To conduct the exercise in the her class, Elliott segregated the children on the basis of eye color instead of skin color. She wanted to have students experience how it felt to be discriminated against at that time in America. Elliott bifurcated the class into two groups, namely, brown eyes and blue eyes. She gave colored bands to the blue-eyed students to wear so that they could be distinguished from their classmates at a distance.
The brown-eyed students were designated to be superior in comparison to blue-eyed students. The brown-eyed group was given extra benefits such as prolonged access to the playground, second helpings at lunch, extra minutes for lunchtime, and the advantage of drinking water at a better water fountain. The brown-eyed children were asked to talk to only students with brown eyes and ignore blue-eyed children. Elliott singled out blue-eyed children for not obeying the instructions and talked only of the superiority of the brown-eyed children. She would say the brown-eyed children were smarter and used pseudo-scientific theory which explained that there was a correlation between the melanin in brown-eyed children and their superior intelligence.
The experiment had a huge impact on the behavior of children in the two groups. The group which was deemed superior became bossy and arrogant, and they considered their classmates to be inferior. The performance of brown-eyed students improved, their mathematics and reading tasks also improved as compared to their earlier performance. On the other hand, the so-called inferior group behaved in a timid and subservient manner, and the behavior of blue-eyed children who were dominant in the class before the experiment became timid and their performances suffered. The inferior group performed poorly in academics and could not perform even the tasks which they considered simple before the experiment.
The next day, Elliott reversed the concept of superior and inferior groups, and made the blue-eyed students the superior group. The blue-eyed students were told to take off their colored bands and place them on a brown-eyed student. The blue-eyed students were made the superior group and asked to behave in a similar way as their brown-eyed counterparts in the previous day. Amazingly, the blue-eyed students were able to solve problems faster when they took much longer the previous day. It was also noteworthy that the brown-eyed children were not as mean and bossy when they given the upper hand, perhaps cognizant of how they were treated a day prior. At the end, Elliott highlighted how prejudice can divide the class, and people in general. Judging from the response of the children, it appeared that the children had learned a valuable lesson.
It's not the work that made them physically superior. Being physically superior allowed them to be more productive by working longer hours and producing more material/hour, thus improving the bottom line for the plantation owner. Surviving a ship ride doesn't produce a Usain Bolt, but Usain Bolt would be more likely to survive than say Al Roker. Then Usain Bolt marrying with a Serena Williams/Leila Ali type chick would probably produce some physically impressive children in return. This isn't rocket science breh
I'm tired of the back and forth. I don't want to resort to ad hominems, so let's just agree to disagree.
) invested in slaves, you're going to increase your chance of creating physically superior future slaves by interbreeding the physically superior ones you have currently. Same way the horse owners and dog owners do it 
