Is There a Plot to Turn Earth into Stepford?
An examination into 'Mental Hygiene'
by Phillip Day

Recently Hollywood released a remake of the old classic 'The Stepford Wives', featuring a controlled community wherein, on the surface at least, everyone appears blissfully contented and provided for. But is the idea of creating a 'benevolent utopia' on Planet Earth mere fiction and a laughingly improbable idea, or….?

Phillip Day examines the unsettling agenda that may yet have us all crunching our cornflakes, afraid even to think incorrect thoughts or to mutter out of turn.

The idea of eugenics, the controlled birthing of ideal offspring, and all those horror stories of communism, Nazism, the controlled society of Brazil and 1984 still cause repugnance among free-thinking citizens. And yet many over the past thirty years have become increasingly uneasy at the realities of the new Global Socialism.

YIELD TO OUR 'MOLDING HANDS'
Educational 'luminaries' Russell, Thorndike and Dewey, who did so much to destroy free-thinking, traditional education from the 1920's onwards, remained at Teacher's College for thirty years, presiding over increased funding from the John D Rockefeller-founded and -financed General Education Board to produce teachers and headmasters who thought the same way they did. In language reminiscent of the Protocols of the Learned Elders of Zion, which the Rockefellers and other leading eugenicist families of America's Illuminati-influenced Eastern Establishment are widely believed to have endorsed, the Board's Occasional Letter No. 1 declared:

"In our dreams we have limitless resources and the people yield themselves with perfect docility to our moulding hands. The present education conventions fade from their minds, and, unhampered by tradition, we work our own good will upon a grateful and responsive rural folk. We shall not try to make these people or any of their children into philosophers or men of learning, or men of science. We have not to raise up from among them authors, editors, poets or men of letters. We shall not search for embryo great artists, painters, musicians nor lawyers, doctors, preachers, politicians, statesmen, of whom we have ample supply.

The task we set before ourselves is very simple as well as a very beautiful one; to train these people as we find them to a perfectly ideal life just where they are [i.e. no personal initiative. Keep the masses entertained with bread and circuses]. So we will organise our children and teach them to do in a perfect way the things their fathers and mothers are doing in an imperfect way, in the homes, in the shops, and on the farm."

Social control, eugenics and 'moulding' societies were the buzz topics in government, philosophy and at dinner throughout the 1920's. By 1928, Rockfeller-sponsored Board grants to Teacher's College totalled $2,000,000. By the early 195o's, the infiltration of psychiatric thought and strategy into the US school system and those around the world was staggering. From the horse's mouth itself, A History of Teacher's College, Columbia University tells the world in 1953:

"The single most powerful educational force in the world is at 120th Street and Broadway in New York City. Your children's teachers go there for advanced training.… With 100,000 alumni, Teacher's College has managed to seat about one-third of the presidents and deans now in office at accredited US teacher training schools. Its graduates make up about 20% of all our public school teachers. Over a fourth of the superintendents of schools in the 168 US cities with at least 50,000 population are TC-trained."

That was fifty years ago.

MENTAL HYGIENE
A British organisation, the National Committee on Mental Hygiene, was founded by Clifford Beers, a former mental patient. Beers received the support of psychiatric leaders William James and Adolf Meyer, a German who had emigrated to the United States. Beers' organisation soon began receiving huge funding from the Rockefeller foundations.

In a 1982 speech before the History of Education Society, the society's president Sol Cohen said, "Few intellectual and social movements of this century have had so deep and pervasive an influence on the theory and practice of American Education as the mental hygiene movement." Cohen's views were summed up in the Society's quarterly magazine, under the heading "The Mental Hygiene Movement, The Development of Personality and the School: The Medicalization of American Education".

Britain's John Rawlings Rees, former deputy director of the Tavistock Clinic, the British government's psychological warfare body, was frank about using his own considerable talents to subvert the existing educational system. Imagine the incongruity one of the former chiefs of British psychological warfare stating:

"We can therefore justifiably stress our particular point of view with regard to the proper development of the human psyche, even though our knowledge be incomplete. We must aim to make it permeate every educational activity in our national life.… We have made a useful attack upon a number of professions. The two easiest of them naturally are the teaching profession and the Church; the two most difficult are law and medicine….

If we are to infiltrate the professional and social activities of other people, I think we must imitate the Totalitarians and organise some kind of fifth column activity! If better ideas on mental health are to progress and spread, we, as the salesmen, must lose our identity…. Let us therefore, very secretly, be fifth columnists [persons secretly aiding the enemy - traitors]."

What were these pervasive influences and doctrines promoted by psychiatry, the Mental Hygiene movement and the British and American governments? Bruce Wiseman enlightens:

"The hygienist's idea on mental illness was that it was the result of improper personality development. If somehow one could reach into the personal lives of humanity and control the growth process of personality, it was reasoned, mental illness would be eliminated."

Regarding children, hygienists believed:

Ø Childhood is the most important period in the development of personality.
Ø Children are very susceptible to 'personality disorders'.
Ø The school is the ideal focal point for detecting, preventing and fixing personality disorders.
Ø The development of personality must take precedence over any other educational objective.
Ø Shyness, daydreaming, withdrawal, introversion, the 'shut-in personality' are psychiatric danger signals in children.
Ø Stress is the chief precipitating cause of psychiatric symptoms, and stress warps personality."

Cohen's statement on one of the main strategies of mental hygiene clarifies his view that the child cannot be held responsible for its actions, thus it is up to society (schools) to remove all stress from pupils which may cause them harm: "Hygienists called upon the teacher to pay less attention to the child's overt behaviour and more attention to understanding the motives, 'more or less conscious', underlying behaviour, over which the child had little control and for which the child could not be held responsible."

Thomas Salmon, an early director of the National Committee, saw society's urgent need for his services: "Psychiatry… should be permitted to enter the schools."

Ralph Truitt, head of the National Committee's Division of Child Guidance Clinics, declared in 1927: "If we are going to prevent dependency, delinquency, insanity, and general inadequacy, the school should be the focus of our attack."

VIOLENCE, ILLITERACY AND CONTEMPT
With psychiatry's influences scoring direct hits into schools from the mid-1950's onwards, emphasis was taken off academics and disciplinary procedures and focused on the 'personality disorders' of the pupils. Naughtiness, truancy, abuse and other childhood behaviours were now "not a sin, but a symptom". With the role of parenting transferred from the home to the classroom, successive legislation ensured that psychiatry would become a permanent feature of the educational curriculum, accepted by almost all schools by the mainstream Teacher's College-influenced academics who ran them.

Today we have indeed inherited the legacy of this catastrophic wrong turn with a massive increase in violence, illiteracy and apathy in the world's classrooms. 13% of American 17-year-olds are functionally illiterate, that is, they cannot read above a 10-year-old's level. The Citizen's Commission on Human Rights reports that the figure may run as high as 40% among minority youth:

"Between 25 and 44 million American adults cannot read the poison warnings on a can of pesticide, a letter from a child's teacher, or the front page of the daily newspaper. In 1930, 80% of African Americans over the age of 14 could read. By 1990, only 56% could read. 16% of white adults, 44% of blacks and 56% percent of Hispanic citizens are functional or marginal illiterates."

OVER-PRAISING TO REDUCE 'STRESS'
That this psychiatry-induced educational philosophy has permeated the educational halls worldwide today is beyond doubt. The strategy of over-praising children and refusing to punish wrongdoing is alive and kicking. Jenni Murray, writing for Britain's Daily Mail, comments:

"Annabel is a case in point. She arrived in our office not very long ago with the air of a woman who has hardly slept for a week, and the tell-tale red eyes of recent tears. One gentle question about what was the matter opened up a floodgate of anxiety. She, like many of her ilk, had signed up for one of the parenting classes so admired by the present government.

Her class tutor had told her it would be all too easy if she followed her advice." 'What advice?' I asked her. "It's all about being child-centred - praise and positive reinforcement," she explained.

"You are never allowed to be angry or raise your voice. If the big one's pulling the little one's hair, or hitting him over the head with Thomas the Tank Engine, you have to say, in the sweetest possible tones: "Darling, is it a good idea to do that?"

"If the kid back-chats you, you're supposed to bite your tongue. If they bound into your bed at 4:30am, wanting to play a game, you have to welcome them and be jolly. You've got to be nice all the time and I can't do it!"

Here we note that the suggestion is being made by the course tutor that discipline should be totally retracted in the household. Chaos results. In the same article, Murray recounts her childhood and how it was done 'in the old days':

"Throughout my own childhood and teenage years, unacceptable behaviour was punished by a withdrawal of privileges, and a threat made was invariably carried out.

If I failed an exam, I hadn't tried hard enough. If I was swinging the lead to get another day off school, my mother would get out the thermometer, declare me fit as a fiddle, and pack me off with the warning that you got molly-coddled only if you were a stretcher case. If I didn't get the part I wanted in the school play, she reckoned there was obviously someone more suitable. Mooning over a lost love, I was told there were plenty more fish in the sea.

Dust yourself down, pick yourself up and start all over again - that was the culture. Both parents praised me when I did well, and criticised when I fell short of the mark. There were times when I thought them excessively strict or unfair. It's only as I have grown older and coped with whatever slings, arrows or adulation have come my way that I've appreciated what they did for me - and how much that approach could do for today's children."

Learning the tools and skills with which to cope with life's trials was the legacy of the old, 'tough' educational system of past centuries. Many nations today however have a crisis with the ineffectiveness of their educational systems and lack of disciplinary and punishment procedures. Is it at all questionable that flagrant misbehaviour in the classroom and an increase in criminal activity on school campuses have been the result? In Plato's declaration that "The direction in which education starts a man will determine his future life", we receive another confirmation that education has made the youth what it is today. How then can 'society' be blamed for the decline in social and moral standards that began in our schools and homes? Has the New Way made us happier and more liberated? Let the reader judge.

TELLING KIDS THEY'VE MADE IT WHEN THEY HAVEN'T
Is true self-reliance and an ability to deal with life's problems instilled in a young child through discipline and proper achievement, or by sheltering a child from the stressful realities of life? How will a child ever know what pinnacles of endeavour humans are capable of, and of what base and degrading states, without studying literature, history and the arts? How can a teenager express and become what cannot be thought of or written? Who now knows what is right or wrong? Is rightness really just a matter of an individual's opinion?

A 1993 US News and World Report article entitled "A For Effort… Or For Showing Up" illustrates the complete contempt modern educational chiefs have for academia. "At Harvard in 1992, 91% of undergraduate grades were B- or higher. Stanford is top-heavy with As and Bs too; only about 6% of all grades are Cs. At Princeton, As rose from 33% of all grades to 40% in four years.… For whatever reason (and the feel-good, self-esteem movement is surely one), marks have broken free of performance and become more and more unreal. They are designed to please, not to measure or guide students about strengths and weaknesses."

Leading educator Alan Larson: "Children who are told they made it when they didn't absolutely despise adults. They think they are total fools. And when their whole life is like that, they become apathetic about it, because the whole world is crazy. They feel bad about hiding the truth (that they didn't make it) and they withdraw from the area and it produces a complete disassociation of the kid from the subject of education, because it is a lie. And kids know it underneath. Kids know that the only thing that causes self-esteem is confidence and production."

READY CASH
There is of course no question that there are many children who are experiencing a whole range of behavioural problems. There is nothing fictitious about most of their difficulties, as I describe in The Mind Game. But today, schools and parents are actively encouraged to brand their children 'special needs' or 'learning disordered'. To do so, according to research carried out by US News and World Report, guarantees federal grants and supplementary payouts earmarked for the handicapped. In 1990 new federal guidelines allowed an American family to receive $450 for each 'ADHD' child. 'ADHD' diagnoses rose from 5% of disabled children to nearly 25% by 1995. Some parents were reported to have coached their children to do poorly at school and act in an aberrant fashion in order to obtain the payout.

So successful has the indoctrination been that, in many countries, by applying the current criteria for 'mental illness' promoted by the neighbourhood psychiatrist and psychologist, teachers can deem well over 50% of their school populations 'mentally ill'. According to Thomas K Fagan, Professor and Coordinator of School Psychology Programs at Memphis State University, in 1920, there were 200 psychologists in American schools. By 1990, this figure had risen to 22,000. Today, American schools spend a combined $1 billion a year on psychologists who work full-time to diagnose students.

And if the campaign is to reduce stress and induce a 'balanced psyche', what are we to make of what is actually being taught? One student relates the following:

"We had an English course in the ninth grade junior high whose title was 'Death Education'. In the manual, 73 out of the 80 stories had to do with death, dying, killing, murder, suicide, and what you wanted on your tombstone. One girl, a ninth grader, blew her brains out after having written a note on her front door that said what she wanted on her tombstone."

Another 'Values Clarification' student, Paulette, has this tale to tell: "I was 13 when the teacher told our social studies class that we were to have a special film shown to us about 'life'. The film was about a Confederate soldier who was going to be executed. The rope around his neck breaks and he falls into the water and gets away from his captors. He runs down a road towards a woman who is obviously his wife and the whole class cheered, believing that the message was that you can always surmount any odds and that the family was important.

However, just as the man goes to hug his wife, the trap door opens and you see and hear the soldier's body hanging. His getting away was just a fantasy in the last moments before his death. There was shocked silence in the classroom. I had nightmares from this and thereafter didn't trust my teachers. Whenever there was an announcement that another film was to be shown, I'd cut class and I started smoking pot in the park instead."

Tom DeWeese of the American Policy foundation, and an expert on the infamous Outcome Based Education program (OBE), told a Washington press conference in 1995 of a case he had studied: "A 9-year-old boy told his mother he ranked lumberjacks in the same class as murderers and bigots after a 'Values Clarification' class. These psychology-based programs are harming children…. OBE is not education, it's [state] mind control from womb to tomb."

In Grand Rapids, Michigan, the local Community Health Service provided staff to teach a course to 20 students, aged 13 to 17, on 'Self-Pleasuring Techniques' and 'Sexual Fantasies' (perhaps to reduce stress?). Parents filed a suit against the authority after their children brought home materials depicting graphic pictures and descriptions of masturbation, group and oral sex.

In 1991, California 13- and 14-year-old pupils were asked to complete a survey in which they were asked how many times they had had vaginal intercourse with girls and anal sex with boys during the past twelve months. The multiple choice ranged from 'never' to 'more than 20 times'. Also requested was whether the pupil was intending to use a condom during the coming year and what their parents would feel about this.

Mental health watchdog CCHR reports similar cases that have been reported and investigated by them:

In a fifth grade 'health class' in Lincoln City, Oregon, homosexuality was presented to 11-year-olds as an 'alternative lifestyle'. Anal intercourse was described. In this same class, a plastic model of female genitalia with a tampon insert was passed around to the boys to encourage their understanding of tampons. Birth control pills were also passed around and explained. A parent who observed this said: "At no time was there any mention of abstinence as a desirable alternative for fifth graders [11-year-olds]. The morality taught in the classroom that day was complete promiscuity. As a result of this kind of education, we are experiencing pregnancy among 13-year-olds with resulting abortions."

Beverly Eakman, author of Cloning of the American Mind, Eradicating Morality Through Education, summarises her extensive research:

"Most people today suspect that education is not really about literacy, 'basics' or proficiency at anything. What is less well understood is that there exists in this country, and indeed throughout the industrialised world, what can best be described as an 'Illiteracy Cartel' - ostensibly aimed at furthering 'mental health'. This cartel derives its power from those who stand to benefit financially and politically from ignorance and educational malpractice; from the frustration, the crime, the joblessness and social chaos that mis-education produces."

Testimony before the US Department of Education in 1984 revealed the Values Clarification Program, a system launched as a full-on assault against the integrity of the family unit, religion, sexual maturity and traditional values. Freud is no doubt dancing like a ghoul in his grave over the destruction of the 'hateful' sexual paradigms of religion. Here are some exercises pupils are regularly required to complete:

· How many of you think there are times when cheating is justified?
· How many of you would approve of a marriage between homosexuals being sanctioned by a priest, minister or rabbi?
· How many of you would approve of contract marriages, in which the marriage could come up for renewal every few years?
· Advise where you stand on the topic of masturbation?
· To whom do you tell your doubts about religion?
· "I would lie if __________________."

William Kilpatrick, author of Why Johnny Can't Tell Right From Wrong, tells us that in Values Clarification "…feelings, personal growth, and a totally non-judgemental attitude are emphasised…. No time is spent providing moral guidance or forming character. The virtues are not explained or discussed, no models of good behaviour are provided, no reason is given why a boy or a girl should want to be good in the first place…. They come away with the impression that even the most basic values are matters of dispute."

The authors of the original 1966 text on Values Clarification stated: "It is entirely possible that children will choose not to develop values. It is the teacher's responsibility to support this choice also."

A mother, distraught over her son's drug use and subsequent suicide on 7th September 1981, stated: "He had used marijuana since junior high school. About a month before he died, He told my husband that he had decided to give up smoking pot. He went into deep depression and took his life by carbon monoxide poisoning. He left a note saying, 'I did it because I couldn't think or nothing.'"

Only after his death did the parents discover their son had been part of a 'Values Clarification' program with the objective: "We will attempt to teach the different categories of drugs, their effect and, hopefully, how to make a knowledgeable choice, using your own values system."

Joey, an 8-year-old African American boy, was part of a 'problem solving' class in his school and was shown a film which depicted a young boy trying to kill himself by tying a rope around his neck. In the film, the boy talks about not being liked at school, being teased and worrying about growing up. Joey's mother did not know about the program as the school curriculum merely stated that it was 'social sciences'. Two days after her son watched this video, she walked into his room and found him hanging by a rope from his bunk bed.

And what about little Sam Back? Was he another victim of society's easy tolerance of drugs? "His parents had the best possible start in life, and Sam Back deserved the same. Yet before he was two, he had been neglected, abused and murdered. Sam was the victim, not just of inhuman cruelty, but of the drugs which enslaved his mother Emma Back and stepfather Aaron Goodman…. After handing out months of ill-treatment, Goodman, a cocaine and crack addict, punched the child so hard in the stomach that his bowel ruptured. The child's body had 63 injuries, including a bite mark on his leg. His body also contained traces of crack cocaine, which was constantly smoked around him."

Cocaine-addict Sigmund Freud's death knell for traditional biblical morality, sounded decades before, has certainly resulted in his desired removal of religion's "obsolete, offensive vestments". The trouble is, time-honoured values, such as 'Thou shalt not lie…' 'thou shalt not murder…' and 'thou shalt not commit adultery…', traditionally seen as essential for the maintenance of a stable, civilised society, were fed into the shredder along with the cassocks. Let us remind ourselves that decades before, G Brock Chisholm had wished society would hurry up and rid itself of the "… poisonous certainties fed us by our parents, our Sunday and day school teachers, our politicians, our priests, our newspapers and others with a vested interest in controlling us…. If the race is to be freed from its crippling burden of good and evil, it must be psychiatrists who take the original responsibility."

How has it worked out sixty years down the road? What has been the result of all this freedom from the 'crippling burdens' of good and evil G Brock wanted our children to enjoy?

"A young woman is phoning for help from her apartment.… Just before the tape goes dead - police believe the phone was ripped from the wall - she can be heard screaming, 'Don't harm my baby!'… Over the next several minutes she was beaten bloody with a mop handle and raped. The attacker was a neighbour who had apparently become infatuated with her. The woman, who survived, is 22. The accused rapist, Andre Green, is 13."

Copyright © 2004 Phillip Day
Extracted from The Mind Game

Further Resources
To discover the truth about the 'mental health' industry and the damage it daily wreaks in our society:

The Mind Game by Phillip Day

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