guinea pigs or children? what's the difference?

And whoso shall receive one such little child in my name receiveth me. But whoso shall offend one of these little ones which believe in me, it were better for him that a millstone were hanged about his neck, and that he were drowned in the depth of the sea.

~Matthew 18:5-6

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"[W]e have made a useful attack upon a number of professions. The two easiest of them naturally are the teaching profession and the Church."

-John R. Rees, Co-Founder World Federation for Mental Health

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A History of Betrayal: Subversion of Education

Psychiatrists and psychologists in the last century opened the door to chaos in the classroom by undermining morality and self-respect, relegating schools to testing grounds for perverse theories and treating children as animals to be trained and conditioned.

Edward Lee Thorndike, animal psychologist, experimented on monkeys, rats, cats, mice chickens and other animals, then applied his techniques to children. He stated, "It will of course, be understood that directly or indirectly, soon or late, every advance in the sciences of human nature will contribute to our success in controlling human nature."

Paul Schroder, professor of psychiatry, addressed the first conference of the German Society for Child Psychiatry and Therapeutic Education in 1940, attended by the elite of Nazi psychiatry, and proclaimed: "Child psychiatry has to...help to integrate (hereditarily) damaged or inadequate children for their own and the public's good into the community and the general economic process" and recognize the early existence of a disorder and potential harm to society.

J.R. Rees, co-founder of the World Federation for Mental Health (WFMH), spoke of psychiatry permeating every education activity and boasted that it had made a "useful attack" upon the "teaching profession" for the purpose of promoting "our particular point of view."

G. Brock Chisholm, co-founder of the WFMH, said "If the race is to be freed from its crippling burden of good and evil it must be psychiatrist who take the original responsibility."

John Dewey, psychologist and promoter of the "man is an animal" theory, labeled the urge to teach children to read early in life a "perversion," and advocated that schools should take on the role of social, rather than academic, institutions.

G. Stanley Hall, first president of the American Psychological Association, explained education for the masses was not necessary. "We must overcome the fetishism of the alphabet, of the multiplication tables, of grammar," he said. "It would be no serious loss if a child never learned to read."

James Cattell, a later American Psychological Association president, theorized that "little is gained by teaching a child sounds and letters as the first step to being able to read." His "whole word" reading method proved to be disastrous, crashing literacy rates everywhere it was used.

Manfred Muller-Kuppers, of the German Society for Child and Adolescent Psychiatry, asserted in the 1970s that there should be "no provisions for school attendance without child psychiatric examinations."

The influence is still prevalent. In 2003, psychiatrists and psychologists advised a U.S. New Freedom Commission on Mental Health to recommend, [T]he early detection of mental health problems in [school] children through routine and comprehensive testing and screening."

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FACTS:

In 1879, German psychologist Wilhelm Wundt declared Man to be an animal, with no soul. With this, he laid the foundation for modern psychology and psychiatry.

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In the U.S. and elsewhere, strong and effective scholastic-based systems were compromised. Psychologist Edward Lee Thorndike said phonics, multiplication tables and formal writing were "wasteful."

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In the 1940s psychiatrists G. Brock Chisholm (Canada) and John Rawlings Rees (Britain), co-founders of the World Federation for Mental Health, said, psychiatrists had carried out a "useful attack" on the "teaching profession" and that the goal of "effective" therapy was the elimination of the concept of "right and wrong."

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By the 1960s (and ever since), psychological programs were introduced into schools. Psychiatrists claimed that three sources of stress had to be eliminated from schools: 1) school failure, 2) a curriculum centered around academics, and 3) disciplinary procedures.

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Psychologists and psychiatrists have insinuated themselves into positions of authority in the educational field and completed an almost total overthrow of the subject, turning schools from place of learning into "mental health clinics."

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In 1865, Zurich psychiatrist Wilhelm Griesinger falsely claimed that all mental problems must be diseases of the brain. Undeterred by the absence of proof to this day, psychiatry built a multi-billion dollar empire on this false science.

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In the late 1800s, German psychiatrist Emil Kraepelin was first to label and codify human behavior as "disorders" while acknowledging that psychiatry had no effective treatments or cures.

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In 1952, the American Psychiatric Association's (APA) Diagnostic & Statistical Manual of Mental Disorders (DSM) contained only three "disorders" for infants or children. By 1980, there was a nearly ten-fold increase in the number of child disorders.

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In 1987, "Attention Deficit Hyperactivity Disorder" (ADHD) was literally voted into existence by APA committee members and enshrined in the DSM. Within a year, 500,000 children in America alone were diagnosed with it.

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17 million schoolchildren worldwide have now been diagnosed with so-called mental disorders and prescribed cocaine-like stimulants and powerful anti-depressants as treatment.

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Beware of false prophets, which come to you in sheep's clothing, but inwardly they are ravening wolves.

~Matthew 7:15