The Rockefeller Family Fortunes
—A Trail of Conspiracy, Bloodshed, and Evil
Rome, Rockefeller, the U.S. and Standard Oil The Monarchy of Money!!!
Child Prodigies and the Assault on Creativity
When you think of a child prodigy, you usually think of an exceptional young talent which has been recognized in a person’s early life and nurtured by those around them, who encourage their latent abilities to blossom and grow. Mozart, of course, springs immediately to mind – a rare and gifted talent in music who, on account of the culture and environment in which he was weaned, was able to develop into one of the greatest composers of all time. And while it could be said that such an upbringing was overbearing and destroyed any chance of young Mozart leading a “normal” life, without it, it is highly unlikely that his incredible potential would have been fully realized.
The same can’t be said for the system in the present age. For some time now, the education system has been geared increasingly towards controlling children in an authoritarian environment (much research has been conducted into the comparison between schools and prisons), preparing them for a regimented series of arbitrary tests to make them suitable for a particular vocation – it’s hardly surprising, given that one of America’s wealthiest industrialists, John D. Rockefeller, was instrumental in the establishment of the General Education Board, which many believe was designed not to elevate the American people towards a position of creative, free-thinking individuals but compliant workers. G. Edward Griffin stated that “the goal was — and is — to create citizens who were educated enough for productive work under supervision but not enough to question authority or seek to rise above their class.” He continued, “True education was to be restricted to the sons and daughters of the elite. For the rest, it would be better to productive skilled workers with no particular aspirations other than to enjoy life.” Indeed, this is precisely the kind of stratification we see in contemporary education to this day.
By definition, child prodigies are not “normal” children – often, early age genius is intrinsically linked with conditions such as autism and Asperger Syndrome, and it is this intensity of interest in a particular subject or field which leads the child to excel. This higher function in one respect is often contrasted with other behavioral issues, particularly an inability to function in social circumstances. The psychiatric profession inevitably came to diagnose this as a disorder or disability, and despite a growing movement to have this removed from the American Psychiatric Association’s Diagnostics and Statistical Manual, much in the same way that homosexuality was eventually removed, the identification of these personality and cognitive traits as a “problem” continues to this day.
This over-identification of mental health issues as a problem which needs addressing, rather than something which needs understanding with a view to nurturing a person’s inherent talents and abilities, is increasingly being ascribed to children across the spectrum. For years, restless and agitated children who rebel against the boredom-inducing regimentation of the classroom are being prescribed powerful anti-psychotics previously only given to adults with extreme cases of psychosis. Not content with fabricating new disorders to justify this assault on the minds of children (a number of prominent researchers have gone on record to state that Attention Deficit Hyperactivity Disorder is “not a real disease”), the American Psychiatric Association continues to expand its list of mental disorders, with each volume of the DSM significantly larger than the last.
A far more troubling development came last year, when the APA introduced “oppositional defiance disorder” into the DSM-IV. ODD – which is characterized as an “ongoing pattern of disobedient, hostile and defiant behaviour” – takes the notion of labeling childhood behavior as a mental health problem to disturbing new extremes. With symptoms which include questioning authority the writing is on the wall – non-conformity and free thinking is taboo to the establishment. Free and critical thinking is a crucial component of any society or culture which wishes to progress, and many historical developments which have improved both our understanding of the universe around us and improved our condition have arisen from those who are willing to challenge orthodox thinking. But conformity demands compliance, and in defining non-compliance as a mental illness in children and proceeding to medicate them with psychotropic drugs, the social engineers ensure that their authority – be it intellectual, political or ideological – remains unchallenged.
The rapid rise in mind-altering medication being prescribed to children, coupled with the effects of other toxic compounds found in food and water (a Harvard study recently confirmed what many have been saying about fluoride for many years, that it reduces the IQ levels in children) can only lead to a diminishment of critical thinking, creative children in society. And the contrast between how the state react to such children compared to the individual couldn’t be much clearer than in the following two cases. Jacob Barnett was diagnosed by doctors as suffering from Asperger Syndrome who placed him on medication and into therapy – after being kicked out of school for allegedly not being able to learn, he went on to learn high school mathematics in two weeks before attending university.