The Ignorance of Officialdom.

The mass schooling system, which gained life and grew by preying upon and crushing the spirits of children and by this means instilled into society an illogical craving for its being, is beginning to perish. If it is allowed to die a slow but natural death, countless more normal, intelligent children, many of whom are gifted, will be labelled as having mental ‘abnormalities’; innumerable other children will develop mental illnesses and inestimable young lives will be lost through suicide, drug abuse and school massacres. If it continues to be given life support by attempts to alter its structure and massive, ever increasing, injections of funding, it will take with it, in its death throes – which are only just beginning – so many of its prey that society will be stunned, time and time again, with the horror of its carnage.

Blind to the desperate efforts of the many distraught children who try to draw attention to their terrible plight in today’s schools, governments ignore their anguished and despairing pleas and continue to doggedly cling to an antiquated pseudo-educational system which, because it denies the special needs of all children, actually causes vast numbers of children to have what are officially recognised as, “Special needs.”

Oblivious to the cost, in both human and financial terms, of schooling children en masse, governments around the world not only fail to provide any alternatives whatsoever to this inhuman system but treat parents who don’t have their children subjected to its educational, emotional, psychological, moral and physical dangers with extreme suspicion and in New South Wales, Australia, blatantly and vindictively discriminate against them and enslave them to, “Education,” ‘guidelines’ – laws which are based upon the educationally irrational methods used in their own failed mass schooling system.

‘Progressive’ methods of learning, which are claimed by many, if not most, of today’s ‘education experts’ to be ideal, are much the same as those used by children who aren’t schooled and ‘education’ officials know that, even in schools, where, due to the fact that children’s ‘learning’ is both programmed and broken into ‘subjects’, much forced ‘learning’ still takes place, these methods are difficult to document.

In the mass schooling system ‘progressive’ methods leave children’s ‘learning’ almost solely in the hands of other children, thereby exacerbating the damage already caused by their ‘learning’ being programmed and broken into ‘subjects’.

Children who are free to learn as nature intended have constantly available one to one access to information and guidance from a parent (who, unlike schoolteachers, loves them and knows and understands their needs); their learning is based upon life’s events, not programming and is free of the endless interruptions which are an intrinsic part of the mass schooling system. These children cover, in a whole manner, a vast quantity of ‘subjects’ every waking hour of their lives and their learning is as rich and varied as life itself. Yet, in New South Wales, parents of these children are expected to (at their AND THEIR CHILDREN’S expense, both time-wise and financially) provide the N.S.W. Board of Studies with documentation which is applicable to ‘traditional’ (FORCED) methods of ‘learning’.

Parents of free children are aware of the damages forced ‘learning’ causes and the N.S.W. Board of Studies ‘guidelines’ attempt, albeit through ignorance, to restrict their children’s learning and to force them to violate their duty of care to their children’s education by inflicting an artificial ‘education’ upon them. THIS HAS THE POTENTIAL TO CAUSE THESE PARENTS EMOTIONAL CONFLICT RESULTING IN EXTREME STRESS, WITH ALL ITS DIRE REPERCUSSIONS.

Most parents, because they love their children, do their utmost to ensure that they are well educated (and this is just one of the many reasons why more and more children are being freed to learn as nature intended).

For many reasons, numerous dissatisfied and worried parents would like an alternative to the schooling system currently being doggedly clung to by governments. Although society has been indoctrinated with the false belief that schools ‘educate’, many of these parents, despite the fact that they were supposed to be ‘educated’ during their own ten to thirteen long years at school, wrongly believe that they lack sufficient education to teach their own children.

The discrimination and tyranny displayed by governments towards the legal practice of allowing children to learn in a safe family environment and in the real world, instead of in a mass schooling institution, needs to be replaced by freely given support, both financial and in the form of educational resources.

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