|Summer 1991||REBOUND Volume 2|
A Note About Secondary Personalities
In our fourth issue of "Great Education Moves," we discussed the fact that when children are prematurely separated from their parents and then exposed to current educational practices, they automatically develop what we have called a secondary personality. Prior to attending school, children approach life through a positive, natural system which we call the primary personality. Before children are exposed to school, they live in natural reality. Even if the child's reality is burdened with economic difficulties and family problems, children who are at home with their parents do not have to endure the psychological violence and hostility endemic to classroom life.
When children enter school, they enter a non-reality oriented, conditioned existence where they are forced to conform to a system that fails to recognize them as living, breathing human beings with natural needs, goals, feelings, interests, gifts and personal destinies. In order to manage the enormous gap between the natural reality in their lives before going to school and the complete lack of natural reality along with the constant psychological duress found in the classroom, children must stretch themselves out. Our research shows that each year the child's consciousness becomes more and more elongated. Until finally, the consciousness splits into two discreet personalities and the secondary personality structure is formed. This secondary personality or school personality becomes the permanent, dominant personality structure overriding the child's natural instincts, interests and goals of what would have been the natural character and personality of the individual.
When we first wrote about the secondary personality structure back in December of 1989, we had identified only one split in the personality of educated people. We initially observed that this split occurred sometime around the age of nine when the mental apparatus of the child matured. We observed that the mental apparatus in human beings turns on at around nine years of age, in the same way that the reproductive apparatus matures at puberty. The maturation of the mental apparatus appeared to overload the already elongated consciousness, causing the child's consciousness to split into two distinct personalities.
While this still appears to be true, further research has taught us that there are actually two distinct splits in the personality structures of children who are exposed to school. The first split in the personality involves a phenomenon that would best be described as "chaotic expectations." Sometime between the first and second grade, the child discovers that the expectations which his or her teachers have for him (other) have absolutely nothing to do with the natural expectations which the child has for himself. The teacher's expectations of each child are not connected in any way to the expectations that each carries in his or her own natural ego center. All children experience these expectations of teachers as chaotic, which for the children is true. Teachers expect children to sit quietly and passively in hard wooden chairs all day long while memorizing disconnected data bits which have no meaning to the children in their lives. Teachers expect children to accept passively the emotional trauma of being separated from their parents prematurely and of being forced to engage in cognitive mental tasks before the necessary mental apparatus has had sufficient time to develop.
These expectations of teachers are in no way connected to the natural needs interests, wants, feelings, goals or dreams of any child. They belong only to the teacher and were contrived by educators and political leaders for the purpose of establishing a convenient system for preparing large numbers of immigrant children to learn how to read and write. Children accept and conform to these chaotic expectations only because they are forced to do so under conditions of extreme psychological duress. Somewhere between the first and second grade all children yield to these chaotic expectations and forego all of the natural expectations which they carry for themselves as individuals. When this occurs, the first split in the personality structure takes place.
When children first discover the chaotic expectations of teachers, they conform to these expectations, but, for a while (anywhere from one to two years), most children carry the hope that their parents will discover that something very bad is happening to them and that the parents will come to save them from their plight. Then, sometime between the end of the second and the end of the third grade, most children discover that no one--not even their parents--is coming to save them and that they are condemned to school forever. When children discover that they are without hope and without help, they then conclude that they must continue to conform to the chaotic expectations of teachers and must serve what most children experience as a life sentence. It is at this point, between the end of the second and the end of the third grade, that the second split takes place in each child's personality structure. It is at this point that all children permanently establish a secondary school personality, composed of these two distinct splits, which becomes the dominant overriding personality. And it is at this point that children permanently lose all connection to their own natural hopes, dreams, goals and personal destiny.