|August 30, 1989||Volume 1 Number 3|
Reality vs. The Illusory Conditioned Existence Called Education
The single focal point of this newsletter can be found in a block entitled "Natural, Logical Occurrence." At various points throughout this issue, we will direct the reader to this important information. To get the most out of reading this newsletter, please refer back to that block each time you are so instructed. Stop here now and read the section entitled "Natural, Logical Occurrence."
There was a time, not long ago, when Americans believed that segregation was reality. However, in the 1950's, black Americans began to challenge segregationist practices. In less than a decade, people discovered that segregationist practices, although a normal way of life for some Americans, were only a conditioned existence. Segregation was an institution, a man-made illusion, that could be legislated out of existence.
Reality, on the other hand, can never be legislated out of existence. Reality is defined as the quality of being real; true to life; fidelity to nature. The sun's shining, the seasons' changing and the laws of gravity are all examples of reality. You could shout at the sun all day long in an attempt to challenge its existence and the sun would not go anywhere. Similarly, you could oppose the laws of gravity and campaign throughout the world to change them, but if you jump off a twenty-story building, you will still be killed.
In order for human beings to lead healthy lives, they must be able to distinguish between reality and a conditioned existence. Our research shows most educated Americans have concluded that the current educational system is reality. People have come to accept cruel and corrupt educational practices as if they were as immutable and natural as the laws of gravity. Yet, modern education is only a conditioned existence, one that defies natural reality at every turn.
Some people in certain African societies believe that starvation is reality. These tribes have been suffering and dying of hunger for so long that they have accepted the normality of starvation, as if it were a natural reality instead of a conditioned existence. If further example is needed, there are women in certain primitive tribes who believe that rubbing goat's blood into their hair is a natural, reality-oriented thing to do. Although there is no justification in natural reality for this bizarre, freakish ritual, these women have accepted their conditioned existence as a normal way of life.
Modern education is a non-reality oriented, conditioned existence. It is laden with bizarre, freakish rituals that are no more justified than the rubbing of goat's blood into a woman's hair. People have forgotten that the current educational system was originally designed for the unwanted, neglected, unloved children of the Greek and Roman aristocracy. These children were not expected to make a living in the world or do anything meaningful with their lives. This system was never based in natural reality, nor was it designed to respond to the healthy, natural needs and interests of children. Modern education produces unwanted, neglected, unloved children who have none of the skills they need to make a living in the world, and who are so filled with emptiness that they have no hope of finding a meaningful life. Because people have accepted the non-reality oriented, conditioned existence oiled education as if it were based in natural reality, parents allow abusive, destructive things to be done and said to their children inside the walls of a school that would be intolerable and even illegal if they took place outside the walls of a school. As soon as parents and teachers alike take one step through the door of a school, every single piece of information they have about how human beings naturally learn and develop is cast aside. Any instinctive, natural response to reject the unnatural, disturbed system of education is ignored or buried.
Because the conditioned existence called education has been confused with reality, people think they should conform and adjust to this unnatural system. They assume that anyone who has difficulty adjusting to school is suffering from some form of psychological disturbance. This is only because educated Americans believe that the psychology of adjustment is also a reality. The psychology of adjustment states that everything occurring in the world is normal, and that all healthy human beings should adjust to the norm. However, no one-not the psychologists, not the psychiatrists, not the educators-has established a frame of reference for what is natural. Research evidence shows that what is going on in the world is unnatural and harmful in many ways to human beings. The psychology of adjustment, however, accounts for only what is normal. The world might be one enormous death camp, but, because the conditions of the death camp are normal, it is assumed that people should adjust to these conditions. Anyone who has a negative reaction to the death camp is considered abnormal, aberrant and in need of psychological help.
So it is with the conditioned existence called education. Educational systems have been established as being normal. Like the death camps, education has no basis in natural reality. When children show signs of difficulty in adjusting to school or try to resist the mental and spiritual devastation caused by education, they are perceived as aberrant and maladjusted, and they are referred for psychological care.
This article is a discussion of what our research has taught us about the difference between the unnatural, conditioned existence called education and natural reality. It should be understood that everything we have to say here has already been said by others. Both research evidence and obvious reality clearly indicate that the current educational system has no basis in natural reality. However, neither research evidence nor obvious reality has caused people to change. If people lived in reality, they could easily identify and contain a description of a conditioned existence such as education. However, once people begin to live in a non-reality oriented, conditioned existence, they can no longer identify reality or perceive reality as having any meaning.
I. In Reality, Parents Know Their Children Best
In natural reality, it is understood that parents know their children best. But as soon as a child walks through the door of a school, parents and everyone else assume that the teachers, who are perfect strangers and have never invested any amount of time or interest in the child, know the child better than the parents do. In the conditioned existence of education, teachers are believed to be smarter than parents. As soon as a child enters a school, all of the parents' natural instincts and ideas about how to help their children go right out the window. Parents simply reassign the authority over their children to the teacher, without that teacher's ever having to demonstrate any interest in children or ability to work with them.
All evidence in reality indicates that teachers are not at all interested in children, nor do they know anything about how children learn and grow. If teachers took the time to Set to know even a few children and find out what those children were interested in doing, they would be overwhelmed by the individuality and variation in the children's needs and interests. It would then be impossible for them to stand before a class of 25 or 30 children and continue to treat those children, live human beings, as if they were nothing more than computers into which they could down-load information. If a teacher were honestly interested in your child, that teacher would spend time with your child and become actively involved in your child's life. He or she would call your child on the phone, take your child to the movies and do everything in his or her power to help your child accomplish what he or she wanted to accomplish and learn. Most teachers would say they could not possibly establish such a relationship with 25 or 30 children, and they would be correct. But this is exactly the point. Teachers cannot be interested and involved in children's lives even if they wanted to be. The only way teachers could become involved in the lives of students would be if they were assigned to groups of five students or less. Any parent with three or more children can tell you how difficult it is to tend to the needs of that many children.
Premature separation of parents and children (before children are nine years of age) does not build character and independence, nor does it help children mature faster. Ripping children out of their families prematurely produces all the psychological harm that parents and teachers can readily see, and more.
It is madness to take a child under nine years of age out of a home with favorable relationship ratios (one adult to five children or less) and, for no good reason, place him or her in a situation where conditions are harmful and the relationship ratio is dangerously unfavorable (one adult to twenty-five children or more.) It is madness to take a child from those who care and place him or her with those who do not care. And this is all happening at a time when a child is extremely vulnerable. Under these conditions, a child's well-being is quickly destroyed. Think about it, Mothers! You are paying someone you do not know to take your child (whom you do not want to give up) and keep your child against his (or her) will in a situation that will destroy him for life.
It is an already established fact that young children need to be with adults who are intensely interested in them as individual human beings, particularly during their learning years. Empirical evidence clearly indicates that the children who succeed and truly make it in life have had someone in their lives who was intensely interested in them. Teachers can be interested only in children as a group called a class. Teachers say, "I'll have to find out what my class needs." This statement is deadly for children, because it means that no individual child's needs or interests will be accounted for in any way. When parents surrender the authority over their children to a teacher, they are turning over precious and vulnerable human lives to people who plan to treat those human beings like desk and seat numbers.
Teachers are as uninvolved and disinterested in children as they appear to be. They do not deserve to be given authority over children's lives. Most teachers, with only rare exceptions, do not want to be involved with children. If they did, they would not take a job that prohibited them from ever becoming involved in children's lives. If you ask most teachers why they chose teaching as a career, they will tell you they wanted their summers off.
2. In Reality, Children Do Best When They Grow Up With Their Parents
Natural reality clearly indicates that young children between four and approximately nine years of age need to be with their parents. The shock and trauma on the faces of young kindergarten and first grade children should be more than enough to validate this fact. In the conditioned existence called education, however, teachers, in defiance of natural reality, say it is good for children to get an "early start," and that separating them from their parents helps them mature faster. In fact, educators claim that the sooner you can separate young, vulnerable children from their parents, the better. They say it is better to separate children from their parents and begin filling them up with useless, isolated data bits than it is to pay any attention to how children and parents feel about being separated before they are ready.
If children were ready to go to school at five years, they would not be shocked and traumatized. Yet, the conditioned existence called education forces parents, by law in some cases, to give their children over to schools before those children are ready to go. If children were ready to go to school, there would be great joy and relief, not emotional shock and trauma. The fact that young children feel upset, cry and say they want to go home means nothing to educators. Educators say this unnecessary pain and suffering builds character and promotes independence. Mothers and fathers who openly express the hurt and pain of losing their children at too early an age are accused of being overprotective and psychologically disturbed. The parents who suffer most from the pain of premature separation from their children are usually the ones who have been emotionally involved with their children in healthy ways. Yet, in this conditioned existence called education, these parents are referred for psychological counseling. Premature separation of parents and children (before children are nine years of age) does not build character and independence, nor does it help children mature faster. Ripping children out of their families prematurely produces all the psychological harm that parents and teachers can readily see, and more. (For further information about the psychological effects of premature separation of parents and children, please read the article entitled "The Destruction of the Nuclear Family" on page 2 of this newsletter.)
3. In Reality, Children Develop A Natural Interest In Reading, Writing And Math Between The Ages of Nine And Eleven
Natural reality and empirical research data both indicate that children are not ready to engage in the type of mental activity required for the learning of subjects such as reading, writing and mathematics until they are at least eight-and-a-half to nine years of age. By that time, children develop a natural interest and need to learn to read directions, write letters, calculate their finances, and so forth. Research studies of brain development in children also indicate that the areas of the human brain reserved for these types of mental activity do not fully develop until the age of nine or older.
Children also need at least nine years of experiencing the physical world before they can understand how any of the school subjects relate to them in their own lives. In natural reality, children need to discover for themselves how reading and writing are relevant to them. They need to find things they want to do that require the use of mathematics. Then and only then can these mental activities be properly integrated and used by the consciousness.
Because educators know nothing about how human beings develop or learn, they think all children are lazy, unmotivated, disinterested slugs who need to be graded, grouped and motivated into learning. It has never occurred to them that children might not be ready to do the kinds of mental things educators are demanding of them, especially before the age of nine. Nor has it occurred to educators that what they are offering children might be of no interest to them, or that children under the age of nine might not have any use for the subjects being offered. Educators have such low opinions of children and such high opinions of their own destructive system that they believe it is acceptable and necessary to coerce children into doing mental things before the children are ready. Educators fail to see that when children are naturally ready and interested in learning something, they just do it. When children want to learn to ride a bike, no one has to talk them into doing it. Children just insist on being taught how to ride. No one has to grade them, coax them, "motivate" them or humiliate them into learning to ride.
In the conditioned existence called education, teachers have demonstrated that, under conditions of extreme psychological duress, children can be coerced into doing mental things which they are not ready to do. Our research shows, however, that this cannot be done without causing permanent harm. In order for children to engage in mental activities prematurely, they must shift themselves over from a natural system of learning mental things as they directly relate to everyday reality, to an unnatural system of learning, which presents mental activity as a series of unrelated data bits having no connection to the child's everyday life. Furthermore, in order to engage in mental activity prematurely (before the mental circuits for such activity have had time to develop), children must enlist mental circuits that were designed to perform other functions. It appears that many of the circuits enlisted are ones that should be used in acquiring real survival skills. Some of these circuits perform rejection and revulsion functions, which is why some children have such adverse reactions to taking in memorized data when they are too young, and why college students cannot wait to get rid of their books once they have used them. When mental circuits are improperly used (something which human beings will do only under conditions of extreme duress), they are permanently damaged. It is as if educators ordered children to use handsaws to pound nails into a board. Although it may be possible to force the nails into the board with the saw, the saw teeth are completely destroyed in the process. Later on, when the children need a saw to cut a piece of wood, the one they would have used is permanently destroyed and cannot be fixed.
If parents and educators truly want to destroy children permanently at an even faster rate, they should continue starting children at three years old in day-care centers (foster homes) that demand the children engage in premature mental activity. The younger the child, the less time the child has had to develop the mental circuits required for subjects such as reading, writing and math, and, therefore, the more the child must enlist circuits not designed to perform these mental functions. The more the child enlists circuits designed for other purposes, the more bankrupt and permanently damaged he or she becomes. Now it is possible to bankrupt and destroy a child's mental system before the child even reaches the first grade. Once these circuits are destroyed, they can never, under any circumstances, be recovered. The harm that is done to the human consciousness is permanent and irreversible.
From the time of birth and up to at least the age of nine, children need to find out how the physical world works and discover everything they can about cause and effect. Children need to gather data through direct experiences and pull that data all together. Instead of helping children pull it all together, the current educational system breaks children down. The system segments their mental systems and programs them into non-reality oriented thinking. Instead of helping pull it all together, current education breaks children up into isolated unrelated compartments and renders them completely unable to find out what they need to know in order to function in the physical world.
4. In Reality, Threatening and Humiliating Young Children is Unacceptable, Negligent, Abusive and, In Some States, Illegal
Natural reality demonstrates that psychological intimidation and humiliation are very powerful weapons that have the potential for causing great harm. However, in the conditioned existence called education, these psychological weapons are used freely and without restraint. Classrooms are extremely hostile, unnatural environments for children. Educators rely on these powerful and destructive techniques of humiliation and intimidation to prevent children from expressing the emotional pain of premature separation from their parents, to induce them to engage in mental activities prematurely and to force them into sacrificing all their own individual needs, goals and interests. Educators have discovered that most human beings cannot bear the pain of public humiliation and that people will do almost anything to avoid it. Kindergarten and first grade teachers are particularly adept in these methods since they must break the children of any natural tendencies to resist the system. However, these methods are not used without inflicting grave and serious harm.
Consider this. What if you had a neighbor, a parent, who was forcing her five-year-old daughter to sit in a hard, wooden chair for six hours a day, demanding that the child undertake tasks she had no interest in doing. Imagine this same parent refusing to allow that child to speak or relate in any normal way, to eat when she was hungry or use the bathroom when she needed to go. And then imagine that any time the child refused to comply, this same mother dragged the little girl out of the house and punished her by publicly humiliating her before all the neighbors. Would you not report that abusive, neglectful parent to the proper authorities? Would you not try to do something to stop that mother from harming that child?
Yet, in the conditioned existence called education, teachers are allowed to abuse and harm children in exactly this way all day long and nobody ever blows the whistle. In order to send their children to school, parents must betray the children and themselves. They must deny their own perceptions of the psychological harm they see being done to their children, and they must set aside all their own personal memories of what was done to them in school. Public humiliation and psychological intimidation are serious forms of child abuse. Child abuse is always destructive to children whether it is legal or illegal, whether it is done in the home or in the classroom.
5. In Reality, Children Under Ten Years of Age Need Constant Types of Elastic Movement
Children obviously require continuous elastic movement. All one would need to do is observe a few healthy children at play. All of that stretching, jumping, skipping, hopping, running and walking are universal movements among children of all societies. They are the natural, physical movements which are necessary for healthy, natural, physical development.
Yet, the conditioned existence of education has convinced everyone that children need to be sitting still all day in classrooms, completely isolated from the physical world. Educators have confused rigidity with character. Like the Puritans of the 16th and 17th centuries, educators believe that the more austere and strict they are, the more they can build character in children. They think if they can subject children to enough rigid rules, rigid thinking and rigid chairs, they can induce character, ethics and morality in children.
Nothing could be further from the truth. Rigid rules and rigid thinking induce a narrow, limited view of life. Rigid, hard, wooden chairs hurt children's bodies. Forcing children to sit in these medieval torture devices all day long does not make them better people. It makes them suffer useless, needless physical pain and may be the source of untold long-term physical harm.
Both natural reality and medical evidence demonstrate that children require movement. The fact that children are much more likely to get sick during the school year should be enough to bring the system into question for a variety of reasons, including the lack of natural exercise and movement. Ten minutes of recess in the morning and a half-hour lunch break do not satisfy a healthy child's need for elastic types of movement. Even educators and school officials, who have almost no contact with reality, know that children need exercise. Otherwise, they would not go to the trouble of building all those elaborate swing sets, jungle gyms and devices for climbing found in schoolyards. (Note: Many of these schoolyard devices have been built with pressure-treated lumber, which gives off a poisonous substance that is quite toxic to children. But educators and school officials are so disconnected from physical reality that they do not even know what pressure-treated lumber is or how and where it should be used in a construction project.)
Most parents, especially those with children under the age of nine, can see the toll that sitting all day long, without moving about and exercising in a reality-oriented way, is taking on their children. Some children become lethargic and sluggish while others come home from school so pent up with energy that it takes them two to three hours of aggressive, sometimes violent, forms of movement just to return themselves to homeostasis.
6. In Reality, Children Yearn To Be Involved In The Physical World
Obvious natural reality indicates that even very young children long to be involved with the world around them and discover how things work. As soon as young toddlers gain physical mobility through crawling or walking, they begin to explore the physical world. They naturally want to know what is inside the kitchen cabinets, what is going on behind the television screen and what is happening with the wires that lead to the electrical outlets in the wall. The natural urgency to become involved and discover the physical world is so great in some children that parents will say they have found it difficult to keep up with their children's movements and explorations.
As soon as most children can talk, they begin to ask how things work and what things do. Children instinctively take things apart (occasionally to their parents' dismay) to find out how something is put together. Various kinds of building blocks and erector sets are almost universal. Most young children can spend hours building, making, drawing and designing things in order to find out how things fit together and how they work.
When children make things and build things to discover how the world works and how things fit together, they are learning the most simple law of nature--the law of cause and effect. This law states, "If I put my finger on a hot stove, I will get burned. If I drop a glass on the floor, it will break. If I stack my blocks too high, they will fall over. If I bang on the bottom of a sauce pan with a spatula, I can make a loud noise. If I make too many loud noises, my mother will make me stop banging."
All human beings, no matter where or how they live, are trying to find out about cause and effect because their survival depends on it. "If I drive recklessly and refuse to obey traffic laws, I will have car accidents. If I do not put oil in the oil burner, I will not have heat during the winter months. If I stick my hand in a bee's nest, I will get stung."
The law of cause and effect is everywhere, in everything. People can learn about this law only through continuous, ongoing, direct experiences in everyday reality. Educators in the conditioned existence of schools are so detached from reality that they are unable to recognize the obvious need in all human beings to establish their own cause and effect connections through their own direct experiences in physical reality. Educators, instead, force children into a system in which all natural involvement with the physical world ceases. Children are forced, under conditions of extreme psychological duress, to abandon their natural interests, curiosity and desire for direct involvement with the world, and instead to take up a system that reduces life to a series of unrelated, unconnected, linear data bits.
It is our opinion that most of the neuroses in Western societies are a direct result of the disorienting behaviors found in classrooms, which outmanifest in the complete lack of skills among junior high and high school students. To live in the world and not know how to do anything, to be unable to insure one's survival, is a very frightening, aberrant way for any human being to live.
In natural reality, children are continuously able to discover how the world works and to make cause and effect connections through their own direct involvement with the world. In the conditioned existence called education, children are completely cut off from the only things that could possibly lead them to any real knowledge. Education prevents children from being able to establish the cause and effect connections that would insure their survival. Furthermore, our research shows that this educational system is so dysfunctional and so disconnected from natural reality that it breaks down many of the cause and effect connections that children were: able to establish before entering school.
By destroying cause and effect connections in the human consciousness, modern education is threatening the survival of American society. People are unable to see that if they dump raw sewage and toxic medical waste into the oceans, they will contaminate the waters and ruin the beaches. Because cause and effect has broken down, people cannot see that it is dangerous to continue manufacturing nuclear waste products when they are unable to contain safely the waste products they now have. People are completely incapable of seeing that electing Ronnie - an incompetent, nice man with a history of ruined projects and bungled efforts - has destroyed all aspects of federal government. (The HUD spending and Pentagon scandals are but two small examples.) People cannot see that if they continue to dump billions of pounds of toxic chemicals into the air every year, soon the air will be too polluted to breathe. These are but a few examples of what happens to people when healthy cause and effect connections break down.
[The single focal point of this newsletter can be found in a block entitled "Natural, Logical Occurrence." Please stop here and read the information contained in that block. Then go on.]
Educators are too far gone to comprehend these obvious facts. In fact, they are so far gone that they do not even pay attention to their own research. Educational research has consistently demonstrated that children learn more, learn faster and retain more when they are able to acquire information through their own direct experiences. Yet, educators absolutely refuse to allow children to have any form of direct involvement with the world. What is even more outrageous is that in this environment of deadening isolation from all natural physical reality, educators claim to teach children everything they need to know about life in order to function in the adult world. This is probably the single most dangerous myth perpetrated by modern education on American society. Children do not learn about electricity by looking at pictures in a science book. They need to see and observe and learn how to install an electrical system in a house. But, since most teachers do not even know where the main panel is located in the school, and therefore could not shut off the electricity if they needed to in an emergency, they cannot possibly help children find out about electricity. In fact, most children will spend over 11,000 hours in school and not know how to change a fuse, repair a lamp or fur any of the electrical appliances they will use every day of their adult lives.
In this conditioned existence, educators convince children that if the children see something or memorize a few facts about something, they then know all about that something. In this system, educators convince children that if they look at a picture of an automobile in a book or take a tour of an auto museum, they will then know all about cars, without ever having to take a car apart or find out anything about how that car works. This is an extremely non-reality oriented and grandiose idea. People learn by doing, not by seeing. Educators' own research tells them that this is so. Yet, educated people throughout American society are convinced that if they observe something, they have thereby learned about that something, and are not required to do anything further in order to learn. They think that if they watch a public television special about Africa, they then know all about Africa, without ever having to travel to that nation to find out what is really going on. They think that if they visit a boatbuilding shop and observe people building boats, they have then learned all about boatbuilding, without ever having to lift a hammer or cut a piece of wood.
In natural reality, human beings long to acquire skill. This is evidenced in all so-called primitive cultures, where acquiring skill is built into surviving within those cultures. Our research shows that to establish and maintain homeostasis, human beings must acquire skill and competence in an area of personal interest by the time they are eleven years old. The conditioned existence of education refuses to help children acquire skill and competence in anything. By the time children reach the age of eleven, education has rendered them incompetent. What is even more alarming is that the circuits which should have been used to acquire skills have been destroyed. Children are forced to use these circuits to memorize data, even though these circuits were designed for another purpose. As a result, these mental systems that should be used to acquire skill are filled up with empty, unrelated data bits. Most industrial arts teachers at the junior high and high school levels can verify this because they can see that most of their students are in capable of acquiring even the most basic woodworking skills.
The only useful skills taught to children are reading, writing and mathematics. All these subjects are taught to children at too early an age and with no connection to everyday reality. Mathematics is presented without applying it to construction. Children are taught to read using mindless, boring Dick-and-Jane books in which children rarely have interest, and which have no bearing on their lives. Children are taught to write in longhand only to discover that every document they must ever fill out says "Please Print." When people do print, they usually find that they have used five or more different type fonts per sentence. But, since teachers do not even know what a type font is, they cannot help children learn to print.
It is our opinion that most of the neuroses in Western societies are a direct result of the disorienting behaviors found in classrooms, which outmanifest in the complete lack of skills among junior high and high school students. To live in the world and not know how to do anything, to be unable to insure one's survival, is a very frightening, aberrant way for any human being to live. When children in American society reach the age of eleven, and discover that they have no skills, they begin to break down psychologically. One need only look at the mental and emotional chaos found among junior high school students to see that this is true. It is at this juncture that, without skills, children conclude life is nothing more than a meaningless pastime. They begin to live as if they were alive to entertain themselves, rather than to improve themselves or fulfill any personal destiny or individual purpose. Once the ability to acquire skills has been destroyed, that ability can never be regained. Once the ability to acquire skills has been destroyed, an industrial arts course, in which some skill might have been learned, is viewed as a form of entertainment. At that point, building something out of wood has the same effect on the human consciousness as reading a comic book or playing a video game. Life is perceived as a pastime and all events become forms of entertainment, without value.
In so-called primitive societies, children are able to acquire skills in the course of their everyday lives. Families must build their own huts, grow their own food and make their own clothes. People must build their own wagons and carts, construct their own boats and make their own weapons. Educated Americans, on the other hand, are not required to make anything for themselves. Truly successful Americans do as little as possible for themselves. Truly successful Americans hire people to take care of the lawn, clean the house, wash the clothes, cook the meals, fix things around the house and care for the children. The truly successful American has absolutely no skill at all and no connection to physical reality whatsoever. It is from the ranks of these truly successful, non-reality oriented people that we choose our most important political leaders and government representatives.
In the conditioned existence called education, educators refuse even to discuss the most important reality oriented issues in any adult's life. What is not said in school is an extremely significant message. For example, educators refuse to talk about marriage. Choosing a mate is probably the single most important decision that most people will make. Yet, educators never take the time to help children find out how to choose a mate or how difficult it is for people to establish and maintain successful marriages.
Educators never talk about pregnancy or childbirth or what it takes to parent properly and raise a child. They do not talk about divorce or death, nor do they say anything about mental illness or how to manage physical disease, old age and degeneration. Educators are allowed to discuss nothing with students about their futures except going to college. They never tell students about the possibility of a career in carpentry, retail, electricity, welding, or auto mechanics. No one in school ever tells children that they can grow up and become carpenters or auto mechanics, and have rich, happy lives. In fact, educators try to convince children that their only hope of a successful life lies in obtaining a college degree, which, in actuality, prepares them for absolutely nothing. The exclusion of all these subjects alone is enough to condemn this system.
A child who is caught looking out the window at road workers filling real pot holes and repairing the real street is admonished, humiliated and perhaps even further punished. A child who cannot find interest in a list of history facts on the blackboard and becomes fascinated instead by the real janitor washing the real hall floor with a real metal bucket on real wheels is quickly reminded to return his attention to the teacher.
Finally, if children, by their nature, wanted to be cut off from the physical world, they would not resist going to school. If children naturally needed to be incubated in an isolation chamber for twelve or thirteen years, it would not be necessary to threaten them with psychological intimidation and humiliation. They would happily go to school.
But, since children do not want to be cut off from the world and long to be involved, teachers must intimidate and threaten them until they relinquish all their natural interest in life and accept the deadening isolation of the classroom. In the process, educators permanently destroy in children all natural human interest in life and desire to be involved. Children are punished and humiliated whenever any natural interest or attempt at involvement is made. In a very short time, under these conditions, children's natural interest in the world is destroyed, because children have learned to associate punishment and humiliation with their own natural interest and desire to be involved in the world. They have learned to become uninvolved, passive, disinterested drones. Educated adults are so well trained in non-involvement and have become so disinterested in the physical world that when they see a woman being raped in the street all they can do is sit and watch. Adults have so little interest in their world that anything in a suit can become president. Industry can destroy and pollute the environment. Homeless people can roam the streets. Children can go without food. Families can spend the winter without heat. All this is because educated Americans have been threatened and humiliated into non-involvement.
7. In Reality, Each Human Being Has A Unique, Personal Way And Pace Of Learning
Natural reality demonstrates the fact that each child is a unique human being with individual needs, abilities, skills, interests and wants. Any parent with more than one child knows this to be true. Natural reality indicates that human beings have self-regulating systems and that people have very different individual internal clocks and biological rhythms. People in any group (no matter how they are grouped) are not all hungry at the same time. They do not all need to go to the bathroom at the same time. They are not all interested in the same subjects. They do not all learn at the same rate and in the same way.
Obvious reality, along with researched educational studies, indicates that human beings have very unique systems for learning and acquiring data. Some people learn best by working on something for a half-hour a day, while other people learn better when they are able to spend a full day on something and then leave it alone for a week to let that single day's work be absorbed. Some people like to have a lot of data coming at them at a fast pace, while others can tolerate only a small amount of new data at any one sitting. Some people learn best with lots of immediate supervision, while others accomplish more when they are left to their own devices without external input.
After treating young adults like babies for sir years, forcing them to review the same meaningless data for another 6,000 hours or more and rendering them completely dysfunctional in adult society, educators and parents expect high school graduates somehow to lift themselves out of the debilitating insanity of education and become functioning members of adult society.
All human beings have different and unique interests. Some people are fascinated with money. They like to count it, save it, spend it and have it in their hands. Some people like carpentry. They like the sound of the hammer striking the nail, and the saws and planers and jointers found in a woodworking shop. Some people like being around people, taking care of them when they are sick or helping them when they are in need. The fastest and most direct way of establishing a meaningful, happy life for any human being is to follow those simple, natural interests.
Educators in the conditioned existence called education, on the other hand, have concluded that all children are the same. They have decided that children of the same age level can be grouped together as a nameless, faceless entity called a class.
Educators can then feed data to the class in a way that is designed around the needs, interest and convenience of the teacher. In this system, no individual child's interests, needs or natural learning systems are accounted for. All children are expected to adjust to this system, regardless of how unnatural or incorrect this system may be for them personally. Any child who is not able or willing to conform to this system (one based completely on financial expediency and teacher convenience) is publicly humiliated, and, in some cases, referred for psychological counseling.
The human consciousness expects to be interrupted by the outside world, but it does not expect to be barraged by it in the way that education barrages people with rules, regulations and demands. All human beings have an internal regulation and management system. Educators treat people as if they had no internal regulation or management system and could be turned on and off like machines. Education forces children to shift over to a system in which everything is regulated and managed from outside themselves, from an external management system that completely discounts all normal human needs, interests, feelings and skills.
The only way that human beings can establish healthy, satisfying lives is by pursuing their own unique, natural interests. There is no other way. Yet, modern education, through carefully orchestrated forms of humiliation and betrayal, strips children of their innate abilities to identify and pursue their own natural interests. Educators, under the influence of the leaders of the industrial revolution, believe it is their duty to launder out the soul, spirit and destiny of each child in order to produce plain vanilla graduates who can work like robots on the assembly lines, or fulfill middle management roles, responding only to the interests of those in authority. Educators believe there is something inherently unhealthy and unwholesome about children, and that without their educational tutelage, all of humanity would be bankrupt.
Every year thousands of undifferentiated, plain vanilla, random robots graduate from high schools throughout this nation. They are unleashed on society like a school of lost fish who have no goals and no ideas about how to live and function in adult society. Their skills include knowing how to buy and use drugs, how to shrink their designer jeans, where to go to have sex on a date and how to apply glamour-length fingernails. For twelve or more years, the message education gives to children and to young adults is, "Your interests don't count. You are too stupid and too immature to know what you want and what you like." After listening to this message for twelve or more years, people do not know what they like or what they want or what they need. School has taught them to spend their lives ignoring their natural interests in favor of doing things they do not want to do. What has happened as a result is that we have college professors who should be waiters, carpenters who should be architects, physicians who should be chefs, lawyers who should be auto mechanics and corporate executives who should be farmers.
Modern education encourages children to seek status, glamour and high-paying jobs, but not happiness through the pursuit of their own natural interests. Education, established completely for the convenience of teachers, places no value on the individual, personal well being of any child. When people do occasionally follow a natural interest, they call it a "hobby," and do not see the possibility of following one's own interests as a natural way of life. Thanks to modern education, most people now think they must wait until they are 65 or older and retired to do what they want to do. Sadly, most people discover that by that time they are too old, too worn out and too burned out to do any of the things they had planned.
In order to study some of the problems of the human consciousness, we have spent the last several years establishing an environment based in reality, rather than in conditioned existence where false time schedules and convenience are allowed to rule people's lives. We have begun to build boats and furniture as a means of supporting ourselves. But, our living and working in a system based in reality (one that respects each person's natural pace and rate of working and learning) is something our customers have difficulty with. For example, when boats are built in reality, the rate at which they are finished varies from boat to boat, depending on the design, the materials and who is working on it. Some very simple boats can take a long time to finish. Sometimes very complicated boats are completed in half the expected time. Because we have established an environment in which reality takes precedence over whims, false schedules and conveniences, our work can become a problem for our "fast food" customers who want fast clothes, fast cars, fast roller coaster rides and, last but not least, fast boats.
Educational research has consistently demonstrated that children learn more, learn faster and retain more when they are able to acquire information through their own direct experiences.
Most people have observed this aspect of natural reality in their lives outside the conditioned existence of school. Some projects just seem to take a long time, while other projects take a short time. People try to make all projects take a short time, and then punish and abuse themselves and others for an inability to do so, because this is what goes on in the educational system all the time.
The natural order of things, the natural pace and rate at which all living things grow and develop, can be observed in all of nature. Trees, for example, grow very rapidly during some years and then more slowly in other years, even though they may get near-equal amounts of rain and sunshine in those years. Every living organism has its own rate of development, which is not generated by any human whim, convenience, financial consideration or false schedule. In reality, every organism has its own natural pace.
All of these ideas are well-known empirically. Yet, educators refuse at all cost to pay heed to their own natures or the natures of the children in their charge. Readers of these newsletters will notice that each of them is published at a different rate, and that each is a different size. This is because the output of these newsletters is dictated by reality, not by a false schedule. This newsletter, in reference to newsletter Number 2, could be said to be late. But in reality, we have combined what would have been three newsletters into one, so that we will publish a total of four newsletters instead of six. So, if you were "schedule-conscious," you could say that this newsletter is actually four months early.
The point is that the conditioned existence called education completely ignores the fact that children are living organisms with unique, individual, natural paces of development, which are completely governed by their own internal management system Once exposed to the conditioned existence of schools, human beings lose their connections to their own natural regulatory systems, and live their entire lives externally governed by the false schedules and conveniences that are normal to their environment, but not related to their own internal realities.
8. In Reality, All Life Exists On A Continuum
Natural reality clearly indicates that all of life exists on a continuum. All events are related and connected to preceding and subsequent events. All human beings naturally approach life as a series of related events. This process is called natural, logical occurrence.
In the conditioned existence called education, teachers insist that in order to teach children the things they need to know, educators must separate life into isolated compartments called subjects, and they must then break these subjects down into isolated data bits. Educators further contend that this is the most efficient and effective way to impart knowledge, and that this system benefits each and every child.
Educators believe they can take a subject such as mathematics and isolate it out of its natural context as a way of teaching that subject to children. Mathematics is an aspect of reality, and its context or place in reality is in building and construction. Educators believe they can isolate children from the building and the construction, and the children will still be able to remember the math. Human beings do not work that way. Subjects such as mathematics can be properly learned only in the process of building or constructing a boat, a house or anything else that involves the direct use of mathematics in a practical, reality-oriented way. Most studies indicate that the average American cannot do math beyond the fifth grade level. This is only because mathematics is taught out of context as an isolated body of knowledge, floating in space, with no connection to practical reality and children's everyday lives.
Before children are exposed to the conditioned existence of schools, their lives exist on a natural continuum. Imagine for a moment that your next door neighbor, a parent, has a three-year-old daughter named Sally. When Sally wakes up in the morning, she gets dressed and goes downstairs for her first subject of the day--breakfast. Breakfast is a 30-minute period, which begins at 8:00 a.m. During this time Sally must memorize all of the various breakfast foods, utensils, cooking implements, etc., and recite them back for her mother. At 8:40 a.m., Sally then moves to the living room for her second subject--reading. Mom reads her a story and then gives Sally a short quiz on what was read. Sally is, of course, graded on these subjects. At 9:20 a.m., the bell rings and Sally is escorted to her room for her lesson in playing with her stuffed animals. Sally is required to memorize all the materials and manufacturers of her toy animals and recite them aloud. Then, at 10:00 a.m., the bell rings and Sally is marched to the living room, where she must sit in front of the piano and memorize her scales, which of course she will be tested on. And so goes Sally's day.
Most readers would probably consider any parent who asked a child to conform to such a schedule to be deranged and in need of psychological help (except those parents who think that they can produce super-kids by flashing their newborns with words and pictures to memorize.) Yet, every day educators do the same disturbed, deranged things to children. Breaking up children's lives into isolated, unrelated subjects and breaking those subjects down into isolated data bits is not the way to help children learn. Children learn by discovering how something functions. A child learns what a table is by discovering how a table is used, not by memorizing the word table and associating it with a flash card. Children learn about bicycles by riding on them and repairing them when they break. Children do not learn about bikes by memorizing bicycle parts and taking a test on what they memorized.
In the conditioned existence called education, children are, in effect, given the choice of either conforming to a destructive, unnatural learning system that breaks life up into isolated subjects and disconnected data bits or suffering the pain of public humiliation. Since most children cannot bear the pain of public humiliation, they accept the unnatural learning system. However, in order to conform to this system, they must allow their mental circuits to be broken up into isolated, unrelated compartments and chambers. When this occurs, all systems of natural, logical occurrence break down and life is no longer a series of connected and related events. Conforming to this system breaks down the human mental ability to make simple cause and effect connections. For example, people are no longer able to see that if you dump toxic waste and raw sewage into the oceans, the waters will be polluted and the beaches destroyed. They cannot see that if they marry someone they do not like, they will not have a successful relationship. People cannot see that if they spray fruit trees with poisonous or cancer-producing pesticides people will get sick from eating the fruit. They cannot see that if they construct a building or bridge with inferior materials the building or bridge will collapse.
Yet, for twelve or more years these same educators, parents and government officials demand that children and young adults say "yes" to everything educators offer them and demand of them, in spite of the fact that what educators are doing to children is far more lethal and permanently damaging than most drugs could ever be. Educated Americans cannot "Say No" to anything.
Not only do educators divide knowledge up into unrelated data bits, but they also believe they can give knowledge to children and, at the end of the school year, take it all back. The way people can know this to be true is that educators pass out textbooks at the beginning of the school year and then collect them back when the year is over. Educators assume that children are computer terminals and that all of the knowledge contained in the textbook can be downloaded into the child as individual data bits. Once the data has been downloaded into the child, the data is permanently stored in the terminal and textbooks are no longer required for reference.
In reality, children are not computer terminals. Textbooks are reference manuals. Only in the conditioned existence called education are people expected to memorize reference manuals. In reality, people keep reference manuals that contain useful knowledge, so that when they want to go look something up, they will have a reference book containing the needed information. If schools were in any way established on reality-oriented ideas, children would be required to keep their textbooks as reference manuals at the end of each course. In fact, students would be required to keep a notebook in which they would list all the reference materials they collected over the school year, and they would describe the contents of those reference manuals so they could, in future, go look up any needed information.
Instead, in the conditioned existence called schools, children are expected to memorize reference manuals and refrain from consulting those manuals during exams, when using a reference book would be a healthy, natural thing to do. At the end of the year, children who try to keep their reference books are fined and even punished.
9. In Reality, When Children Enter Puberty, They Are Ready To Assume Adult Roles In Society
Obvious reality indicates that when children enter puberty, they are ready to assume adult roles to various degrees. One simple way people can know this to be true is that at the ages of twelve or thirteen, teenagers are allowed to fulfill adult roles and act as baby-sitters for younger children. In fact, some teenagers do a better job of caring for children than the parents do. With the onset of puberty, all human bodies change over and become ready to perform the adult functions of bearing and raising children. But, educators are so out of touch with reality that they cannot perceive this obvious fact. Only in the conditioned existence called education are all people between the ages of five and eighteen treated as if they were the same. The same rules and regulations that apply to five-year-olds are forced upon eighteen-year-olds. In so-called primitive societies, young fourteen and fifteen-year-old women are having children and raising families. In the American educational system, fourteen-year-old women need a note from their mother when they want to miss gym. In some Third World nations, thirteen and fourteen-year-olds are carrying guns and fighting and dying for their freedom. In the conditioned existence called education, eighteen-year-old men need to raise their hands and ask permission to go to the bathroom.
[The single focal point of this newsletter can be found in a block entitled "Natural, Logical Occurrence." Please stop here and read the information contained in that block. Then go on.]
In a forward-moving society, schools would recognize adolescence as an entry point into adult society. All of the so-called primitive societies grant men and women full adult status somewhere between fourteen and sixteen years of age at the latest. Entry into adult life for all human beings begins somewhere around the age of eleven. Junior high school children are yearning and churning to be grown up. One need only look at the chaos and madness found in junior high schools to see the effect that this backward educational system is having on teenagers and young adults. Teenagers should be graduating from high school between the ages of twelve and fourteen. They should be going out into the world and starting medical school, engineering school, carpentry, plumbing, boatbuilding, welding, banking, or following wherever their interests may lead.
Instead of helping young adults out into the world, education launches them back into four or five more years of the same English, American history, grammar and geography they have already been studying for several years. If most readers were to examine their everyday lives, they would see that they rarely use in their day-to-day existence any skills accumulated after the sixth grade. After treating young adults like babies for six years, forcing them to review the same meaningless data for another 6,000 hours or more and rendering them completely dysfunctional in adult society, educators and parents expect high school graduates somehow to lift themselves out of the debilitating insanity of education and become functioning members of adult society. But, it is too late. All that is left of most eighteen-year-old high school graduates are empty-headed, aimless, lost babies who cannot recover from what was done to them in school. Educators say they are keeping young adults in school until they are eighteen or older in order to prepare them for adult life. In actuality, they are keeping young adults in school to rob them of their adult lives, in the same way that they rob children of their childhoods by demanding that the children start school before they are ready.
10. In Reality, Children Can Prepare Themselves For Participation In Adult Society Only By Participating In Adult Society
Children in even the most primitive, uncivilized adult societies are trained to take up adult roles and become participating members of their societies through a system in which they gradually become more and more involved in the social planning and government of their own societies. American educators claim that in the conditioned existence called education they are preparing students to become active, contributing members of a democratic society. In fact, such a statement on probably be found in the "goals and objectives" list of almost every school system in America. Yet, it would appear that educators are preparing students for life in a highly controlled, state-run society, or perhaps for prison life in America. From the moment a child enters the conditioned existence called education, he or she is told what to say, how to say it and when to say it. For a nation that prides itself on its laws that protect and promote freedom of speech, education is a mockery. Children are not allowed to question the use of a "teaching technique," challenge a teacher on any grounds or protest having to take subjects which have no meaning or connection to their lives. Children who do exercise their so-called right to speak are quickly quieted through whatever form of punishment, humiliation or psychological treatment is required to silence that child. Children do not have a vote. The constant and unyielding message conveyed by educators to children is, "You Don't Count--Nothing You Say or Think or Need or Want is important."
For twelve or more years, children and young adults are told when to eat and when not to eat; when to talk and when not to talk. They are told when to go to the bathroom; how and when to stand; what to wear; when to walk and how fast. Children and young adults are told when to sing and when not to sing; when to read; when to use a pen; when to write. They are told when to study and what to study; when to arrive at school and when to go home; when to change classes and how long to take going from place to place.
Modern schools are nothing less than legalized, enfranchised centers of violence against children, that have so perfectly done their job that there is no one left to put them out of business.
At no time are children and young adults given any say in what courses they take, when they take them or who teaches those courses. Students are not allowed to attend school board meetings or teachers' meetings or participate in any governing body whose decisions directly affect their lives. Americans claim to be concerned about voter apathy, yet the current educational system induces disinterest and apathy by refusing to give students any amount of control over their own lives.
By the time young adults graduate from high school in this system, they are prepared to function under a dictatorship such as the one they witnessed every day in the classroom, or in a state controlled society, where after graduation they would continue to be told what to do with their lives. It would be much easier for an American high school graduate if, upon graduation from high school, the state handed him a "spec." sheet that assigned him to live in Huron, Ohio and work at the Molten Machinery Company on an assembly line at the rate of $3.75 an hour. It would be even easier if the state would tell him (or her) who to marry, how many children to have, when to take a vacation and where to go, what kind of car to drive and how to spend his free time.
Educators, parents and government officials have the idea that teenagers and even young children should "Just Say No" to drugs. Yet, for twelve or more years these same educators, parents and government officials demand that children and young adults say "yes" to everything educators offer them and demand of them, in spite of the fact that what educators are doing to children is far more lethal and permanently damaging than most drugs could ever be. Educated Americans cannot "Say No" to anything. They cannot say no to incompetent candidates, especially if the candidates are friendly and look good in a suit. They cannot say no to air pollution, water pollution or nuclear contamination. They cannot say no to government policies that hurt them or to employers that exploit them. After twelve or more years of extreme confinement and absolute obedience to authority, very few educated Americans can think for themselves, take a stand for what they believe in, participate in government or contribute to their society in anyway. Educated Americans have been rendered powerless to change the things they do not like and helpless to stop people in authority from harming them.
Our research shows that homeschooled children, who are not subjected to these forms of extreme confinement and absolute obedience to authority, have a much better chance of "Saying No." Yet, many people are afraid of homeschooled children. They perceive these children as spoiled or out of control because these children are not tortured and imprisoned every day. People are threatened by homeschooled children because these children are free. Conservative-types, especially, do not want to see a generation of free, independent, self-motivated, interested, involved children emerging. They would prefer the passive, apathetic, disinterested, uninvolved drones that the conditioned existence of education produces so perfectly.
The conditioned existence called education is by any standard an aberrant and dysfunctional system. It has become this way because the a priori assumptions upon which this system has been established are fallacious and unworkable. It is a system that demands children start school when they are too young, engage in mental activities too early and conform completely to the wants, needs and conveniences of teachers. It boils down to a system that was established to educate children in the cheapest possible way, using people who would work for the least amount of money, who would take on the highest number of students and who would throw all the same materials at them at the same rate and at the same time, hoping that somebody would get something out of it.
Modern education is a system for dry-cleaning the human consciousness. Human beings are treated like IBM PC clones, in spite of the fact that all research evidence points to each person being as unique as his or her own fingerprints. There is an indefinite number of ways in which human beings acquire and absorb knowledge. When children are very young, they are able to follow their own natural ways. They are constantly giving off clues and tips to their parents as to how they learn.
But, when children start school, all those tips and clues are ignored. Their natural pathways to acquiring knowledge are all broken down. All of the signposts they used to distinguish things of interest and to determine a sense of personal direction are broken down by the random way in which various teachers destroy the children. All that is left of a person subjected to this system is a residue or shadow of that person's natural interests and individual direction.
A young girl, for example, who was left to follow her own way without interruption might discover that she is extremely interested in houses, in their shapes and designs and structures. If she were left to follow her own interests, she might one day become an architect. But once subjected to school, all that remains is this shadow of what was once her greatest interest and her personal dream.
Having been to school, she learned to value her salary more than personal satisfaction. Following a shadow of her interest and chasing a salary, she becomes a very good photographer who goes around photographing houses for various journals and magazines. People who see her pictures greatly admire her work and see that she has a real eye for beauty in house design. However, no matter how many pictures she takes, no matter how much money people are willing to pay for her pictures or how many people admire her work, she is always dissatisfied, and can never figure out why.
Modern education produces bonsai trees out of what would have been redwoods and maples and towering pines. Educators think that they must program, prune and trim children's natural interests and personal goals until there is nothing left. It is as if educators take a young redwood and stunt it and stunt it until it grows into a squat little bonsai tree. As a bonsai tree, the redwood offers no firewood or lumber or protection from the sun and wind. It has no seeds and can perform none of its intended functions. What would have been a giant redwood is now some distorted reflection of its original species--a caricature of a tree.
So it is with educated people. The best they are able to become is a distortion of their original goals and dreams. Men who were meant to conduct trains are conducting symphonies without satisfaction or inner peace, in spite of the beautiful music which surrounds them. People who were meant to become aeronautical engineers are selling cars and building model airplanes on weekends without satisfaction or fulfillment. Hairdressers who could have become great artists cannot find the beauty they are looking for no matter how hard they try. There are corporate executives who should be running junkyards, and garbage collectors who should be archaeologists.
Everything educators would need to know about what human beings must have in order to grow and thrive is now available from current research efforts. Yet, all of this research, including the work of Piaget, Skinner, Freud and countless others has been completely and meticulously ignored. If you take the time to find out what is already available to educators in the form of research information about the most basic needs of all human beings, and you then compare what is already known fact with what educators are doing to children in schools, you will come to the conclusion, as we have, that education is the greatest institution of violence against humanity that has ever been created. It is an institution whose influence is so corrupting that men and women partake in this system's violent acts as if no violence existed. It is a system that is so negligent that most people have turned their heads away in shame, and now we cannot get them to turn back. Modern schools are nothing less than legalized, enfranchised centers of violence against children, that have so perfectly done their job that there is no one left to put them out of business.
[The single focal point of this newsletter can be found in a block entitled "Natural, Logical Occurrence." Please stop here and read the information contained in that block. Then go on.]