ALAFIA!

"The future of any race is largely dependent upon the care, education, and nurturing of its children. And the family has been the traditional and most workable vehicle to provide the spiritual and material means which transmits a culture from one generation to the next. Most, if not all, of psychiatry's targeted minority groups have an innate and strong sense of family and love of children. Attack this and one assures progressively "weaker" generations and deteriorating racial integrity.

Such an attack has been mounted through the education system.

A five-year study funded by the US National Institute of Mental Health (NIMH), recommended that the school curriculum should be designed to "bend the student to the realities of society" and to "promote mental health as...a means of altering culture."

The 1963 Community Mental Health Centers Act provided the impetus that psychiatrists and psychologists needed to greatly expand their involvement in schools. Thus, the number of psychologists in schools increased more than seven-fold between 1963 and 1993, from 3,000 to 22,000. Coincidentally, since then SAT scores have steadily declined.

Religious teachings about morals, ethics, striving to achieve one's goals and getting along with your fellow man, were replaced with the psychiatric "Values Clarification" system. In these programs, now widespread in schools in the US and elsewhere, students learn that promiscuous sexual conduct and use of illegal drugs is a matter of personal choice "for which there are no right or wrong answers." Classes on "Death Education," "problem solving" and the "Survival Game" have left a wake of moral decline and an increasing suicide rate.

In 1965, the US Elementary and Secondary Education Act established "special education," a lucrative psychiatric program that now costs the taxpayer around $31 billion a year. Children who "qualify" for these classes are diagnosed "mentally retarded," "seriously emotionally disturbed" or "learning disabled." Through this, psychiatry has been able to turn education into a "medical" problem with catastrophic results. Seven out of ten special education students drop out, "age out" (reach their 22nd birthday), are expelled, or leave school with unearned diplomas. Only a relative handful actually complete a standard high school curriculum of any kind.

Black, Hispanic and American Indian children are significantly over-represented in special education. According to 1992 statistics, American Indians were almost twice and blacks more than twice as likely to be labeled as "retarded" compared with whites.

By being diagnosed as emotionally disturbed or educationally retarded, these children are often given psychiatric drugs--amphetamines known to create suicidal and violent behavior. In view of all this, it is not surprising that suicide among children and teenagers has skyrocketed. The suicide rate among African American males between the ages of 15 and 19, for example, has risen 219% since 1964.

And what of education? In 1930, 80 percent of blacks over the age of 14 could read. By 1990, after more than 25 years of "special education," only 56 percent of blacks over the age of 14 could read.

In a guest editorial for an African American Washington newspaper, Academy Award-winning composer, musician and actor, Isaac Hayes, warned, "Black children are the hope of the black race. The same must be said of Hispanics, Native Americans, or any race. Children's bubbling enthusiasm, impertinent questions, boundless energy, even their occasional misdeeds, are the substance from which we fashion our racial future.

"Do inner-city youth, antagonized by poverty, substandard inner-city education, unemployment and fractured families, need a drug that will turn them violent? Do children who may have nutritional problems need a drug to deaden their appetite? Do people who see problems in the city and vocally try to handle them need a drug to keep them quiet?

"This battle is about mental slavery."