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       ARE OUR "SCHOOLS" CONCENTRATION CAMPUSES FOR MIND DESTRUCTION?
                              Part 2 of 2

An extract from the Personal Empowerment Resources web-site:
http://www.mind-trek.com/_ng.htm
Original URL of this article:
http://www.mind-trek.com/reports/misc/minddest.htm

                          -------------------

....Continues from Part 1:

Schlafly draws attention to Senator S.I. Hayakawa's warning in 1978 that
U.S. public schools had rejected the notion of education as the acquisition
of knowledge and skills. Instead they practiced education as "therapy."
Schools had replaced "cognitive education (which addresses the child's
intellect, and teaches knowledge and skills) with affective education
(which addresses the child's feelings and attitudes, and spends classroom
time on psychological games and probing personal questionnaires)." Schlafy
continues:

     ""Therapy" techniques used in the classroom include violent and
     disturbing books and films; materials dealing with parental
     conflict, death, drugs, mental illness, despair, and anger;
     literature that is mostly negative and depressing; requiring the
     child to engage in the role-playing of death, pregnancy,
     abortion, divorce, hate, anger and suicide; personal attitude
     surveys and games (such as Magic Circle) which invade the private
     thoughts of the child and his family; psychological games which
     force the child to decide who should be killed (such as the
     Survival Game); explicit and pornographic instruction in sex acts
     (legal and illegal, moral and immoral); and a deliberate attempt
     to make the child reject the values of his parents and his
     religion...

     The originators of "therapy" education began peddling their
     notions in the 1930s at about the same time that the teaching of
     reading started its steep decline. This psychological
     experimentation only existed in spots here and there around the
     country until 1965 when federal funding through the Elementary
     and Secondary Education Act began to finance curriculum and
     teacher training for the entire country...

     The reader might also wonder, why was there no media coverage of
     these seven days of Hearings involving intensely controversial
     issues, dramatic presentations by hundreds of concerned parents,
     and documented accounts of child abuse in the classroom?

     ... To our knowledge, there was no television coverage at all and
     fewer than half a dozen newspaper articles in the entire country.
     Why the silence about such an important and dramatic event... ?

     The testimonies at these Hearings were given by men and women who
     were, for the most part, total strangers to each other. Yet the
     message was the same from every part of the country. It came
     through loud and clear that child abuse in the classroom is a
     national disease carried to every state by the Typhoid Marys of
     federal funding."

Stewart Emery is author of the book Actualizations: You Don't Have to
Rehearse to Be Yourself. He says:

     "In our society, when we talk about raising children, we are
     really talking about driving them crazy. What education is about
     is conditioning people to be irresponsible and stupid. It teaches
     them to be skillful technologists and useless people... At the
     end of the "educational" process we have become technically
     semi-competent human machines, and as creative human beings we
     have turned into morons."

Ayn Rand was a novelist and philosopher, best known for her books, Atlas
Shrugged and The Fountainhead. Among other books, she also wrote The New
Left: The Anti-Industrial Revolution, with a chapter, "The Comprachicos."

Comprachico is a Spanish word meaning "child-buyer." The comprachicos were
a nomadic association, notorious in the seventeenth century. They bought
and sold children - special children, children turned into deformed freaks,
used in freak shows to amuse the public. At an early age they placed a
young child in a porcelain pot with a grotesque form. As the child's body
grew, it had to assume the shape of the pot. The result was a deformed
freak for people to laugh at.

Rand uses the practice of the comprachicos as an analogy to describe
compulsory "education." She refers to our "educators" as "the comprachicos
of the mind." Children's minds are forced to assume the shape of a
grotesque "intellectual pot." Rand describes the result:

     "The students' development is arrested, their minds are set to
     respond to slogans, as animals respond to to a trainer's whistle,
     their brains are embalmed in the syrup of altruism as an
     automatic substitute for self-esteem... They would obey anyone,
     they need a master, they need to be told what to do. They are
     ready now to be used as cannon fodder - to attack, to bomb, to
     burn, to murder, to fight in the streets and die in the gutters.
     They are a trained pack of miserably impotent freaks, ready to be
     unleashed against anyone."

COMPULSORY EDUCATION IS UNCONSTITUTIONAL, COMMUNISTIC, AND CRIMINAL

The U.S. Constitution makes no mention of education. Most of our Founding
Fathers took it for granted that education was a private matter. (At the
time of the American Revolution (1776), almost certainly, there was a
higher rate of literacy than we now have.) The U.S. Constitution (in the
Bill of Rights and later amendments) says:

   * Amendment VIII: Excessive bail shall not be required, nor excessive
     fines imposed, nor cruel and unusual punishments inflicted.
   * Amendment XIII, Section 1: Neither slavery nor involuntary servitude,
     except as a punishment for crime whereof the party shall have been
     duly convicted, shall exist within the United States, or any place
     subject to their jurisdiction.

In my opinion, compulsory state education violates Amendment Eight, in that
it is a "cruel and unusual punishment," and Amendment Thirteen, in that it
constitutes "involuntary servitude."

In The Communist Manifesto Marx and Engels advocated ten steps necessary
for a communist takeover. Step 10 is "Free education for all children in
public schools." Readers interested in further perusing the link between
communism and compulsory state education may want to read Is Public
Education Necessary? by Samuel L. Blumenfeld. For additional background
material, including an annotated bibliography, consult The Twelve Year
Sentence edited by William F. Rickenbacker.

Compulsory state education is coercive power at its worst. Innocent
children are herded into concentration campuses where they are effectively
stripped of individual power. They are brainwashed to be powerless
individuals, owned and cared for by omnipotent big-daddy government.

SOLUTIONS

Among other books, Paul Goodman wrote Compulsory Miseducation and Growing
Up Absurd. He contends that the idea that children can be educated through
compulsory state education is a mass superstition:

     "When, at a meeting, I offer that perhaps we already have too
     much formal schooling and that, under present conditions, the
     more we get the less education we will get, the others look at me
     oddly and proceed to discuss how to get more money for schools
     and how to upgrade the schools. I realize suddenly that I am
     confronting a mass superstition."

Ivan Illich is the author of Deschooling Society. He says that most
learning does not occur in school, but happens casually - "Normal children
learn their first language casually, although faster if their parents pay
attention to them." In contrast, he says that, "All over the world the
school has an anti-educational effect on society... The escalation of the
schools is as destructive as the escalation of weapons but less visibly
so." Illich also writes that, "the institutionalization of values leads
inevitably to physical pollution, social polarization and psychological
impotence." Illich advocates that we disestablish schools.

The solution for the individual family is: Don't let your children go
anywhere near a government "school". You may prefer to send them to a
private school if a suitable one is available, or you could hire a tutor;
but generally, the best solution is for parents to teach their own children
at home.

In about 100 hours you can teach them the three Rs. Then you show them how
to use a library. You may also want to show them how to use a computer.
Above all, teach your children how to learn. The Annotated Bibliography at
the end of this article provides some references regarding home schooling.
Ultimately, it is the individual who is teaching him or herself.
Self-teaching (which may start out as a hobby) is the most empowering - as
the individual focuses on his or her own interests and excells rapidly.

If you currently can't afford any alternative to "free compulsory
education", or you're worried about what (terrorist) bureaucrats might do
if you refuse to have your children "educated" by their "teachers", then
study the other reports and books available here - such as the Tax Reports,
learn about Freedom Technology, etc. Practically all solutions in this area
are already available for those who are willing to implement them.

"Compulsory education" is a formula for the collapse of civilization. It
must be abolished.

                           ANNOTATED BIBLIOGRAPHY

                   (Includes books not mentioned above.)

   * Blumenfeld, Samuel L.: Is Public Education Necessary? (The Paradigm
     Company, Boise, ID.; 1989).

     History of U.S. education. Important for understanding how we got into
     our educational mess.

   * Broad, William & Wade, Nicholas: Betrayers of Truth: Fraud and Deceit
     in the Halls of Science (Simon & Schuster, NY; 1982).

     Corruption in science. Includes the Semmelweis story.

   * Cutler Anne & McShane, Rudolph: The Trachtenburg Speed System of Basic
     Mathematics (Pan Books, London; 1962).

     How to do complex arithmetic in your head. Developed by Jakow
     Trachtenberg in Nazi concentration camps. A superb example of how a
     man, through the the power of his choices not only survived but
     designed vastly more efficient ways for addition, multiplication,
     division, etc. than those commonly used.

   * Goodman, Paul: Compulsory Miseducation (Penguin Books, England; 1971).

     Argues that the idea that formal education is necessary is a mass
     superstition. Also the author of Growing Up Absurd.

   * Hainstock, Elizabeth G.: The Essential Montessori (New American
     Library, NY; 1978).

     Introduction to Montessori's ideas on education. Resource directory.

   * Holt, John: Instead of Education: Ways to Help People Do Things Better
     (Penguin Books, England; 1976).

     Important for anyone seeking to understand education and finding
     alternatives.

   * Illich, Ivan: Deschooling Society (Penguin Books, England; 1973).

     The destructiveness of compulsory state education and why schools need
     to be disestablished.

   * Kendall, Frances: Super Parents Super Children (Delta Books,
     Johannesburg; 1983).

     Profound advice for rearing children. Based on practical experience.
     Highly recommended.

   * Kozol, Jonathan: Death at an Early Age: The Destruction of the Hearts
     and Minds of Negro Children in the Boston Public Schools (Houghton
     Mifflin, Boston; 1967).

     Specific details of "educational" brainwashing and mind destruction.

   * Kozol, Jonathan: Illiterate America (New American Library, NY; 1985).

     The extent and cost of illiteracy in America. Important for anyone who
     wants to teach the illiterate.

   * Liedloff, Jean: The Continuum Concept (Warner Books, NY; 1977).

     The most important book on child raising I know of. Highly
     recommended.

   * Ostrander, Sheila & Schroeder, Lynn: Superlearning (Sphere Books,
     London; 1981).

     Accelerate your rate of learning.

   * Pearce, Joseph Chilton: Magical Child: Rediscovering Nature's Plan for
     Our Children (Bantam Books, NY; 1980).

     An excellent book on raising children.

   * Postman, Neil & Weingartner, Charles: Teaching as a Subversive
     Activity (Penguin Books, England; 1975).

     Advocate that teachers perform the 'subversive' role of an
     "anti-bureaucracy bureaucracy." Highly recommended.

   * Pride, Mary: The Big Book of Home Learning - Volume One: Getting
     Started (Good News Publishers, Westchester, IL.; 1990).

     Home Schooling Manual. Comprehensive directory of home school
     organizations worldwide. Index of suppliers of materials for home
     schooling, American and foreign.

   * Rand, Ayn: The New Left: The Anti-Industrial Revolution (New American
     Library, NJ; 1971).

     Contains the article on education, "The Comprachicos."

   * Rickenbacker, William F., Editor: The Twelve Year Sentence: Radical
     Views of Compulsory Schooling (Dell Publishing, NY; 1974).

     Historical, legal, and political aspects of compulsory schooling.
     Annotated bibliography of works on educational liberty. Highly
     recommended.

   * Rogers, Carl R., Ph.D.: Carl Rogers on Personal Power (Constable,
     London; 1978).

     Important guidelines for personal growth. Critiques traditional
     education. Advocates "person-centered" education. Highly recommended.

   * Schlaffly, Phyllis, Editor:: Child Abuse in the Classroom (Pere
     Marquette Press, IL; 1984).

     Specific examples of child abuse from U.S. Department of Education
     Hearings.

   * Spring, Joel: A Primer of Libertarian Education (Free Life Editions,
     NY; 1975).

     Analysis of libertarian theories of education. The importance of
     self-ownership. Highly recommended.

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