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TEACHING CHILDREN TO USE DRUGS
PART 4

 

Erica Carle
January 23, 2010
NewsWithViews.com

Alternatives To Drug Abuse - Learn To 'Feel' Like A Drunk

FROM: "Truth In Education" –November 20, 1975

Everybody is equal in a roomful of drunks. There is no way to tell who is intelligent and who is not when everybody is crocked. Love, brotherhood, and feelings of warm companionship often overwhelm even strangers when spirits are high and intelligence has been neutralized.

Some people have to be drunk to experience feelings of warmth and love, and, even then, the love they do feel is generalized and not rationally concentrated on any particular individual. The following little poem – source unknown – tells the story:

The wonderful love of a beautiful maid
And the love of a staunch true man,
And the love of a baby unafraid
Have existed since life began.

But the greatest love, the love of loves,
Even greater than that of a mother,
Is the tender and passionate, infinite love,
Of one drunken bum for another.

At the present time there are lots of other ways being promoted to experience the synthetic emotions of the drunk. Those who have difficulty being natural, handling true feelings or who are trying to escape guilt and depression are the most vulnerable. By blotting out the higher powers of intelligence they can become involved in the pleasures of their artificial 'feelings'. Once having experienced this fraudulent warmth they become eager to peddle their synthetic emotional highs to anyone they can influence.

Children have been frequent victims because sociologists and WORLD PLAN teachers have intentionally set them up to crave and seek such artificial experiences. The children have been denied the knowledge, strength and love that come from Christianity. Then they have been burdened with problems beyond their understanding and ability to solve. Also, their minds have been violated by premature and clumsy disclosure of secrets they are not intellectually or emotionally prepared to handle. They are easy prey for the equalizers and WORLD PLANNERS. Unhappy, disillusioned children, minds dulled and degraded, start looking for some kind of happiness and peace. The equalizers then begin the final seduction toward the takeover of individual personality.

Edward Bellamy, the author of LOOKING BACKWARD (1887), which was an inspirational document of the world planners, wrote:

"Individuality, personality, partiality, is segregation, is partition, is confinement; is, in fine, a prison, and happy are we if its walls grow not wearisome ere our seventy years' sentence expires."

Bellamy advocated many of the same methods of cutting off personal intelligence and will that are being used today by the equalizers. He wrote: "It seems that at some times the sympathy of solidarity asserts itself in connection with states of physical exaltation, and sometimes quite independently of them. Thus, narcotics, intoxicants, and the natural stimulants of beauty, music, a soft bland air, perfume, often produce singly or united by a state very favorable to this psychical experience . . . I conclude, then, that the physical condition favorable to it is that suspension of the sense of wants and requirements of the body, which end is attained either from their satisfaction or their torpor from narcotics or from exhaustion."

Knowing that the equalizers and world planners consider the development of feelings of "biological unity in the psyche of all men" to be necessary – even if narcotics have to be resorted to – helps explain the worldwide problem of drug addiction. It also explains why efforts to combat the problem have been so clumsy and stupid. Any efforts to solve personal or community drug abuse which employ the services of psychologists, sociologists, social workers, universities or urban planners or workers instructed by or employed by the federal government or Health, Education and Welfare are foredoomed to failure because they are intended to destroy the Republic rather than liberate the victim. None of the programs will ever be allowed to succeed in establishing or re-establishing healthy independent personalities. The goal IS NOT healthy individual personalities, but as Bellamy stated, "The interweaving lock stitch of a man in conscious interdependence and service with all his fellow members."

Several weeks ago I attended a seminar on Drug Education at the Kenwood Conference Center of the University of Wisconsin-Milwaukee. I described the activities. A pathetically ignorant team of young people conducted the seminar and worked on the emotions of the teachers and community health workers who attended.

At a meeting of the Wauwatosa Drug Committee following the seminar Mr. Snow, the principal of Whitman Junior High and a member of the Drug Committee, gave a vague and incomplete report of the lectures, discussions and activities. Because I had taken very complete notes and because I was familiar with similar seminars, I offered to elaborate. The chairman, not wishing to have my report heard, asked the members of the committee if any one present was interested in hearing from me. Not one person raised his hand. Their minds were made up long ago in favor of establishing a Community Drug Center separate from the Wauwatosa Health Department. No further information was wanted. I would have liked to tell the committee about the materials and ideas suggested.


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At the Drug Education seminar a booklet called Confluent Sampler – Things To Think About—Things to Try was passed out to participants. Included among the ideas of things to try were:

1- Humanistic education.

2- School modifications such as those that have 'worked' in New York. (By 'worked' the writer meant 'worked to alter society', not solve the drug problem. Cost of the program in New York was $20,000,000. The New York ideas were: (a) Sanctuaries in the schools from the normal school environment where confidential rap sessions can be held (b) Alternative schools – mini schools, store front schools (C) Use of more unlicensed personnel, especially ex-addicts (d) Turning drug prevention programs over to students (e) Creating positive alternatives to drug abuse such as Yoga and other ways of achieving non-chemical highs (f) Taking a cue from the Black Panthers emphasizing political and economic action as an alternative to drug abuse and (g) Focusing the program on students who can be identified as 'drug prone' (This means non-users who might be users.)

3- Values Clarification as practiced by Sidney B. Simon

4- Futures education

5- Teaching little children, as is done in the Ohio program, about their frustrations and how to deal with them; and also about the effects of various drugs and how to achieve those effects in other ways.

6- Confluent Education (affecting the emotions as well as the intellect) as done at the Esalen Institute.

7- Alternative schools with a group facilitator

8- Meditation for 20 minutes twice a day

9- Twilight Imaging (a waking dream).

10- Teaching respect for and the acceptance of homosexuals.

Most of the articles in the "confluent Sampler" were taken from Alternative Pursuits for America's 3rd Century – A resource book on Alternatives to Drugs which is put out by the National Institute on Drug Abuse, 11300 Rockville Pike, Rockville, Maryland 20852.

Communities planning to set up drug abuse programs should note that Robert L. Dupont, M.D., Director of the National Institute on Drug Abuse, admits in his introduction: "The knotty problem of validation has presented a hurdle and has somewhat allowed the trend to the alternative model. Despite considerable subjective evidence, and logic, in support of the alternatives approach it is not easy to evaluate the effectiveness of such programs."

The assumption of the entire book is that drugs fill a human need that, if drugs are not used, must be filled in an alternative way. We are to "look to the future to find new ways of living, new trends, strategies, institutions, processes, values, lifestyles, and attitudes, points of view, pursuits and programs." In other words the drug alternatives program is planned to tear down the entire fabrIc of our society.

The editor, Louisa Messolonghites writes: "The perceptions, processes and programs represented here provide glimpses of the process of renewal and redirection that appears to be currently underway in our country. If the reader captures the spirit of hope and regeneration that permeates the literature of and conversation of the alternatives arena, he may want to join, or start the action.

"Toward that end, this book was compiled. Nobody yet has found the task of planned change easy, particularly when it starts at home. That is why so many of the readings emphasized educational processes directed at helping people to change destructive patterns of behavior (NOTE: Destructive of the WORLD PLAN GOAL), and to uncover their resources and strengths.

"The search for alternatives is not everybody's forte. For those who prefer to have decisions made for them by professional decision-makers, there may be little appeal in tackling the kinds of stresses inevitable in working with other people to shape history, rather than have it happen.

"But for people who like to stretch their minds and imaginations, limber up their bodies, reactivate and cultivate talents and enthusiasm or break into new habits of thought and action, this book might become a dog-eared old friend."

An article by V. Alton Dohner, a physician with the Indian Health Service, explains in terms loud and clear what the alternatives to drug abuse are in the minds of those running drug programs for the Department of Health, Education and Welfare:

"The areas which can be offered as alternatives to drug abuse include personal awareness; interpersonal relationships; self-reliance development; vocational skills; creative and esthetic experiences; Philosophical, existential explorations; social and political involvement; religious experiences; sexuality; and mind-trips."

With such a bunch of quacks and charlatans at the top levels of government and the bureaucracy, is it any wonder our country is in trouble? Your Aunt Mabel is more competent to solve the drug problems in your community than any of the federally bought social workers, psychologists, sociologists, psychiatrists, and bureaucrats who have already caused so much irreparable damage, heartache, destruction and death.

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Close down the Dept. of Health, Education & Welfare (HEW) and bar the doors of the statehouses against HEW bureaucrats and we will all be healthier, happier, more intelligent, and certainly more prosperous.

Click here for part -----> 1, 2, 3, 4, 5,

[Read Erica Carle's books: Why Things Are The Way They Are. and "Give Us The Young"]

2010 Erica Carle - All Rights Reserved

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Erica Carle is an independent researcher and writer. She has a B.S. degree from the University of Wisconsin. She has been involved in radio and television writing and production, and has also taught math and composition at the private school her children attended in Brookfield, Wisconsin. For ten years she wrote a weekly column, "Truth In Education" for WISCONSIN REPORT, and served as Education Editor for that publication.

Website: EricaCarle.com

E-mail: hist.detective@yahoo.com


 

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The assumption of the entire book is that drugs fill a human need that, if drugs are not used, must be filled in an alternative way.