say no to psychiatry foundation for truth in reality

The Leipzig Connection:
Sabotage of the US Educational System
by Paolo Lionni

Chapter 3. Positioning

"While G. Stanley Hall had been Wundt's first American student, his compatriot James McKeen Cattell had the distinction of being Wundt's first assistant and, later, the most effective publicist and promoter of the revised psychology."

"Cattell was born in 1860 in Pennsylvania, and received his bachelor's degree from Lafayette College in 1880. He then spent a short period of time in Germany, where he met Wundt and saw his laboratory. Returning to Germany in 1883, Cattell went to Leipzig and told Wundt that he was going to be his assistant. Wundt acceded and Cattell spent the next three years experimenting in Wundt's lab, receiving his Ph.D. from him in 1886. Cattell's primary interests lay in mental testing and in individual differences in ability."

"One series of experiments Cattell performed while at Leipzig examined the manner in which a person sees the words he is reading. Testing adults who knew how to read, Cattell found they could recognize words without having to sound out the letters. From this, he reasoned that words are not read by compounding the letters, but are perceived as "total word pictures." He determined that little is gained by teaching the child his sounds and letters as the first step to being able to read. Since they could recognize words very rapidly, the way to teach children how to read would be to show them words, and tell them what the words were. This breakthrough of Cattell's led to the adoption of a sight-reading method in many school systems throughout the United States. Its failure to produce an expected increase in literacy ... applied by teachers ... (turned) into a national crisis."

This approach has reared it's ugly head in recent times as the "look-see" method of reading. It never works and the result is always impaired reading ability of students, yet the education establishment demands its use and prohibits the more successful phonics approach to reading. The problem is simple. Of course grown adults don't sound out words. Cattell tested adults in his study. Adults have long since learned the sound of words and have associated these sounds and meaning with the "picture" or "shape" of the word they view on a written page. But when they were learning to read they did sound out words using traditional phonics methods, and only later learned the visual "total word picture" through repetition and experience. Using the look-see method, the student has absolutely no tools to figure out how to say new words, and his vocabulary is limited to the words he has specifically been taught and memorized. Leave it to psychologists to "deduce" 5 year old children and grown adults perceive and read the same way. It would be laughable if the results weren't so disastrous to the children. This is only one example of many where their gross dullness and stupidity camouflages itself with such catch words as "science", "innovative", "caring" and "progressive".

One thing we must each all learn to do; examine results only and base your knowledge upon what you observe as real existing results. People can always be convincing and sell us. Almost anything can be made to seem logical or "make sense". Disregard all the yapping, references to studies, arguments, and complex theories, and simply look at the results. What does the application of the theory in actual practice produce? What are the visible, observable results of applying the ideas? Nothing else matters. Education before 1917 was largely successful and produced much better "products" (graduated students who could think and do) than today's educational methods. Who cares about all the details. The methods don't work and they produce poor results.

Honestly, if a carpet cleaner cleaned your carpets, and they looked worse than when he started, would you listen to all his "reasons", theories and arguments for the superiority of his method of cleaning? Of course not. You probably wouldn't pay him and you would tell him to get lost. You would most likely tell your friends not to use this cleaner. Why act any differently with the education of the entire future generation? Why act any differently with psychiatric drugging, electric shock and lobotomy? Just look at the results, the products, the effects of the applications of psychiatry's or modern psychology's methods. They don't work, and they produce harmful and damaged results. Don't pay them, don't support them, and tell them to get lost!

See: Results - Observe and Decide For Yourself.

"In 1887, he left the country again to lecture at Cambridge, where he met and was deeply impressed by Charles Darwin's cousin, the English psychologist Francis Galton. Galton's theories held that "a man's natural abilities are derived by inheritance, under exactly the same limitations as are the form and physical features of the whole organic world." Cattell quickly absorbed Galton's approach to eugenics, selective breeding, and the measurement of intelligence. Cattell was later to become the American leader in psychological testing, and in 1894 would administer the first battery of psychological tests ever given to a large group of people, testing the freshman and senior classes at Columbia University."

"In 1891, Cattell joined the faculty of Columbia University as professor of psychology and head of Columbia's new psychology department, a critical position for the union of psychology and education."

"At Columbia, Cattell shone as an organizer and publicist. To promote the new "science" of experimental psychology Cattell created publications which would carry the new subject to educators and scientists across the country. First he began a new journal, in 1894, called The Psychological Review. Then he purchased from Alexander Graham Bell the weekly publication Science, which later became the official journal of the American Association for the Advancement of Science. In 1900 he began Popular Science Monthly, continuing to publish it after 1915 as Scientific Monthly; that same year he began yet another publication, the weekly School and Society. He also began a series of well-known reference works: American Men of Science, Leaders in Education, and The Directory of American Scholars; with publications such as these, he positioned the revised psychology within the mainstream of American thinking, the proponents of this new field taking their places alongside our leading scientists, educators, and scholars in the pages of these reference books."

"During his twenty-five years at Columbia, Cattell supervised 344 successful doctoral candidates in psychology. In 1895 he was elected president of the American Psychological Association, and in 1900 he became the first psychologist elected to the National Academy of Sciences. Although he never wrote a textbook, and was the author of only a few papers in his field, he publicized experimental psychology broadly, organized his colleagues, and promoted their accomplishments, enabling them to consolidate their positions in the departments of philosophy (and, later, psychology) at major universities across the country."

"James Earl Russell, a student of Wundt's who received his doctorate from Leipzig in 1894, came to Columbia University in October, 1897, five years after the New York College for the Training of Teachers had received its permanent charter as Columbia's Teachers College. Russell had already occupied positions of administrative responsibility having been, while at Leipzig, an official European Agent for the Federal Bureau of Education (then located in the Department of the Interior). Appointed head of the department of psychology and general method, Russell directed the central department at Teachers College. That same year, Russell became dean of the College. He would run it for the next thirty years, building the largest institution in the world for the training of teachers."

"Thus, in 1897, the stage was about to be set for the propagation of Wundt's laboratory psychology throughout American education."

(end of chapter 3)

Analysis/Comment

It is vital to realize that a tremendous amount of money, time and energy has been invested in promoting and securing the acceptance of this new psychological approach over the past century. This subject cannot stand on its own merits. It stands ONLY because it has been propped up by years of investment, PR, miseducation and (intentional and unintentional) deception.

Genetics is the flip side of the coin I call the "disgusting duo" of modern psychological theory. On the one side you have the concept of stimulus-response and man as the sum total of environmental experiences (see chapter 2). On the other side there is genetics (see above - Francis Galton), the idea that all intelligence, capability, and natural propensities are inherited in one's chromosomes. This viewpoint opens the door to selective breeding, selective genocide, and the general oppression of anyone who doesn't satisfy the current standard of who and what are "strong, intelligent, moral or pure". There are physical traits, such as body size, hair color, muscle tone, strength and agility that are to a large degree genetic and inherited. The problem arises, again, when these charlatans so casually transpose a physical phenomena to the realm of mental phenomena, where it simply does not apply.

Nazi Germany took these ideas of genetics and selective breeding to their diabolical logical extreme. German psychiatrists worked closely with the SS and Nazi elite spreading their ideas of racial superiority (and inferiority), genetic supremacy, "good genes", "bad genes", and "racial cleansing". Why give psychological tests? To ascertain who is "dumb", "unable to learn", "inferior" and a strain on the society. And then, since they can't be "fixed" or "improved", the only solution is to get rid of them and their "harmful" genetic line. Off to the showers.... It amazes me how certain segments of the Jewish community have embraced modern psychiatric theory and practice failing to realize its actual beginnings in German experimental psychology and the affiliation with Nazi Germany and its methods of extermination of the "unfit".

The lie here is that mental aptitude, IQ, and imaginative ability are NOT unchangeable genetic physical traits like hair color or body size and can be improved. Anybody can learn and better at anything if given a workable method of study and a positive environment of living, caring, aware people. Modern genetic theories wed to psychology, are, in fact, mere opinions parading as scientific facts, and deny the possibility of improvement and enforce limitations.

Here's the way these guys "think". They observe a rock, or a molecule or a star and say, "gee, this thing is what it is, it isn't anything else, it never changes, and that's the way it is". They look at a flower, or a tree or a dog or a cat, and say, "these things are what they are, and reproduction with similar related forms results in more of the same". They look at body forms, types, races, and notice how the physical characteristics stay pretty much the same from generation to generation. This is all physical stuff, matter and energy. So far, no problem. But then then begin to deal with minds, emotions, thought and intention and they, first, fail to ever look at and examine these things in themselves, and then second, make the huge error of assuming these things are similar in any way to all the physical things they previously observed. They are not! They follow completely different and unique laws. And worse of all, if you enforce upon a mind practices according to the laws of energy and matter, it deteriorates and begins to mimic energy and matter. How so?

Matter and energy tends to stay the way it is unless acted upon. In good shape, a human being is creative, originates things, changes his environment and is basically a real pain in the ass (at least to status quo, conformist types). He is a causative agent. He sets things in motion. He puts new things there that weren't there before. He initiates change upon the environment, instead of conforming to the environment, which is the modern behavioral "scientific" approach. He is the cause and not the effect.

Modern psychology and psychiatry can't improve anyone's mind or ability. They simply don't know how. They now don't even try. Apparently, because they can't do it and have failed miserably at the task for so long, they assume man is incapable of changing for the better and that no alternative approach to the mind can or would ever produce positive change. They attack as frauds and quacks any group saying it can help and improve minds and mental ability. They are the true quacks and frauds.

Various proponents of "logic" and "modern science" have repeatedly criticized any and all subjects implying anything other than their strictly materialistic approach to man and his possibilities. Strangely, modern psychology has nothing to do with the very definition of "psychology". Anyone with an open mind, can do some quick research into any number of areas, experiment some, and find various methods for addressing and improving the capability of a mind. Minimally you will discover it does surely exist and is not explained by modern psychological and psychiatric theories. Far from a complete list, a few are: Yoga, various meditation techniques, Dianetics, applied Tibetan Buddhism, Scientology, Rosicrucian methods, P.D. Ouspensky's Fourth Way, Science of Mind, Unity, New Thought and visualization techniques. It is a sad commentary on our modern society that these subjects are viewed with a jaundiced eye. This attitude has been inculcated by the media, certain organized religions, who these alternative approaches threaten, rigid rationalists, atheists, humanists and modern education; to the detriment of us all.

I am not endorsing any specific alternative approach and I will be the first to say there are problems, confusions, and hurdles to be jumped with each, and none are all-inclusive. It can be very difficult to separate raw basic data about the mind from religious associations, opinions, theories, and bias. But they each do tread upon areas that current psychological theories and practices fail to address, explain or handle. I am not talking about strange things like extra-sensory perecption or telekinesis, but only common abilities of any mind, such as concentration, attention, imagination, intention, and will.

Examining and investigating the realm of the "mind" with careful "scientific" methods could reap untold benefits. It has never been done by the modern field of psychology. The mind is largely ignored, and the only concerns are behavior, the environment, genetics and biochemistry.

In fact, honestly examining and investigating the mind threatens the entire current educational, psychological and psychiatric paradigms. They will never support an honest look at the "mind" or any alternative workable methodology, no matter how legitimate or successful it might be, and will fight all attempts to do so.

Continue with Chapter 4. Mice and Monkeys

Back to Chapter 1. The New Domain - Index Page

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The Leipzig Connection by Paolo Lionni - the complete book with more details & facts about the scam known as modern education and psychology.

Suggested Reading List - the Demise of the Educational System - OBE (Outcome-Based Education), NEA (National Education Association), educational psychology, German psychology & influences, demise of public education, educational sabotage, Wundt, Pavlov, Dewey, Skinner, Watson.

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