The Real Root of School Violence

By:  Tom DeWeese
01/14/2013
       
The Real Root of School Violence

In the brave new world of the very near future, children will enter their public schools passing police checkpoints, surveillance cameras, metal detectors, X-ray scanners and warrantless physical searches. Parents will relax, knowing their child is now “SAFE.” No violent evildoers will be able to get past that wall of security.

In the brave new world of the very near future, children will enter their public schools passing police checkpoints, surveillance cameras, metal detectors, X-ray scanners and warrantless physical searches. Parents will relax, knowing their child is now “SAFE.” No violent evildoers will be able to get past that wall of security.

But what none of the checkpoints, scanners and cameras will detect is the child who walks right past, armed to the teeth with a hidden weapon actually enforced on him by the school itself. The weapon comes in many names and varieties: Ritalin, Luvox, Prozac, Zoloft, Cymbalta, Paxil, and more. Each weapon lovingly loaded into their child by concerned parents before they send them off to their “safe” school. And while the child’s backpack and pockets are checked by the armed force on the way in, the pharmaceutical poison is building up in his blood system, racing to the brain like a lit dynamite fuse.

As communities reel from one massive act of student violence after another, most recently in Newtown, Connecticut, the nation looks for answers. How many are looking at the schools themselves as the conduit through which millions of students are drugged with mind-altering drugs?

Some history. In 1965, the passage of the Elementary and Secondary Education Act (ESEA) changed education forever as the seeds for today’s massive restructuring — away from academics to behavior modification — began. It was psychology’s crowning moment. The ESEA allocated massive federal funds and opened school doors to a flood of psychiatrists, psychologists, social workers and the psychiatric programs and testing needed to validate them. The number of educational psychologists in the U.S. increased from 455 in 1969 to 16,146 in 1992. As of 1994, child psychologists, psychiatrists, counselors and special educators in and around U.S. public schools nearly out-number teachers.

To date, there has never been issued a single peer-reviewed scientific paper officially claiming to prove ADD/ADHD exists. Nor has there ever been a single bit of physical evidence to confirm the disease exists. So-called experts on the subject have refused to answer the simple question, “is ADD/ ADHD a real disease?” 

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Tom DeWeese (photo)

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