-Caveat Lector-
>From the NewAustralian
www.newaus.com.au/us123guns.html
> The New Australian
>
>
> The Real Makers of Lethal Weapons Are in Our Schools
>
>
> By *Servando Gonzalez
>
>
> Guns they’ll never find,
> ‘cuz my lethal weapon’s my mind.
> Ice-T
>
> No. 123, 14-20 June 1999
>
> Soon after the school shootings at Jonesboro, Arkansas, and
> Springfield, Oregon, were reported, the American media began rounding
> up the usual suspects: guns and, by implication, the National Rifle
> Association and the parents who allow their children access to guns.
> Since then, school killings in the U.S. have become a common
> occurrence, and both the national media and gun control advocates keep
> chanting the mantra that access to firearms is the main reason for the
> killings. The killings, they claim, are a reminder of the terrible
> price we all pay for the lax gun control laws in our nation.
>
> It is interesting to notice, however, that the self appointed 'gun
> control advocates' are actually 'selective gun control advocates.'
> When they talk about gun control, they don't have in mind controlling
> the guns in the hands of the government, only in the hands of private
> citizens. In a country where, in a growing fascistic trend, extensive
> use of all types of guns among government agencies is mushrooming,
> even UC Berkeley proudly announced the creation of its own SWAT team,
> none of the gun control advocates seem to care about veritable private
> armies controlled by the BATF, IRS, INS, FBI and other federal
> agencies. The purpose for this selective gun control, they claim, is
> to curb criminality.
>
> But, as history has proved over and over, criminals don't destroy
> countries, governments do. Nazi Germany, Soviet Russia, Communist
> China, and Castro's Cuba, just to mention a few, are countries where
> stiff gun control laws were enacted. Yet, as soon as the gun control
> laws were in place, people were witness to thousands of their fellow
> citizens killed by guns, in the hands of government thugs. In fact,
> the disarmament of its citizens was a precondition for allowing their
> governments to kill them with total impunity.
>
> The inconsistency of the gun grabbers' reasoning is amazing. The ones
> that now are blaming guns for the schools' killings are the same
> people that, faced with increasing teenage sex, decided to provide
> high school kids with free condoms because, they reasoned, kids were
> going to continue having sex anyway. These are the same people that,
> faced with extended drug usage, decided to provide addicts with free
> hypodermic needles because, they reasoned, addicts were going to
> continue using drugs anyway. Now, faced with kids killing other kids,
> I expected from them nothing less than a plan to provide the killers
> with free guns because, I reason, these kids are going to keep killing
> people anyway. But no. Because a few kids are killing people with
> guns, the coercive utopians want to deprive all American citizens from
> their guns. A very interesting example of convoluted reasoning.
>
> The weak side of the gun control theory is that the famous oxymoron
> 'guns don't kill people; people do,' is absolutely true. Evidence
> shows that, though many American citizens keep guns at home, they
> don't use them to kill their fellow citizens nor do their kids go to
> school to shoot at their classmates. On the contrary, most legal gun
> owners believe that human life is sacred, and have passed this belief
> on to their children.
>
> Once More: Guns Don't Kill People
>
> In early 1981, during my first weekend after moving to Zurich,
> Switzerland, I went with my family to the main railroad station and
> experienced a cultural shock. Dozens of civilians, carrying powerful
> rifles and plenty of magazines full of ammo, were getting in and out
> of the trains and nobody seemed to pay any attention to it. Later,
> somebody explained to me that they were reservists going to their
> monthly military training. Then I learned that most able Swiss
> citizens keep at home a powerful assault rifle and several hundred
> rounds of ammunition. Curiously, I have never heard of a Swiss
> schoolboy using his father's rifle to kill his schoolmates.
>
> The Swiss case is not unique. From 1959 to late-1963 I witnessed a
> curious phenomenon in Cuba. After the popular victory against the
> Batista dictatorship, most Cuban citizens were carrying, openly and
> concealed, all types of weapons, from pistols and revolvers to assault
> rifles and sub-machine guns. Because most of the people involved in
> the war against Batista were very young, many of the citizens carrying
> guns were teenagers. Public schools were doubled as centers for
> militia training, and they kept at hand all types of guns and ammo.
> And, surprisingly, those were probably the most peaceful times in
> Cuba's recent history. Criminality was at the lowest, and violence
> involving guns was almost unknown. I never heard of a case of school
> violence involving guns.
>
> By mid 1963, when Castro felt himself strong in power, people were
> asked to register their guns. A few months later a law was passed
> confiscating guns in the hands of private citizens. Soon after,
> criminal actions involving guns increased considerably, particularly
> criminal actions committed by the Castro government against Cuban
> citizens.
>
> The amazing fact is that guns, even guns in the hands of trained
> soldiers in the battlefield, don't kill people. While studying the
> effectiveness of American soldiers during World War II, U.S. Army
> Brigadier General 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?
>
> A few years ago, when Florida's Dade County passed a law allowing
> citizens to carry concealed weapons, the selective gun control
> advocates predicted mayhem and civil chaos. But their predictions
> never materialized and criminal activity involving guns actually
> dropped considerably. In Israel's kibbutzs assault rifles and
> submachine guns are always kept fully loaded and at hand. I have never
> heard of any Israeli child using his parent's guns to kill classmates.
>
>
> When somebody uses a car to kill a person nobody blames the car, but
> the driver. Why, then, when somebody uses a gun to kill a person we
> always hear the gun control advocates raising their voices? Neither
> guns nor cars kill people; people do. As the lyrics of a well-known
> rap song repeats over and over, the most lethal weapon is your mind.
> Researchers at the North Carolina Center for the Prevention of School
> Violence seem to agree. They believe that the reason for the current
> epidemic of school violence has to do with a change in the student's
> thinking. Now, how did this change in the children's mind come to be?
>
>
>
> Lowering the Violence Threshold
>
> 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.
>
> There is a practical reason for the teachers' unscientific behavior.
> The coercive utopians have always seen Judeo-Christian religion as the
> main obstacle to their plans, so they have been using Darwin's theory
> of evolution as a handy tool in their battle against religion. Their
> main goal is to lower the ethical and moral threshold in order to
> brainwash children to accept their views. But you have to really push
> down forcefully the moral threshold to have people accept, for
> example, that shoving one's fist up other person's anus, or kissing
> other person's anus and eating his feces, is a normal sexual behavior.
> (If this sounds too gross to you it is only because you have not been
> attending a public school lately.)
>
> The techniques the brain-washers apply to lower the student's moral
> threshold are very sophisticated, some of them closely resembling
> psychological operations used by intelligence services all around the
> world. For example, most schools have instituted a 'pajama day,' in
> which students come to school wearing their pajamas. That's seems
> pretty inoffensive, and no parent would question it. But the 'pajama
> day' is just the first step for the creation of the 'cross-dressing
> day,' in which students come to school dressed as members of the
> opposite sex. The 'cross-dressing day' is actually a 'transvestite
> day' in disguise. Its only purpose is to lower the student's moral
> threshold into accepting previously socially unaccepted behavior.
> After the 'cross-dressing day' has been in practice for several years
> in a school, nobody would object if some day a student decide to come
> to school every day dressed as a member of the opposite sex. If
> somebody raises any questions it would be easy to dismiss it by
> alleging the student's rights and the fact that everybody does it, at
> least once a year.
>
> Another common technique they have been successfully applying in some
> schools is the showing of films like Natural Born Killers, and the use
> of death and suicide rehearsing, in which student's write suicide
> notes, visit mortuaries, and even lay in coffins to feel the
> experience of death are carefully planned psychological conditioning
> to lower the moral threshold of the student's to accept violence and
> death as natural. Death and suicide have become a common subject in
> 'progressive' school curricula. Sado-masochism is an important part of
> the gay sub-culture.
>
> In their ferocious fight against religion the social engineers have
> been successful in the de facto banning of Judeo-Christian ethics from
> our public schools, and a cornerstone of Judeo-Christian ethics is the
> belief in the sanctity of human life. The result, as we now see, is
> probably not exactly what they had in mind. But don't let their
> anti-gun yelling and shouting confuse you. They are not that foolish.
> They know exactly the real source of the problem, which is not guns or
> parent's behavior. But, unable to publicly accept the blame for their
> mistake, now they are blaming us for the results of their gross
> miscalculation and, with the help of a corrupt, accomplice media,
> pulling a victory out of the jaws of defeat.
>
> Granted, the belief in the sacredness of human life is not a
> scientific fact, but, even from just the practical point of civilized
> life in 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 came 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.
>
> The fascist social engineers are masters in semantic deception, which
> in plain English means using a fancy, misleading term to name an
> activity quite different from the one the name suggests. So, they
> created outcome-based education, constructivism, block scheduling,
> site-based management, team teaching, Socratic dialogue, holistic
> grading, and the rest of the tools that, allegedly, were going to
> improve our system of education. The reality is that all of these
> supposedly educational techniques are just tricks created to be used
> as a smoke screen for covering their actual indoctrination and
> brainwashing activities. The fact that they have been acting for so
> many years with total impunity has convinced them of their cleverness
> and our stupidity.
>
> Using the tricks of their trade, the social engineers entrenched in
> our public schools have been working hard brainwashing the students
> behind their parent's 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?
>
> The cardinal principle of situational ethics, as currently taught in
> our public schools, is that if you feel good doing something, then
> there's no reason for not doing it. Creating a high sense of
> self-esteem, the social engineers claim, is paramount, and doing
> whatever makes you feel good is the key for reaching a high sense of
> self-esteem. Some witnesses testify that the students who went on a
> killing rampage to their schools were feeling real good. I bet that,
> at least while they were pulling the trigger shooting at unarmed
> victims, the schoolboys turned into assassins were enjoying a very
> high feeling of superiority and strong self-esteem.
>
> Authors H. Stream and L. Freeman, in an insightful book called Our
> Wish to Kill, probe America's homicidal obsession, examining
> everything from 'wilding' incidents to serial killers. They conclude
> that actual killings are simply tangible expressions of the hundreds
> of thousands of murders that are fantasized in our minds but never
> committed. One of the functions of the Judeo-Christian and other
> religions, at some time shared by schools, is to raise the threshold
> of violence, making it morally unacceptable and, therefore, difficult
> to commit. Lately, however, schools have joined the media in pushing
> down the violence threshold, making it morally easier and simpler to
> commit.
>
> After the massacre at Columbine High School in Littleton, Colorado,
> President Bill Clinton has been busy throwing a smoke screen on the
> true causes of the killings. According to Clinton, the responsible for
> the creation of the monsters next door are guns and parents. But Bill
> Clinton, a natural born liar, knows better. The roots of this recent
> trend in school violence are to be found in the Arkansas brainwashing
> labs, whose three main elements, AGATE (Arkansas Gifted and Talented
> Education), the Arkansas Governor's School and the Arkansas School of
> Mathematics and Science, are the aberrant creation of none others than
> Bill and Hillary Clinton. It was there, and not at the student's
> homes, where the seed of violence and death was planted for the first
> time in the minds of impressionable children. It was there where the
> brainwashing techniques were first tested and fine tuned for many
> years. Now, the brain-washers are pushing for its nationwide
> implementation.
>
> The national media, Hollywood, computer game designers, death metal
> bands, television and, particularly, 'progressive' teachers working
> hard at brainwashing our children at the public schools, are the true
> makers of lethal weapons. They are the ones who have created the
> abominable monsters who unmercifully kill other human beings.
> Sometimes the monsters use guns, though knives, poison, explosives,
> baseball bats and rocks have also been used as murder tools. The
> media, Hollywood, computer game designers, death metal bands,
> television, teachers, and not the parents and gun makers as some
> claim, are the ones who are poisoning our children's brains, turning
> their minds into lethal weapons. Now, because they have absolutely no
> decency, the makers of lethal weapons want to use the problem they
> have created to carry out two of their cherished agendas: taking guns
> from the citizen's hands and curtailing parent's rights even more.
>
> Far from disappearing, school violence in America will keep rising,
> and this is just the beginning. The nationwide implementation through
> Goals 2,000 and other Federal Government programs of the brainwashing
> techniques tested in Arkansas and now successfully applied in many
> public schools will bring momentous consequences to the future of this
> nation.
>
> *Servando Gonzalez is a Cuban-born American writer. He is not a member
> of the NRA.
>
> The New Australian
A<>E<>R
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