An eerie warning from 8 years ago

Servando Gonzalez

Our Schools: the real maker of lethal weapons

(First published June 1999)

While studying the effectiveness of American soldiers during World War II, U.S. Army Brig. Gen. S. L. A. Marshall discovered the incredible fact that less than 20 to 25 percent actually took part in battle using their weapons. After interviewing thousands of soldiers, even soldiers who had been in close combat with German or Japanese troops, Marshall and his team of researchers found that 75 to 80 percent of riflemen did not fire their weapons at the enemy, even to save their lives and the lives of their friends. Some of them prefer to die rather than kill the enemy. The reason for this was the strong inborn resistance of human beings to kill a fellow man. Further research revealed that the rate of soldiers firing at the enemy during the Civil War was very similar.

As a result of Marshall's findings, Army psychologists created new training methods, and they were applied in the soldier's training. The results were impressive. During the Korean War, the rate of soldiers firing their weapons in combat raised to 55 percent, and it reached 90 to 95 percent during the Vietnam War. What were these methods? Mostly brainwashing the soldiers to believe that what they were killing were not human beings, but pieces of inanimate matter. This was obtained through a process called manufactured contempt, which includes the dehumanizing of the enemy. Another factor that contributed to the high rate of killing in Vietnam was the extended administration of tranquilizing drugs to the soldiers. Does this ring any bells?...

In an extraordinary book, "On Killing: The Psychological Cost of Learning to Kill in War and Society," author Dave Grossman takes a look at how conditioning soldiers to overcome the instinctive loathing of killing is the main factor in post-combat stress. He also shows how by lowering the violence threshold contemporary society, especially the media, replicates the army's conditioning techniques. The result is increased violence in society.

When I was a kid, I was told that human life was sacred because it was a gift given to man by his Creator. The command "Thou shall not kill" included your own life; therefore, suicide was forbidden. Granted, that was a non-scientific fact, just a belief, but it was accepted by most people as normal, civilized human behavior. Even at school, where students were supposed to learn scientific facts, the ones who expressed their belief in the sanctity of human life were not scorned or harassed. But things have changed in America, and not for the better.

Instead of the non-scientific belief that life is a gift, now children are told at public schools the non-scientific belief that life evolved from a piece or matter. Day after day, over and over, teachers hammer in into their student's impressionable minds the unscientific belief that, far from being a miracle, life is just an accident of nature....

Granted, the belief in the sacredness of human life is not a scientific fact, but, even from just the practical point of civilized life on this planet, it is a very useful one. Apart from any religious consideration, it is evident that believing in the sacredness of human life has a strong redeeming social value. But kids who come to public schools holding that value are systematically ridiculed and psychologically harassed. Instead of the Judeo-Christian ethics, students in our public schools are spoon-fed with situational ethics: "If you feel good doing it, then it is OK. Do it." Therefore, if you feel good lying, stealing, having sex, particularly homosexual sex, or taking drugs, then it is OK. Do it. But, in their rush to lower the moral threshold to gain acceptance for their behavior, they forgot the ubiquitous law of unintended consequences. The coercive utopians apparently failed to realize that they were opening a Pandora's box – and we are paying for their mistake....

Using the tricks of their trade, the social engineers entrenched in our public schools have been working hard brainwashing the students behind their parents' backs. To reach their goal they use techniques that range from proven methods of psychological brainwashing to the administration of psychogenic drugs. You'll be surprised to know the number of students who are taking drugs administered by the school's nurses, allegedly because they suffer from "attention deficit/hyperactive disorder." Prozac and Ritalin, some of the drugs of choice, are known for their wide range of side effects.

The main effort of the social engineers entrenched in our schools is directed to modify the students' behavior into accepting, among others, the belief that human beings are just pieces of highly evolved matter. Now, if one of these pieces of evolved matter has something you want, why not destroy it? If some of those pieces of evolved matter hurt your feelings or do something you don't like, why not get rid of them?

If you have time, read the whole piece.

Posted by Danny Carlton at April 19, 2007 6:40 AM