Gentle Wind School Newsletters
 Summer 1991 REBOUND Volume 2 

A Note To Psychotherapists: Schools -- The Primary Source Of Mental Illness in America

Our research shows beyond any reasonable doubt that THE MOST SERIOUS FORMS OF PSYCHOLOGICAL HARM THAT HAVE BEEN DONE TO PEOPLE IN THIS CULTURE WERE NOT DONE TO THEM IN THEIR HOMES BY THEIR PARENTS. THE MOST SERIOUS AND LASTING FORMS OF PSYCHOLOGICAL HARM WHICH AMERICANS HAVE INCURRED WERE INCURRED IN SCHOOL AND WERE A DIRECT RESULT OF CURRENT EDUCATIONAL PRACTICES. EXISTING RESEARCH, INCLUDING RESEARCH THAT HAS BEEN DONE ON THE EDUCATIONAL SYSTEM BY THE EDUCATIONAL SYSTEM ITSELF, VERIFIES THIS CONCLUSION.

OUR RESEARCH ALSO SHOWS THAT, IN ALL HUMAN BEINGS, THE PERIOD BETWEEN THE AGES OF FIVE TO TEN YEARS IS A PSYCHOLOGICAL "CLEAN-UP" PERIOD. THE PROBLEMS THAT PSYCHOTHERAPISTS COMMONLY ASSOCIATE WITH EARLIER ORAL AND ANAL DEVELOPMENT ARE WASHED OUT DURING THESE YEARS AS LONG AS CHILDREN ARE ABLE TO REMAIN AT HOME WITH THEIR PARENTS. THE PATHOLOGIES WHICH PSYCHOTHERAPISTS HAVE ASSIGNED TO PARENTAL NEGLECT WOULD NOT EXIST IF CHILDREN WERE ALLOWED TO REMAIN WITH THEIR PARENTS DURING THESE YEARS. FURTHERMORE, THIS PERIOD OF NATURAL PSYCHOLOGICAL "CLEAN-UP" IS A TIME WHEN PARENTS THEMSELVES GET A SECOND CHANCE TO WASH OUT ANYTHING THAT WAS LEFT OVER FROM THEIR OWN CHILDHOOD YEARS THAT DID NOT GET WASHED OUT WHILE THEY WERE GROWING UP. THIS IS ESPECIALLY TRUE FOR PARENTS WHO ARE ABLE TO BEAR THEIR CHILDREN BETWEEN THE AGES OF FOURTEEN AND TWENTY-ONE YEARS, WHICH IS THE NATURAL TIME FOR HUMAN BEINGS TO HAVE AND REAR THEIR YOUNG. IT IS NOT NATURAL FOR HUMAN BEINGS TO HAVE THEIR CHILDREN BETWEEN TWENTY-FIVE AND FORTY-FIVE YEARS OF AGE.

Psychotherapists, what we are saying is that the natural behaviors of children as they relate to adults are broken down during the early years of schooling so that the children will be manageable in large classes. It is the responsibility of kindergarten, first, second and third grade teachers to stop children from exhibiting any natural relating behaviors so that children will conform to classroom life without becoming "discipline" problems. Teachers themselves readily admit this. It is not uncommon to hear teachers say, "These kids are big babies. They think I'm their mother (or their father.) I'm not a mother, I'm a teacher. I don't have time to meet the needs of 25 kids or more. What do these kids think I am?" Children who talk in school, who try to relate in a natural way to the teacher or to each other, are subjected to severe forms of psychological punishment, including public humiliation. When the natural behaviors of children as they relate to adults are systematically and deliberately broken down, the result in human beings is mental illness.

Children under the ages of 9 or 10 years need to be with their parents during the prime hours of every day, between 6:00 AM and 6:00 PM, when children have their best physical mental and emotional resources available to them. Educators and politicians expect parents to maintain high quality relationships with children even though the children are only able to be with their parents after they have spent the best of their day's energy on trying to survive in school. If we have to separate children from their parents, maybe we should just let children stay home with their parents from 6:00 AM to 6:00 PM and then give them over to the teachers at 6:00 PM, after they have spent the best of their day's resources on being with their parents. Let's see what kind of quality relationships teachers are able to establish with children under these conditions.

The truth is that, even though they have children for the prime hours of every day, teachers are incapable of establishing healthy relationships with children. Teachers do not know what it means to have a relationship with a child. Children are not woven into the teacher's day. They are only woven into a school schedule. In order for a teacher to form a relationship with children, the children would have to sit on the teacher's desk and on the teacher's lap. The teacher and the children would have to have conversations about things all day long. Teachers would have to eat lunch with children and relate to the children as human beings. The current educational system was set up and formed by people who were themselves deprived of this kind of human kindness and were therefore unable to see its psychological significance.

As former psychotherapists and educators, this was not what we expected to find when we began our research project many years ago. We were operating on the commonly held misconception that the most severe forms of psychological harm that have been done to people in this country were done to them in their homes, by their parents. This is not true! We have learned, through our own research and through a review of the existing research, that WHAT IS HAPPENING TO CHILDREN IN SCHOOLS IS THE PRIMARY SOURCE OF MENTAL ILLNESS IN AMERICA. The research shows that only since the introduction of widespread compulsory education have there been dramatic increases in divorce, crime (particularly juvenile delinquency), illegal drug abuse, gang violence, alcoholism, suicide, depression and all other forms of mental illness. Only since the introduction of compulsory education, when children were taken from their parents prematurely, have so many people suffered from so much mental illness and distress.

The educational system uses an accumulation of the worst habits and characteristics that human beings have for taking care of their young. Within these habits and characteristics, children are not recognized as having any individual, unique needs, wants, hopes or dreams.

While we were shocked to learn these things, we realize now that because we ourselves were educated in the current system, we were blocked from knowing these things. Current educational practices damage the human consciousness in a way that causes people to be blinded to the source of the damage. We came upon our information about the current education system quite by accident and under very extraordinary research conditions.

This information is not available in textbooks, nor is it included in any existing psychological "theory." In fact, psychology books, which for the most part have been written by people who were exposed to current educational practices, contain little or no information about how children are affected by existing educational practices. Rarely are school experiences ever discussed in a psychotherapy session. The average American spends between 11,000 and 12,000 hours of his or her life in school. This is a significant amount of time. So why is it that school experiences are not considered to be significant?

What we are saying is that the period between five and ten years of age is a very significant time in a human being's life. This is the psychological clean-up period when the problems that psychotherapists commonly associate with the oral and anal period are washed out, as long as children are able to spend these years with their parents. The pathologies and aberrant behaviors which psychotherapists have assigned to parental neglect would not exist if children were allowed to remain with their parents during these years.

If you are a psychotherapist and you want to help relieve some of the mental and emotional distress in this country, then you absolutely must begin to look at what happened to you and to your patients in the course of being educated. We estimate that somewhere between 70 and 90 percent of the mental-emotional problems experienced by adults in this society are connected to the fact that people were prematurely separated from their parents. We believe that the single most traumatic and devastating event in the life of most American families today is the premature separation of children from their parents before the children are nine or ten years old. Most parents and teachers can readily see the trauma and the emotional suffering on the faces of preschool kindergarten and first grade children when they are marched into school. It is so obvious that these small children are not ready to leave their parents that it is hard to talk about. Most parents, particularly mothers, are aware of their own emotional loss. Yet, everyone acts as if what is taking place is a natural event. It is not. It is only normal within this culture and the psychological losses which are suffered are just as irreconcilable and devastating for parents and for children as they appear to be. Most psychotherapists readily recognize the depression and the stress that are caused when any human being suffers an irreconcilable emotional loss. Yet, psychotherapists, as victims of this educational system, have been blinded to the significance of the losses suffered when parents and children are prematurely separated.

Most psychotherapists readily agree that the quality of the relationship between the child and the parent will have a profound effect on the psychological well-being of that offspring throughout the person's entire life. If a mother was breast-feeding her baby every day for 5 months, and was then forced by law to stop nursing the baby and place the baby in an institution for 7 hours a day with ratios of 1 adult to 25 infants, most psychologists would consider this to be a psychologically significant event and would probably recognize the inherent, extreme kinds of negligence involved in such an act. Of course, you as a psychotherapist would not recognize this to be a psychologically significant event and an act of extreme negligence if you grew up in a society where taking 5-month-old infants away from their mothers was an accepted practice which had been legislated into existence. If this were an accepted practice, then a whole psychological system of hypothetical fabrications would have been built up around this negligent practice of removing infants from their mothers at five months of age and you as a participant in the system would have accepted these hypothetical fabrications as if they reflected a psychological theory based on truth and natural reality.

Like us, you as an educated person are a participant in this society's educational system. You have accepted the existing hypothetical fabrications which are offered to explain educated people's behavior but which are not based on sound psychological theory, nor are they based in natural reality, nor do these fabrications account for the development needs of each individual human consciousness. Taking children away from their parents before the age of 9 or 10 is just as psychologically significant and negligent as placing a 5-month-old infant, who has a mother who wants to care for the infant, into a Rumanian orphanage, where the ratios are 1 adult to 25 children or more, just like American classrooms. Children under 9 years of age who are placed under such conditions can never recover psychologically.

In the early years of children's lives, all parents, even the most well-intended parents, make mistakes with their children. But when children and parents are able to spend time together (prime time, every day) during the critical years when the child is between 5 and 9 or 10 years old, parents and children become friends. In the course of their friendship, the mistakes that the parents made during the early years are washed out for the most port. The pathologies that psychotherapists attribute to the anal and oral period are washed out. In the course of their relationship and friendship with their parents during these critical years, children are able to develop unique characterological qualities such as steadfastness, which can no longer be found in the majority of Americans. In fret, because of the premature separation of children from their parents, and teachers' daily use of psychological threats especially public humiliation, educated Americans are permanently stripped of their character.

Psychotherapists should consider the premature separation of children from their parents to be as significant to the child as witnessing a nuclear holocaust. In fact, if children were allowed to remain with their parents until 9 or 10 years of age, they could recover psychologically from the trauma of a nuclear holocaust, but they can never recover from the psychological harm done to them when they are taken from their parents prematurely and placed in a situation with 1 adult to 25 or more children. What you as a psychotherapist are looking at in most of your patients are people who were on a course of natural growth and development as individuals and as families, but who were forced off their natural course and forced into psychologically destructive circumstances.

Think of it this way. Imagine that you were baking a cake from scratch. If you wanted a good result, you would have to make sure that you collected and properly mixed all the ingredients called for in your recipe. Then you would have to place your mixture in the oven and bake it for a specified period of time. Now, if you took your mixture out of the oven 20 to 30 minutes early, you would not get a good result. You would probably get a flattened, mushy, distorted mixture that might only slightly resemble a cake, or that might not be recognizable as a cake at all. What you are looking at with most family problems and individual psychological conditions are half-baked cakes. You are looking at people who were on a course of natural growth and development as individuals and as families, but before they had time to grow and develop naturally according to their own unique, specific individual requirements, they were forced off their natural course and into destructive school environments. In short, you are looking at families and individuals who just did not have enough time to bake and form themselves into cohesive units. What you are seeing are flattened, mushy distortions of what would have been healthy, vital functioning individual human beings and families.

The majority of wide-spread, large scale mental health problems in this country can be directly traced to current educational practices-practices that literally drive people mad.

Educators do not believe in natural, developmental readiness. Educators believe that if a child can walk and talk and go to the bathroom on his or her own, then that child is ready for school. This is not true. Children are not ready to leave their parents until they are nine or ten years old. Nor are they ready to do the types of mental activity required of them in school until they are nine or ten years old. Educators consistently defy obvious, simple laws of nature when it comes to caring for children. Educators have concluded that it is best for all children to leave their parents at the earliest possible age, in spite of all the research evidence to the contrary. Educators think that children are nothing more than emotionless computers that can be taken away from their parents, placed in classrooms under conditions of extreme psychological duress, and then downloaded with an unlimited amount of unrelated data bits which have no meaning to children in their lives.

Educators and parents in this country (under the destructive influence of the existing educational system) are not even willing to apply the same standards and practices that are used for growing tomatoes to the growing and educating of children. If you were going to grow tomatoes you would have to follow all the natural laws governing the growth of a tomato. You would have to make sure that you grew your tomatoes in an appropriate climate and that you provided your tomatoes with all the sunlight, minerals, fertilizers and water which they required in order to grow. You would not try to grow your tomatoes in the shade or in a bed of sand out in the middle of a desert. You would not try to grow your tomatoes outside in northern Alaska during the winter. You would not water your plants every hour nor would you spray salt water on them in an attempt to help them grow. You would follow all the natural laws that govern the growth of tomatoes or you would not yield a suitable crop.

Now, educators who are responsible for the growth and development of children do not believe that it is necessary to provide children with a proper educational environment, nor do they believe that it is necessary to respond to children's natural needs. Educators use a system for educating children that is equal to trying to grow tomatoes outdoors in northern Alaska when the weather is too cold. When the plants do not grow and thrive, educators complain that the yield is too low and then they blame the plants. Educators never look at the fact that they may have failed to provide the tomato plants with a proper climate or that they may have failed to meet the natural needs of the plants. Dog trainers realize that dogs differ even within their own breeds. Dog trainers know that some dogs make better sniffers; some are lap dogs; some make good watch dogs; some are trackers; some make good eaters; and some do not make good anythings. Dog trainers know that watch dogs need very different kinds of training than seeing-eye dogs. They know that dogs do not all require the same number of training sessions or the same types of training techniques. Dog trainers know that they cannot punish the dogs in training, because if they do the dogs will get depressed and lose interest.

Most animal experts realize that the further up the phylogenetic scale one goes, the more support and nurturing the animals must give to their young if the young are to thrive and grow. Higher order primates obviously need more physical contact and affection than fish or other lower life forms. Animal experts also know that animals teach their young all the practical things the young need to know in order to survive in the physical world.

Higher order primates get much better care than children in America. House plants receive better care than most children do in schools. At least people realize that house plants require a specific amount of sunlight, water, and minerals, and that not all house plants are the same. The educational system uses an accumulation of the worst habits and characteristics that human beings have for taking care of their young. Within these habits and characteristics, children are not recognized as having any individual, unique needs, wants, hopes or dreams.

Throughout these newsletters, we have attempted to discuss all the ways in which current educational practices have interfered with the natural processes of growth and development in children. What we have been trying to tell people is that at any stage in any living entity's development, there is a natural way in which that entity expresses the functionality of that age or stage of development. Human beings, especially young children, absolutely must be free to express the essence of the functionality of their ages. In this country, school children are forced, through the use of extreme psychological cruelty, to act like adults long before they are ready. The natural behaviors of children as they relate to adults are systematically and deliberately broken down so that the children will be manageable in large classes. Children are forced to do mental things that they are not ready to do and to live by a set of rules that even adults would have difficulty obeying. As a result of these educational practices, American children no longer move through the natural developmental stages of childhood. Children in this society not only lose their parents prematurely, but they also lose their childhoods. Children lose the freedom to laugh, to play, to run, to talk, to explore, to build, to create and to think for themselves. This educational system steals the childhood away from everyone who enters school before the ages of nine or ten, and no one ever gets his or her childhood back. Children in this country are unable to express the natural essence of childhood in any stage of development once they enter school when the process of childhood itself is brought to a violent halt.

Once exposed to schools, people in this society get fixated at some point between four and eight years of age and they never move out of this stage. Most American adults are fixated somewhere between five and six years of age because this is the period when children are separated from their parents before they have had time to develop themselves. People who are exposed to this educational system do not get fixated in a good way, not a joyful, natural, childlike way. Americans are fixated or stuck in develop mental stages in unnatural rigidified ways because all the avenues for expressing the natural functionality of a five or six-year-old have been systematically and intentionally eliminated. What is even more tragic is that after people are exposed to this system, they grow up and try to operate in the world from the fixated position. Although their bodies may be grown up and mature, educated Americans are mentally and emotionally stuck between four and eight years old. They are stuck wherever they were first blocked from expressing what they perceived to be their own natural functionality. When grown-up adults who are mentally and emotionally arrested at four to eight years of age go out and try to do grown up things, they quickly become burnt out and stressed out.

If psychotherapists would look more closely, they would begin to see that many so-called family problems and individual psychological conditions (including most cases of depression) which manifest as other conditions and so-called aberrant behaviors are, in fact, nothing more than incomplete family relationships and disrupted natural development. We estimate that at least 90 percent of what psychotherapists have labeled as aberrant psychological behaviors in people are nothing more than half-baked cakes. Psychotherapists, as victims of the educational system, have been unable to recognize this phenomenon and have gone ahead and made up a lot of so-called "theories" about why the cake looks flattened and mushy. But none of these "theories" has anything to do with what has actually happened to people in this country and none of these "theories" has led to effective psychological treatment resulting in long term relief and personal well-being.

If psychotherapists want to know when families began to break down, they should look at the time the first child was prematurely separated from the parents, particularly the mother. In our research, we found a direct correlation between the onset of family difficulties (including problems such as violence in the family) and the premature separation of the first child from the mother. There is a myth in America that says that if children go to school, they will have a better life. Our research shows that this is false and that when children go to school, their lives and the lives of their parents begin to deteriorate and continue to deteriorate until the individual and the family are permanently destroyed.

When children are taken away from their parents prematurely, children are not the only ones who suffer. Parents, particularly women, also suffer an irreconcilable loss. When women show signs of suffering from this emotional loss, they are accused of being overbearing mothers and of wanting to foster unhealthy dependency in their children. But, in reality, children and their parents (particularly the mothers) should be spending lots of time together during the prime-time hours of the day, between 7:00 AM and 5:00 PM, when the children are between the ages of five to nine years. In fact, it is the premature separation of children from their parents that fosters unhealthy dependency in children because the children have not had enough time to establish themselves in a way that would allow them to be away from their parents without feeling frightened.

Separating children from their parents prematurely destroys the natural friendships which develop between parents and children. When children are very young infants and toddlers, they require an enormous amount of support from their parents. Most parents make some attempt at providing their infants and toddlers with what they need. When these same children reach the ages of five and six (when children can talk and communicate with their parents about the things that are important to them), the children are ready to give something back to their parents. This is the critical time when parents can begin to reap the rewards of having invested so much of themselves into their children during the first five years of their children's lives. Healthy children are, in fact, desperate to give something back to their parents and to spend the next four or five years (ages five to ten) establishing a genuine and life-long friendship with their parents.

But just when children in this society are naturally ready to return some of their parents' enormous emotional investment, AND NATURALLY SOLVE MOST OF THE SO-CALLED ORAL AND ANAL PATHOLOGY, and just when parents and children have the first real opportunity to become life-long friends, educators take children out of their homes and away from their parents and prevent the natural relationship between parents and children from blossoming. These resources which parents invest in children prior to the age of five or six need to be given back to the parents in order for the family to remain a vital, functioning unit. When children are separated from their parents prematurely, children end up using the resources which the parents have invested in them just to survive the mental violence of the classroom. In many cases, these resources are also siphoned off by kindergarten and first grade teachers who are particularly adept at sucking the life out of small children.

In natural reality, all of the resources which the parents invest in the children prior to the ages of five or six are given back to the parents because this natural cycling of human resources insures the vitality and the continued functioning of the family unit. When parents are unable to receive the resources that their children would naturally invest in them, the parents begin to break down mentally, emotionally and, in some cases, physically. What would be ordinary life events become monumental hurdles to deal with. Normal marital difficulties and problems, which could be solved by parents with resources, become cause for divorce because the parents have nothing left inside which could be used to work out their differences. Illness and death, which are normal life events, become devastating experiences. In short, when parents and children are unable to be together when the children are five to nine or ten years of age and have something to invest in their parents, healthy family life is always destroyed.

Most of the major news networks now run short commercials such as "Family Works" in order to instruct parents on how to treat their children. Parents are urged to do something special with their children such as having a picnic. Parents are urged to read to their children and talk to their children about the things that the children feel are important. These are all things that parents who have not themselves been destroyed by current educational practices would naturally be doing with their children, and they would be doing these kinds of things all day long. Parents of 150 years ago did not need to be told to take care of their children. Before the introduction of compulsory education, parents knew these things and did them naturally. These things were as natural as breathing. But now that schools have broken families down and destroyed the natural connections between parents and children, parents need television commercials to tell them how to be with their children.

If psychotherapists would look closely, they would also see that stress management clinics in this country have grown in direct proportion to the increases in education, and in particular to the starting of children in school at younger and younger ages. Most Americans have mistakenly concluded that the stress found in this society is a result of living in a high-tech society. However, people of 50, 100 and 200 years ago had much more stressful lives than people today. The Civil War was very stressful for people in this country, but people did not need stress management clinics to recover and carry on after the war. People in this country have lived through times of enormous stress. At one time, people had to grow their own food and build their own shelters. People had to travel great distances without planes, trains or automobiles. There were no supermarkets or electricity. There was a time when there were no inoculations, no vaccinations, no pain-killing medications, no antibiotics. Children died from common bacterial infections easily cured by penicillin today. Yet somehow people endured all of these conditions without seeking psychological counseling.

Not too long ago, some people worked in factories for 16 hours a day, 6 days a week, often in squalid conditions for low wages. They cared for sick relatives in their homes and buried their own dead. Before the introduction of compulsory education, people in America could recover from war, poverty and the loss of a loved one. They could withstand being overworked, underpaid and disregarded by their employers. But educated Americans cannot recover from what has been done to them in schools. American adults are trying to do grown-up things from a broken-down, fixated child's consciousness. This is the major cause of stress in this society.

All the self-help drug and alcohol treatment centers that have developed in this country are the end of the line for stressed-out adults who try to function with fixated, rigidified children's mental and emotional systems. The same thing is true of the community mental health centers, the stress management clinics and, in many cases, the psychiatric wards. The majority of wide-spread, large scale mental health problems in this country can be directly traced to current educational practices--practices that literally drive people mad.

When parents and children are unable to be together when the children are five to nine or ten years of age and have something to invest in their parents, healthy family life is always destroyed.

The tension and stress that you are seeing in your patients comes from school, It is natural for all children to be in a relaxed state of consciousness. Even when children an playing very intensely, they are still relaxed. After 13 or more years of schooling, educated people get tied up in knots. Kindergarten, first and second grade teachers are assigned the task of breaking the children down so that they will conform to classroom life. This is done by making children tense by creating a tense environment. The tension is created partly through the use of psychological threat, especially public humiliation, and partly by the fact that classrooms are very complicated places for children, for whom life is naturally very simple. You will not find previously homeschooled adults attending relaxation clinics and burn-out seminars, because they are not exposed to the kinds of tensions found in the classroom and are therefore not tied up in emotional knots. If you had a neighbor or a patient in therapy who was treating her child in the way that young children an treated in classrooms every day, you would be on the phone to the welfare department because you would be concerned that you had come upon a probable can of psychological abuse. Yet, millions of children are psychologically abused every day. Millions of people participate in this outrageous catastrophe; no one tries to stop it. This is because psychological abuse in the classroom is an accepted fact, but psychological abuse of the same nature found in a home is not an accepted reality.

We an sorry to say that, like others before us, we have not been able to communicate the information contained in this article to many people. But if you are a psychotherapist, we beg you to look at what this educational system has done to the nuclear family system. Look at the statistics which will show you that suicide, depression, alcoholism, schizophrenia, drug abuse, violence, crime and divorce have all increased dramatically since the introduction of compulsory education, and have increased in direct proportion to the increases in education. What you are facing when you sit down to talk with someone about his or her problems is the catastrophic loss of substantive characterological portraits which would have led to the development of qualities such as steadfastness, integrity and loyalty. These are just some of the qualities which comprise the character of the personality structure and which promote psychological stability and wed-being You are looking at someone who was unable to find the kinds of satisfactory representation of substantive characterological portraits which are used by the personality to create and reinforce proper cultural values and superstitions. Superstitions are normally non-harmful, non-reality oriented behaviors which allow a society to remain stable. The stability of any society actually depends on its superstitions. Superstitions have a valuable role to play in helping societies congeal, especially in societies where there is still a significant amount of animal life forms residing within human vehicles. But even in a more evolved root race, superstitions are significant in helping people come together as a group with a common set of values and a foundation for a civilization.

What the educational system in this country has done is to annihilate all forms of superstition except those which are related to schooling. There was a time when some religious superstitions were still in place. Catholics believed, for example, that if you committed a mortal sin and did not seek forgiveness in the form of a "good confession" then you would go to hell when you died. While this is a silly idea, the idea did have some inherent morality within it. But now, people in this country are concerned only with school superstitions such as, "if you do not get god grades in school you will have a terrible life." These school superstitions have no inherent morality within them. They are dysfunctional superstitions for this society became no good comes from these superstitions and children are harmed by the educational practices which support these ideas. Usually, superstitions have some basis in reality and usually they are used by people to help keep themselves out of of trouble. Laws evolve out of such superstitions and the laws are designed to help people keep themselves oat of trouble.

The superstitions that have come out of this educational system get people into trouble. They came people to act against themselves and to establish laws that do not protect anyone. School superstitions have led Americans to establish laws against the use of marijuana (even by AIDS and cancer patients who benefit from this drug), against premarital sex and against cigarette smoking by minors. There are laws that govern how people must dress, how they must wear their hair, where they can "loiter" or not "loiter." There are laws forbidding parents to school their children at home. The victimless crimes in this country grow in number each year. This is all because children between 5 and 9 years of age are taken from their parents at the critical developmental period when character formation would take place. Without character, without integrity, without steadfastness and stability, human being blindly adhere to the wrong values and promote destructive superstitions and ideas. And, lacking in character, integrity, steadfastness and stability, and faced with the irreconcilable loss of the most important years of family life, educated adults cannot cope with ordinary life events without a psychological collapse.

PSYCHOTHERAPISTS, THE MOST SERIOUS FORMS OF PSYCHOLOGICAL HARM THAT HAVE BEEN DONE TO PEOPLE IN THIS CULTURE WERE NOT DONE TO THEM IN THEIR HOMES BY THEIR PARENTS. THE MOST SERIOUS AND LASTING FORMS OF PSYCHOLOGICAL HARM WHICH AMERICANS HAVE INCURRED WERE INCURRED IN SCHOOL AND WERE A DIRECT RESULT OF CURRENT EDUCATIONAL PRACTICES. EXISTING RESEARCH, INCLUDING RESEARCH THAT HAS BEEN DONE ON THE EDUCATIONAL SYSTEM BY THE EDUCATIONAL SYSTEM ITSELF, VERIFIES THIS CONCLUSION.

OUR RESEARCH ALSO SHOWS THAT, IN ALL HUMAN BEINGS, THE PERIOD BETWEEN THE AGES OF FIVE TO TEN YEARS IS A PSYCHOLOGICAL "CLEAN-UP" PERIOD. THE PROBLEMS THAT PSYCHOTHERAPISTS COMMONLY ASSOCIATE WITH EARLIER ORAL AND ANAL DEVELOPMENT ARE WASHED OUT DURING THESE YEARS AS LONG AS CHILDREN ARE ABLE TO REMAIN AT HOME WITH THEIR PARENTS. THE PATHOLOGIES WHICH PSYCHOTHERAPISTS HAVE ASSIGNED TO PARENTAL NEGLECT WOULD NOT EXIST IF CHILDREN WERE ALLOWED TO REMAIN WITH THEIR PARENTS DURING THESE YEARS. FURTHERMORE, THIS PERIOD OF NATURAL PSYCHOLOGICAL "CLEAN-UP" IS A TIME WHEN PARENTS THEMSELVES GET A SECOND CHANCE TO WASH OUT ANYTHING THAT WAS LEFT OVER FROM THEIR OWN CHILDHOOD YEARS THAT DID NOT GET WASHED OUT WHILE THEY WERE GROWING UP. THIS IS ESPECIALLY TRUE FOR PARENTS WHO ARE ABLE TO BEAR THEIR CHILDREN BETWEEN THE AGES OF FOURTEEN AND TWENTY-ONE YEARS, WHICH IS THE NATURAL TIME FOR HUMAN BEINGS TO HAVE AND REAR THEIR YOUNG. IT IS NOT NATURAL FOR HUMAN BEINGS TO HAVE THEIR CHILDREN BETWEEN TWENTY-FIVE AND FORTY-FIVE YEARS OF AGE.