Psychiatry: Educations Ruin
|At The Turn Of The Century
At the turn of the century academic achievement in the United States of America and elsewhere was excellent. Admirable standards of classroom conduct were maintained and literacy was high
However a number of forces were bought into play around the same period. Forces that would ultimately lead to the demise of this workable system
Professor Wilhelm Wundt of Leipzig University of Germany 
He founded Experimental Psychology. Wundt felt that man stripped of his soul and now no more than a collection of genes and chemicals could easily be manipulated
With Freud came the promotion of promiscuity, the demise of religion and the idea that immorality and criminality were simply the result of past psychological trauma. The individual was a victim and no longer accountable
Freud wrote unreservedly that free” sexual intercourse between males and respectable girls was urgently necessary or society was doomed to fall victim to incurable neurosis” which reduce the enjoyment of life to a minimum, destroys the marriage relationship and brings hereditary ruin on future generations.
One of these advances was called “Whole Word” developed by James Cattel, [another Wundt disciple] who was once the President of the American Psychological Association.
Phonetics was ignored and children were forced to memorize nearly every word without understanding the logical sequence of the letters or sounds. Over the years the concept has worn many labels.
Look-say in the 1960’s “psycho-linguistics” in the 1970’s, and “Whole language “in the 1980’s
Where once “Phonetics” was practiced eg. learning the sounds of letters, the breakdown of words and thus learning pronunciations and how to spell.
Children were now taught to look at the word as a whole and learn it practically parrot fashion without comprehending it. This is called “whole word” method. It also comes under other names.
G Standly Hall pioneered sex education at Clark University in the early 1900. In 1909 he invited Freud to speak on the subject.
Freud claimed that “free sexual intercourse” was urgently necessary or else society was doomed to fall victim to incurable neurosis, which reduces the enjoyment of life.
John Dewey also pushed Wundt theories. Dewey claimed teaching school children to read was a great perversion and that a high literacy rate bred destructive individualism
From Thorndikes’s studies of the behavior of rat, cats and animals in a “maze”. Thorndike formulated his “Laws of acquired behavior or learning” which he then applied to the training of teachers. Educational Psychology was born.
The first action was to attempt to eliminate the education fundamentals of reading and writing and redefine education into psychological or psychiatric contexts.
Essentially Thorndike proposed that schools transform themselves from places of “learning to places of “therapy”.
In 1929 Thorndike stated his aspirations in his book [Elementary Principles of Education]. Despite rapid progress in the right direction the program of average elementary school is too narrow and academic in character.
Traditionally the elementary school has been primarily devoted to teaching fundamental subjects, the three R’s and closely related disciplines.
Artificial exercises like drills on phonetics, multiplications tables and formal writing movements are used to a wasteful degree. Subjects such as arithmetic, language and history include content that is clearly of little value. Nearly every subject is enlarged unwisely to satisfy the academic ideal of thoroughness.
Elimination of the unessential by scientific study then is one step to improving the curriculum.
Essentially Thorndike proposed that schools transform themselves from places of “learning” to places of “therapy”.
It included eliminating what Psychiatrists had, by then determined to be Stress Factors in the classroom.
Eliminated because they were to stressful!
Not long after it was formed Brock stated “The reinterpretation and eventually the eradication of the concept of right and wrong which has been the basis of child training, the substitution of intelligent and rational thinking for faith are the belated objectives of all effective psychotherapy”.
[Founder of the World Federation of Mental Health]
Psychiatry’s vision was indeed chilling. On June 18th 1940, Dr Rees gave a talk entitled “Strategic Planning for Mental Health” at the General meeting of the National Council for Mental Hygiene of the United Kingdom. He out lined Psychiatry’s “responsibility” for taking over all major fields of social endeavor including Religion.
We can therefore justifiably stress our particular point of view with regard to the proper development of the human psyche even though our knowledge is to 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”
At the international Congress on Mental Health in London in 1948 it was stated that the family is now one of the major obstacles to improved Mental Health and hence should be weakened if possible so as to free individuals and especially children from coercion of the family.
In 1965 came the Elementary and Secondary Education Act
This essentially put Psychiatry and Psychology in the drivers seat of society and firmly established the policies that would harm our children’s minds for the next thirty years.
The ESEA allocated massive federal funds and opened the school doors to a flood of Psychiatrists’ Psychologists, Psychiatric Social Workers, Psychiatric Programs, Psychological Programs and Psychological Testing that continues today.