have higher average IQs than their African cousins. However, this disparity is quickly explained when one considers that African Americans are mixed with Euroethnics. Their European DNA has made them smarter.

Harvard University professor Henry Louis Gates wrote in 2009 that, “African Americans… are a racially mixed or mulatto people—deeply and overwhelmingly so.” [6]

The more black African ancestry one possesses, the more likely one is to have low intelligence. Darker skin usually indicates lower IQ. One paper summarized:
“Black children with lighter skin… average higher IQ scores. In South Africa, the IQ of the mixed-race ‘Colored’ population averages 85, intermediate to the African 70 and white 100.” [7]
These politically incorrect scientific conclusions have forced many liberal Euroethnics to seek alternative explanations for low Afroethnic intelligence. Among the common explanations is expressed as “socioeconomic status” or SES. This explanation asserts that if African American children belonged to the same economic class as European American children the intellectual achievement gap would close. In this way, it is argued that poverty, rather than genetics, is the primary cause of low performing Afroethnics.

The SES explanation, however, has been explored by the social and biological sciences. A little known fact is that African American students coming from families with annual incomes over $160,000 score lower on their SATs than European American students hailing from families with annual incomes of less than $20,000 (SATs are correlated to IQ). [8]

In other words, wealthy African Americans are less intelligent than impoverished European Americans.

The 'New York Times' bemoaned this fact in 2010:
“Poverty alone does not seem to explain the differences [in school performance]: poor white boys do just as well as African-American boys who do not live in poverty, measured by whether they qualify for subsidized school lunches.” [9]
In the 1970s, Richard Weinberg and Sandra Scarr conducted an investigation in which they tested and studied African American infant children who were adopted and raised by upper-middle class Euro-American parents. The results were surprising.

Despite being surrounded by wealth and Euroethnic culture, by the time the children were 17 years old their IQs were identical to their state’s African American average. The study suggested that upbringing and environment have little impact on intelligence, and that IQ is determined primarily by genetics. [10]

As the science of intelligence has expanded since the 1970s scientists have become more and more pessimistic about the effects of environment on IQ. Today, most intelligence scientists believe that even the most radical environmental shifts has little to no effect on adult IQ.

In 2014, Gregory Clark, professor of economics at the University of California, penned an op-ed in the 'New York Times' explaining that economic and cognitive success were largely the result of inherited genes:
“studies of adoption, in some ways the most dramatic of social interventions, support this view. A number of studies of adopted children in the United States and Nordic countries show convincingly that their life chances are more strongly predicted from their biological parents than their adoptive families. In America, for example, the I.Q. of adopted children correlates with their adoptive parents’ when they are young, but the correlation is close to zero by adulthood. There is a low correlation between the incomes and educational attainment of adopted children and those of their adoptive parents.” [11]
If environment has almost no effect on intelligence then African American under-performance is almost certainly linked to cognitive deficiencies produced by genetic inheritance.

How long will the myth of ethnic intelligence equality survive? How long will it take for Americans to realize that African Americans are not intellectually capable of maintaining Western civilization?

Astonishingly, as science has been steadily dismantling the fables of ethnic equality in intelligence for the last century, this idea continues to dominate popular thinking. In the decades preceding the 1960s, however, most Americans accepted the truth of inequality. The egalitarian myth has only represented consensus for about 40 years.


Even before IQ testing, brain scans, and widespread statistical recording, Europeans intrinsically sensed that Afroethnics were not as intelligent as Asians and Westerners.

In the early 1800s, the famous German philosopher Georg Wilhelm Friedrich Hegel developed a philosophy of history that involved every region of the world except Africa. He explained his reason for excluding Africa from human history:
“The peculiarly African character is difficult to comprehend, for the very reason that in reference to it, we must quite give up the principle which naturally accompanies all our ideas, – the category of Universality. In [black] life the characteristic point is the fact that consciousness has not yet attained to the realization of any substantial objective existence, – as for example, God, or Law, – in which the interest of man’s volition is involved and in which he realizes his own being. This distinction between himself as an individual and the universality of his essential being, the African in the uniform, undeveloped oneness of his existence has not yet attained; so that the Knowledge of an absolute Being, an Other and a Higher than his individual self, is entirely wanting. The [black], as already observed, exhibits the natural man in his completely wild and untamed state. We must lay aside all thought of reverence and morality – all that we call feeling – if we would rightly comprehend him; there is nothing harmonious with humanity to be found in this type of character. The copious and circumstantial accounts of Missionaries completely confirm this, and Mahommedanism [Islam] appears to be the only thing which in any way brings the [Afroethnic] within the range of culture…
At this point we leave Africa, not to mention it again. For it is no historical part of the World; it has no movement or development to exhibit. Historical movements in it – that is in its northern part – belong to the Asiatic or European World. Carthage displayed there an important transitionary phase of civilization; but, as a Phoenician colony, it belongs to Asia. Egypt will be considered in reference to the passage of the human mind from its Eastern to its Western phase, but it does not belong to the African Spirit. What we properly understand by Africa, is the Unhistorical, Undeveloped Spirit, still involved in the conditions of mere nature, and which had to be presented here only as on the threshold of the World’s History.” [12]
Hegel thought deeply about why Afroethnics were unworthy of a place in mankind’s history. However, Hegel was only expressing the general sentiment of his intelligent contemporaries.

Among those who agreed with Hegel was the famous Scottish thinker David Hume. He wrote in the century before:
“I am apt to suspect [those of African descent]…to be naturally inferior to the whites. There never was a civilized nation of any other complexion than white, nor even any individual eminent either in action or speculation. No ingenious manufactures amongst them, no arts, no sciences. On the other hand, the most rude and barbarous of the whites, such as the ancient Germans, the present Tartars, have still something eminent about them, in their valor, form of government, or some other particular. Such a uniform and constant difference could not happen, in so many countries and ages, if nature had not made an original distinction betwixt these breeds of men.” [13]
Thomas Jefferson, author of “all men are created equal,” wrote:
“Comparing [Afroethnics to Euroethnics] by their faculties of memory, reason, and imagination, it appears to me, that in memory they are equal to the whites; in reason much inferior, as I think one could scarcely be found capable of tracing and comprehending the investigations of Euclid; and that in imagination they are dull, tasteless, and anomalous…. Some [Afroethnics] have been liberally educated, and all have lived in countries where the arts and sciences are cultivated to a considerable degree, and have had before their eyes samples of the best works from abroad. The Indians, with no advantages of this kind, will often carve figures on their pipes not destitute of design and merit… But never yet could I find that a black had uttered a thought above the level of plain narration; never see even an elementary trait of painting or sculpture.” [14]
In 1904, US Congressman Thomas Hardwick asserted that:
“Black people never founded a government nor made a single step toward civilization that did not soon lapse in barbarism, except under the fostering care and guidance of white people.” [15]
The famed historian Arnold Toynbee wrote in his 1934 history book: “It will be seen that when we classify mankind by color, the only primary race that has not made a creative contribution to any civilization is the black race.” [15]

President Richard Nixon (allegedly) said: “The black race is the only race, which never founded a civilization.”

The list of famous people who recognized that Afroethnics were not as bright as Eurasians could be easily expanded.


Intelligence is linked to success, income, violence and social deviance. [16] [17] Across America, Afroethnics and Latino’s are being told to hate “racist” Europeans Americans for “holding them down.” Crime, family dysfunction, disparities in education, and poverty are all blamed on “racism” when they are actually caused by God designed genetic differences.

African Americans are told to hate European Americans over a situation neither group has control of. This constant blame game is producing animosity and resentment. African Americans believe Euroethnics are “racist” against them, and European Americans resent being blamed for something they cannot remedy. Very little love is possible in such an environment.

Truth is the solution. Only after both groups recognize God’s role in creating these disparities can we move forward in finding ways to manage the inequalities. If we never accept reality, hatred and misunderstanding will grow. The truth will set us free.


Before the cultural revolutions of the 1960s almost no one believed the ethnic groups were mentally identical. From the first contact between Europeans and Africans it was understood that the Europeans were the more intelligent of the two groups.

The abandonment of this reality is an affront to the truth and a disgrace to our honesty and intelligence. Christians claim to serve the God who created humanity, but we often worship an egalitarian idle that seeks to misrepresent our Lord’s creation.

Revelation 22:15 teaches that those who “love and make a lie” will not enter into the City of God. God created the genetic disparities in intelligence between ethnicities, and he expects Christians to acknowledge them. We may be hated for telling the truth about ethnic differences in intelligence, but by doing so we accept the role of prophet in a godless age of lies.

If we are going to fight social injustice we need to know the material we are working with. We must understand what can and cannot be done. Only after we have measured our resources will we be able to accurately discover mutually beneficial solutions to our problems.

We cannot love our neighbors without knowing how to love them properly. We cannot help the Afroethnic people if we do not understand the way they think and operate. The same could be said about helping the members of our church family. Learning is the first step in loving one's neighbors.


[1] Rushton, Philippe and Arthur Jensen. “Thirty Years of Research on Race Differences in Cognitive Ability.” Psychology, Public Policy and Law (American Psychological Association). June, 2005. Via: University of Delaware. Accessed December 25, 2015. http://www.udel.edu/educ/gottfredson/30years/Rushton-Jensen30years.pdf.
EXCERPT: “‘Neither the existence nor the size of race differences in IQ are a matter of dispute, only their cause,’ write the authors. The Black-White difference has been found consistently from the time of the massive World War I Army testing of 90 years ago to a massive study of over 6 million corporate, military, and higher-education test-takers in 2001.’”
EXCERPT: “‘Race differences show up by 3 years of age, even after matching on maternal education and other variables,’ said Rushton. ‘Therefore they cannot be due to poor education since this has not yet begun to exert an effect.’”

[2] Rushton, Philippe J. and Arthur Jensen. “The rise and fall of the Flynn Effect as a reason to expect a narrowing of the Black–White IQ gap.” Intelligence journal. March-April 2010. Accessed December 24, 2015. http://www.sciencedirect.com/science/article/pii/S0160289609001561.
EXTRACT: “In an analysis of mathematics and reading scores from tests such as the NAEP and Coleman Report over the last 54 years, we show that there has been no narrowing of the gap in either IQ scores or in educational achievement. From 1954 to 2008, Black 17-year-olds have consistently scored at about the level of White 14-year-olds, yielding IQ equivalents of 85 for 1954, 82 for 1965, 70 for 1975, and 81 for 2008. We conclude that predictions about the Black–White IQ gap narrowing as a result of the secular rise are unsupported.”

[3] Gottfredson, Linda. “Mainstream Science on Intelligence: An Editorial with 52 Signatories, History, and Bibliography.” University of Deleware. 1995. Accessed November 19, 2015. www.udel.edu/educ/gottfredson/reprints/1997mainstrea m.pdf.

[4] Lynn, Richard. “Race Differences in Intelligence.” Washington Summit Publishers (National Policy Institute). 2006. Page: 22-21 (PDF).
EXTRACT: “Studies of the IQs of Africans in sub-Saharan Africa are summarized in Table 4.1. Explanations of the results set out in the table are given when appropriate. Row 1 gives an IQ of 64 for Cameroon for adult workers. Row 2 gives an IQ of 64 for the Central African Republic for young men applying for a technical training course at a college in the city of Bangui during the years 1951-1955. Row 3 through 5 give IQs of 64 for samples of Congo-Brazzaville collected at the same time in the cities of Brazzaville and Pointe-Noire. Rows 6,7,8,9 and 10 give IQs of 64, 68, 62, 68, and 65 for Congo-Zaire. Row 11 gives an IQ of 59 for Equatorial Guinea. Row 12 gives an IQ of 80 for adults in Ghana. The IQ exceptionally high [80 for Ghana] for sub-Saharan Africa, possibly because the sample came from the capital city of Accra; the people in capital cities typically have higher IQs than those in the rest of the country, probably because there is a tendency for more intelligent individuals to migrate to the capital; IQs in London and Paris are higher than the rest of Britain and France (Lynn, 1979, 1980). Row 13 gives an IQ of 62 for a representative sample drawn from the whole of Ghana…. The most striking feature of the IQs of Africans in sub-Saharan Africa is that they are consistently so much lower than those of Europeans set out in Table 3.1 of Chapter 3. The median is 67 and is adopted as the best estimate of the IQ of Africans.”

[5] Wikipedia contributors, “Moron (psychology),” Wikipedia, The Free Encyclopedia, https://en.wikipedia.org/w/index.php?title=Moron_(psychology)&oldid=654205686 (accessed December 24, 2015). Original Source: Zenderland, Leila (2001). Measuring Minds: Henry Herbert Goddard and the Origins of American Intelligence Testing. Cambridge University Press, ISBN 978-0-521-00363-6.
EXTRACT: “‘Moron’ was coined in 1910 by psychologist Henry H. Goddard from the Ancient Greek word μωρός (moros), which meant ‘dull’ (as opposed to oxy, which meant ‘sharp’ (see also: oxymoron)), and used to describe a person with a mental age in adulthood of between 8 and 12 on the Binet scale. It was once applied to people with an IQ of 51–70, being superior in one degree to ‘imbecile’ (IQ of 26–50) and superior in two degrees to ‘idiot’ (IQ of 0–25).”

[6] Gates, Henry Louis. “Michelle’s Great-Great-Great-Granddaddy—and Yours.” History News Network (George Mason University). October, 2009. Accessed December 25, 2015. http://historynewsnetwork.org/article/118292.
EXTRACT: “African Americans, just like our first lady [Michelle Obama], are a racially mixed or mulatto people—deeply and overwhelmingly so. Fact: Fully 58 percent of African-American people, according to geneticist Mark Shriver at Morehouse College, possess at least 12.5 percent European ancestry (again, the equivalent of that one great-grandparent). As a matter of fact, if I analyzed the y-DNA (which a man inherits exactly from his father, and he from his father, etc.) of all the black players in the NBA, fully one-third (somewhere between 30 percent and 35 percent) would, incredibly, discover that they were descended from a white male who impregnated a black female, most likely a female slave… In the ‘60s, we were fond of saying that we are an “African people.” Well, our DNA proclaims loudly that we are a European people, a multicultural people, a people black as well as white. You might think of us as an Afro-Mulatto people, our genes recombined in that test tube called slavery.”

[7] Rushton, Philippe and Arthur Jensen. “Thirty Years of Research on Race Differences in Cognitive Ability.” Psychology, Public Policy and Law (American Psychological Association). June, 2005. Via: University of Delaware. Accessed December 25, 2015. http://www.udel.edu/educ/gottfredson/30years/Rushton-Jensen30years.pdf.

[8] “Family Income Differences Explain Only a Small Part of the SAT Racial Scoring Gap.” Journal of Blacks in Higher Education. 2009. Accessed November 19, 2015. http://www.jbhe.com/latest/index012209_p.html.

[9] Gabriel, Trip. “Black boys score far behind white students: Poverty alone doesn’t seem to explain gap; expert cites ‘racial differences.’” The New York Times. November, 2010. [The New York Times and NBC News appears to have deleted all copies of this article, but I accessed its content off a cached website page].

[10] Jencks, Christopher and Meredith Phillips. “The Black-White Test Score Gap: Why It Persists and What Can Be Done.” Brookings Institute. Spring, 1998. Accessed December 24, 2015. http://www.brookings.edu/research/articles/1998/03/spring-education-jencks.
EXTRACT: “When black or mixed-race children are raised in white rather than black homes, their pre-adolescent test scores rise dramatically. These adoptees’ scores seem to fall in adolescence, but this could easily be because their social and cultural environment comes to resemble that of other black teenagers.”

[11] Clark, Gregory. “Your Ancestors, Your Fate.” New York Times. February 1, 2014. Accessed November 19, 2015. http://opinionator.blogs.nytimes.com/2014/02/21/yourfate-thank-your-ancestors/.

[12] Hegel, Georg. “The Philosophy of History.” Dover Publications, 1956. Pages: 93-99. Via: University of Massachusetts. Accessed December 25, 2015. http://www.umass.edu/afroam/aa254_hegel.html.

[13] Hume, David. “Of National Characters.” University of Virginia. Accessed December 25, 2015. http://graduate.engl.virginia.edu/enec981/dictionary/03humeK1.html.

[14] Jefferson, Thomas. “Notes on the State of Virginia” (1789). Via: University of Orgegon. Accessed December 25, 2015. http://pages.uoregon.edu/mjdennis/courses/wk7_notes.html.

[15] Vaughn, Leroy. “Who Created Civilization?” Los Angeles Sentinel. October, 2000. Via: High Beam Research. Accessed December 25, 2015. https://www.highbeam.com/doc/1P1-79456877.html.

[16] Goodman, R and Simonoff and Stevenson. “The impact of child IQ, parent IQ and sibling IQ on child behavioural deviance scores.” Journal of Child and Adolescent Psychiatry, Institute of Psychiatry. March, 1995. Accessed January 1, 2016. http://www.ncbi.nlm.nih.gov/pubmed/7782405#.
EXCERPT: “In an epidemiological sample of 411 13-year-old twins of normal intelligence, both parents and teachers reported more behavioral problems among children with lower IQs. This was not attributable to the effects of parental IQ or social class and was not entirely mediated by lower scholastic attainments.”

[17] Irwing, Paul and Richard Lynn. “The Relation between Childhood IQ and Income in Middle Age.” The Journal of Social, Political, and Economic Studies. Summer, 2006. Accessed January 1, 2015. https://www.questia.com/library/journal/1P3-1151105721/the-relation-between-childhood-iq-and-income-in-middle.
EXCERPT: “The present study examines whether this result can be replicated in Britain. Data are reported for a national sample whose intelligence was obtained at the age of 8 years and whose income was obtained at the age 43 years. The correlations between IQ and income were 0.368 for men (n = 1280) and 0.317 for women (n=1085).”