On one of my book shelves sits a big fat folder labeled "Holocaust Abuse/Kids". There I collect stories and statistics of how our school children are traumatized by emotionally harmful, largely unsupervised, out-of-control "Holocaust Education."
This is a fertile area of further outreach to stop America's indoctrination into what more and more professionals are beginning to call the "Holocaust Cult." I have my eye on that area. To reclaim our children's mind will be an important next stage in our outreach program to bring some sanity back in our world.
I have mentioned to you Philip Glidden, Ph.D., of Florida before. Dr. Glidden is the author of "Trading on Guilt" - an important pioneer work into a largely uncharted terrain.
Dr. Glidden is writing a bit in what I call the Norman Finkelstein mode - filled with righteous rage at the wholesale abuse in the unholy name of the "Holocaust", but essentially buying into the traditional story: That the so-called "Holocaust" happened exactly as war time and post war propaganda tells you it happened.
Dr. Glidden believes in the "gassings" and all! I know because I checked! It also shines through in his writings.
A pity.
But then, it isn't everyday's evening as yet, as Germans like to say. I have all the confidence in the world that he will come around - and in the meantime, the rest of what he says is excellent:
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Despite a growing nationwide push for "Holocaust education, " a veteran American educator has concluded that Holocaust education in the public schools is destructive social programming of the worst sort, is injurious to students, and has no place in American society.
Public school children are being required by law to study religiously biased Holocaust material in the states of Illinois, California and Florida. Most other states have been targeted for the imposition of similar instruction. Educational laws relating to the Jewish genocide or Holocaust are be ing ob truded into public school systems under the sponsorship of Jewish legislators and advocacy organizations.
Such religiously-weighed incursions into public school education are unprecedented in the United States and reflect an abnormal trend toward providing favor itism to the Jewish minority at the cost of forcing an inappropriate burden on school children.
The Holocaust laws appear to represent an imposition on society by a highly motivated religious group, comprising perhaps five percent of the population, which is intent to have a sense of speciality about the Holocaust taught to public school children for its own political gain.
The ease with which Jewish advocates of such laws have been able to overcome the normal propensity of society to prevent religion from mixing with public education appears to be due primarily to the ability of such groups to "trade " on the guilt and shame ingrained in society as a result of the Jewish genocide. There is also the great reluctance of non-Jewish legislators and others in public office to risk their positions and reputations by opposing Jewish interests and thereby incurring their ire and the risk of being branded as "anti-Semites. " Terms such as "anti-Semitism " and "Holocaust denial " have been used with devastating effect in countering opposition to Jewish interests.
What is distinctly wrong with teaching Holocaust studies in the public schools is the implication that another Holocaust could occur at all, and in particular in the United States. Certainly in the view of most citizens, America is not like Nazi Germany. Therefore the implication that children in our public schools need to be "instructed " in how to conduct themselves by the infusion of a foreign religious "morality " is insulting to the tradition of the American people, and suggests that Americans would allow any dictatorial group to subvert their freedom. This is precisely what Jewish advocates and institutions are planning for American youth: the manipulative intrusion into impressionable minds of self-serving information.
We must ask ourselves: why do Jews want others to experience the horrors of the Jewish genocide in the promotion of Holocaust education? Do they want public school children to become as traumatized as Jewish children who had experienced the real thing. Psychoanalysis of children of survivors and others who had any experience with the genocide reveal that they cannot rid themselves of the memories of persecution. It is this kind of intense association with the nightmares of death that can be transferred to students in the classroom. The only explanations to this question can be that Jews require others to feel their hurt and anxiety so that they can profit by the empathetic transference.
Most parents object to their children watching violence on television. To have them subjected to grisly accounts of death and mayhem in the pubic schools is an ironic twist. In schools where parents believe they have safely entrusted their children, these students may be experiencing trauma themselves without the parents fully understanding what process is being played out. The school, under the impetus of Holocaust education, has become a systematic, controlled environment for propagandizing an increased awareness of the Jewish genocide. This is not teaching in the conventional sense, but has become the indoctrination of young minds.
Some of the phobias which might affection school children include the following:
1) Identification with the victims. When the Holocaust Law was introduced into the Florida House Educational Committee meeting, proponents of the law brought along an individual who was a survivor of the death camps. His being there before the committee provided instant empathy for the victim s plight. School children can have the same empathetic association by being exposed to the murderous details of the genocide.1
2) Having nightmares following the viewing of cadavers piled up like cord wood and learning about the brutalities of the Nazis.2
3) Showing depression as the result of witnessing scenes of death and murder.3
4) Showing psychological disorders and becoming engaged in self-reproach.4
Of considerable interest is the paper written by a Holocaust survivor in collaboration with her daughter, both psychologists. They state that it doesn t matter "whether the parent is traumatized while the child can observe it or whether the parent carries with him the undigested memory of past severe trauma. Trans mittal to the child will occur under either condition . . . children imagine traumas or, rather, experience them through identification. "5
This is one of the most significant findings that has enormous implications for the effects of introducing Holocaust education into the public schools the infusion of the horrifying Holocaust experience through identification with people who have survived the ordeal.
Apparently groups not associated with the school systems have been unable to interview the children themselves to determine if Holocaust education has increased their propensity for tolerance of one another, but neither has the question been raised as to how children may be affected by the shock of witnessing Holo caust-related graphics and death scenes.
A survey made of public school teachers [in Florida] indicated that the Holocaust curriculum had been "well received, " but attempts made to gain further insight into this survey have been thwarted by bureaucratic intervention. As noted above, a considerable number of studies have been made of the effects conveyed >from Holocaust survivors to other members of their families who did not experience the Holocaust directly, but such affects or disorders transmitted to school children have not been widely accepted.
It is strongly recommended that outside consultants be allowed to interview children who have been subjected to Holo caust education in order to determine what effect it has had on their young minds. If it can be ascertained that strong emotional response to viewing graphic details of the death camps and crematories has created unnecessary trauma in the psyches of the children, this should be sufficient grounds for discontinuing the programs. Parents should be advised of their children s reactions and have a voice in whether or not the programs should be terminated. Under no circumstances should school psychologists or people associated with the school systems be allowed to have the final determination in such a situation.
The Jewish community has striven in every way possible to make criticism of themselves and their religion anathema by using "anti-Semitism " and "Holocaust denial " as defense mechanisms. To accord self-serving religious groups the right to condition public school students with Holocaust education or to allow similar projects in the schools portends an unfortunate subversion of traditional rights that will lead to the suppression of freedom and the right of free speech. v
FOOTNOTES
1 Bergmann, Martin S. & Milton E. Jucovy, Generations of the Holocaust, Basic Books, Inc., New York, 1982, pp. 86, 94.
2 Ibid., pp. 46-47.
3 Ibid., pp. 19, 231.
4 Ibid., pp. 280-283.
5 Laub, Dori and Nanette C. Auerhahn, "Reverberations of Genocide: Its Expression in the Conscious and Unconscious of Post-Holocaust Generations, " in Psychoanalytic Reflections on the Holocaust, Steven A. Luel and Paul Marcus, eds. Holocaust Awareness Institute, Center for Judaic Studies, Univer sity of Denver and KTAV Publishing House, Inc., New York, 1984, pp. 162-163.
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Thought for the Day:
"When the Holocaust Lobby comes calling, America's teachers come crawling."
(Sent to the Zundelsite}