Subject: Transcript of LaRouche TV Program: Crisis in Education

From: [email-masked] (John Covici)
Date: 29 Oct 92 20:48:27 GMT

TRANSCRIPT OF ABC-TV NATIONAL BROADCAST
October 21 and October 25, 1992

      The following program is authorized and paid for by

                  LaRouche for President
            Independents for Economic Recovery

TITLE:  The Crisis in Education

ANNOUNCER:  Ladies and gentlemen, independent Presidential
candidate and political prisoner, Lyndon H. LaRouche,
speaking from Rochester, Minnesota: 

LYNDON LAROUCHE:  I am told that there is hardly one
citizen today, who thinks that our schools are doing an
adequate job. Around the nation, groups of parents and
teachers are fighting to reduce class size, to better the
curriculum, and to bring morality back into the classroom.
Unfortunately, those reforms, by parents and others,
however commendable, will not be enough to reverse the
virtual collapse into a dark age of irrationality which
has overtaken our school system over the course of the
25-odd years since the assassination of President John
Kennedy. 
   Today, let us look at the problem of education from a
practical standpoint. Let us consider the way in which
miseducation has contributed in two ways to bringing our
economy over the past 25 years to its present state of
collapse, in what seems to most a hopeless, worldwide deep
economic depression. 
   First, let us look at the effect of miseducation
concerning history and ideas of political economy upon the
way you, the citizen, judge the economic policies of our
government. Second, let us look at the way in which
miseducation, or lack of education, affects the ability of
our average citizen to produce, to compete against the
better educated Japanese, Germans, and so forth, in the
world of today. 
   In response to a recent program broadcast nationwide,
many citizens have said that my program sounds fine, but
it won't work, because I seem to be ignorant of certain
principles of economics. When I hear more from these
listeners who write in or call in, I find that it is THEY
who are terribly ignorant of economics; who say that my
program would be inflationary -- which is not true -- which
indicates that they believe in the myths that they're told
from Washington, the myths which are told regularly in our
classrooms. 
   The center of the objection to my proposals for
action, to get us out of a depression, is my proposal for
monetary reform. Specifically, I have proposed that we
must -- I repeat, we must -- nationalize, federalize, or
shall we say, Constitutionalize, the Federal Reserve
system to bring it into conformity with Article I of the
U.S. Constitution. ("The Congress shall have the power
to...coin money...." Art. I, Sec. 8) It is now in
violation of Article I of the U.S. Constitution, and
that's been known ever since the Warburgs induced Teddy
Roosevelt and Woodrow Wilson to conspire, in effect, to
create the Federal Reserve system, to impose it upon us --
a private bank chartered by the U.S. government, which
gives international financial interests not under the
control of government a kind of dictatorial power over our
banking and financial system. And that, my friends, is
unconstitutional. And that is what the Federal Reserve
system is today. 
   Now, the problem arises if I try as President, or
if any other President tries, to get a boom going in the
United States, a recovery from the present depression
spiral which is already going on. There's never been a
recovery. We're in a depression. It's just a matter of how
fast we go down, how steep the slope -- we're going
downhill. 
   To reverse that, if a President were to try to use
the Federal Reserve mechanism as a way of funding growth,
he would unleash an inflationary spiral. And that is what
I am determined not to do. To avoid inflation, you must
federalize, Constitutionalize, the Federal Reserve system;
otherwise, my friends, no economic recovery, because
inflation of that type does not mean recovery; that's just
another big bust. 
   The difference is, when the United States government
funds a recovery program, it does not do so by going into
the public market to buy debt. As you may be aware, we
already have too much Federal government debt to
outsiders, including foreigners. We should have less
growth of debt, but still have growth. The only way to do
that, is to use the currency, printed and issued by the
U.S. Treasury, as authorized by the Congress -- we're back
to Article I of the Constitution -- to loan that money
through its deposits with the Federal Reserve system made
into a National Bank, Constitutionalized, to loan that
money at low interest rates to highly selected, but
crucial projects and private firms; to loan it to the
Federal and State infrastructure building authorities;
($300 Billion to public and state authorities) to loan it
as credit to firms which are contract vendors, essential
to State and Federal authorized projects; and also to loan
it to several kinds of private enterprise to get the
economy going. ($300 Billion to the private sector) And,
to loan it to the point that we get at least 8 million
new jobs started in the United States right away -- that
means within the first months, the first year at most. 
   Then we have a recovery. If we do not do that, my
friends, then we do not have a recovery. 
   So, therefore, it is important that you know why, if
you took economics in school, or if you believe what you
are told by so-called experts, why, in most cases, you
were miseducated -- you were lied to. 
     Who are the political forces that imposed fraud upon
your school system? Because you have to know who they are,
in order to get them out of there; otherwise you're going
to get the same old hokum and buncomb all over again. 
   In the history of the United States, beginning with
the period leading up to the American War of Independence,
our quarrel with Britain, was that Britain was controlled,
including the monarch, King George III, who was virtually
owned by the British East India Company, which controlled
the economy of Britain, with the Bank of England, and
Barings' Bank. 
   These fellows were determined from 1763 on, up to the
point of the Revolution, to destroy the political
independence of the English colonies in North America, and
to deny us the right to engage in technological progress
in agriculture or industry. They wished to keep us
backward, relying upon black chattel slavery, indentured
servants, as opposed to black chattel slavery, as a basic
mode of life. We said: No! 
   Franklin, one of our leaders, together with
Washington, went to London, to meet with the British
Parliament, and said, after meeting with the Parliament
and other people: the situation here in London is
hopeless; this is headed toward an irrepressible conflict;
these people are determined to keep us barefoot and
backward; and we won't stand for it! 
   So we conspired, Franklin did with others, to
establish a republic in this continent which could do
several things: which could have industry, have
technological progress in agriculture; which could have
roads, canals, and, eventually later on, railroads; which
could have the most modern technologies from Europe. 
   Then came the time of our Federal Constitution, and
the Confederation didn't work, because we couldn't have
infrastructure: we couldn't have highways; we couldn't
have canal systems built among states; we couldn't
coordinate anything; we weren't safe; we were divided; we
couldn't organize our own interstate trade. 
   So, people were convinced that, in the face of our
British enemy -- who was still determined to crush us,
reconquer us, and enslave us -- we had to have a federal
union. And, a federal union that would not only defend us,
but would subordinate the role of the states to a central
agency which would organize national infrastructure,
regulate interstate commerce, as well as providing for a
common defense -- for creating, as the Constitution says,
"a more perfect Union," so that, as the 14th Amendment
provides, you are not just a citizen of a State, you are a
citizen of the federal United States. 
   Then, the British were still determined to destroy
us. That led to a number of things. First of all, under
Jefferson and Madison, two Presidents in their 16 years in
office, we had a fellow in there by the name of Albert
Gallatin, who was actually a British spy -- of
Swiss-French origin, but who became a British spy -- and
who became Secretary of the Treasury, and so forth, and
who became the key influence, the evil influence behind
the throne, so to speak, in both the Jefferson and Madison
Administrations. Now, he introduced policies which were
directly contrary to our Founding Fathers. He introduced
the policies of the British East India Company against
which the War of Independence was fought. 
   Now, those policies were known as the policies of the
chief apologist, hired apologist, chief hack writer,
propaganda hack writer on economics for the British East
India Company -- a fellow called Adam Smith, who wrote a
book which is popularly known as The Wealth of Nations. 
   So, although in the first ten years of the Federal
republic, under Washington, particularly, and Adams, we
prospered as a nation, we had a miraculous growth, we were
already becoming the envy of foreign nations because of
our success. Particularly in Jefferson's second term in
office, and under Madison, all this was ruined.
   Now, what happened is, some patriots came along, and
recognized that Gallatin was the enemy of the United
States. The patriots, who were called Warhawks, were led
by a young fellow from Virginia, called Henry Clay.  Henry
Clay became immediately the Speaker of the House of
Representatives in his first term. And, these fellows
forced the United States to defend the vital interests of
our citizens against our enemy, Britain. 
   And so, we fought successfully, a second war against
Great Britain. We beat them. We beat them on the high
seas, with American superiority in naval technology, using
small ships called frigates, such as the U.S.S.
Constitution, and superior seamanship and navigation, and
superior gunnery, to beat the British Navy. 
   And then after that, under James Monroe, the man who
defended Washington, DC from the British, who burned it,
when President James Madison and his wife fled to
Virginia, we began a recovery. This recovery took off
under John Quincy Adams. National banking was
reestablished; American policies were reestablished; Adam
Smith was recognized for the enemy he was. Until along
came Jackson. 
   President Andrew Jackson, who was close to a
traitor named Aaron Burr, brought in the policies of the
British. The result of Jackson's policies, particularly in
his second term, led to the total collapse of the U.S.
banking system in what's called the Great Panic of 1837.
And, he was run by New York bankers, on behalf of London. 
   We were restored as a nation during the time of
Abraham Lincoln, when we went back to American policies,
as opposed to British, or Adam Smith, or free trade
policies. 
   Nonetheless, we continued, despite these corrupt
influences, into the beginning of this century. We were
being looted in various ways by the British, through the
stupidity of the Specie Resumpiton Act we adopted in the
1870's, but were were growing. We were constantly in
trouble, we were constantly broke, but we were growing.
And, the reason we were broke was that we were being
looted by these foreigners, these British, all the way
along. We could never keep anthing for ourselves, to
invest ourselves, because of this arrangement with
Britain. 
   Then came Teddy Roosevelt, who was a total British
agent. As a matter of fact, his mother was a part of the
Confederacy, came from from a Confederate family, which
means the same thing as British. Then came Woodrow
Wilson, a man of the same persuasion. And, these two
fellows brought us under the Adam Smith system, at least
to the greatest degree. 
   And that weakened us. We remained powerful only
because Europe was largely destroyed in World War I, and
again in World War II. We continued to grow, and during
wartime we abandoned the Adam Smith policies, as in World
War I and World War II, and we used policies more like
those which de Gaulle used when he was President of
France, which were called "dirigist" policies, or what
some people in this country these days call, "command
economy" policies. That got us through.
   At the end of the war, we were back to Adam Smith
policy. We had a major crisis as a result of that.
Eisenhower's Adminstration was almost ruined by that.
Kennedy took us a bit out of it, and put us on the road to
recovery, but after that, Johnson was pressured to
capitulate, and we went back to the policies -- Adam Smith
policies -- in a very radical form, which have brought us
to the present degree of ruin we have today. 
   But let me emphasize: the problems of the United
States are in no way caused by foreigners. The economic
problems of the United States are caused entirely by our
government and ourselves, in adopting over the last 28
years, particularly over the last 25-26 years, adopting
policies, one after the other, in the direction of free
trade, in the direction of deregulation, and so forth, and
against technological progress -- for a so-called
post-industrial society, or a so-called services economy
society. 
   It is these policies that have ruined us. And unless
we get rid of free trade policies, go back to regulation --
get rid of deregulation -- and get rid of these Adam Smith
policies in general, we are never going to recover. 
   But what has your school been teaching you? Your
university? Your children's school? The textbooks? They've
been teaching you, along with the press in Washington,
that free trade is the way to go. And, as long as we go
that way, we're going to be ruined. That typifies the
first problem in education. 
   Let's now turn away from economics as such for a
moment, to look at the other side of education. Let's turn
to an address that was made recently to an audience in a
southern state, by my Vice-Presidential running mate, the
Rev. Jim Bevel. 

REV. JAMES BEVEL: Now, we're going to work on education in
this country. Let me just tell you what education is. See,
the first thing, you've always got to know what something
is. Education is the science that man employs upon
himself, his fellow man, and his children, to allow him to
accomplish the objective that God created him for. 
   Let's look how God created you. He made you a living soul,
according to the Bible, (2:7) Genesis, in His image and
likeness, to have dominion over the Earth. He did NOT
create you to work for white people, and when white people
do not work full-time, to set up an education system, to
make sure that you have your businesses -- tell white
folks -- look, that they all got them. 
   You see, education is as old as Man. All white men
know about education -- the man know about education --
and, he knows that your boy is not being educated! 
   I've always been amazed by these white men, who would
come around and would give your boy a toy for Christmas,
while his son is learning how to make tools. And then,
you're so stupid, you say: "He's a NICE white man!" He
teaches his son to make tools, and gives your boy a toy.
And you claim he's a NICE WHITE MAN! When does he set the
school up, to make sure that the school teaches EVERY
boy SCIENCE? When does he set the school up, so that OUR
boys have the opportunity -- and girls -- to be engaged in
research and development, production, and marketing in
industrial processing? 
   WHEN DOES HE DO THAT? Let me just tell you all this:
When I was in Mississippi -- I'm a muleskinner by trade --
men who break mules, and make them work. We had these
mules, and I used to plow -- and I plowed from early in
the morning to late at night -- and by 12:00, I'd take the
mules out and feed them; but, we fed our mules
alfalfa-hay, oats, corn, and molasses. Now, Mr. Tolston
had some mules; he only gave his mules grass; by 9:30 his
mules would go like this: (collapses at the podium) 
   If you take -- listen to me good -- if you take math,
physics, chemistry, science, technical information out of
your boy's academic diet, he has to be a criminal when he
gets older. Every white man in here knows that! Every
white man in Alabama KNOWS that. Every one of them knows
that; and they go around acting like they're crazy. Are
y'all listening to me? 
   So, we've got to, then, get rid of that stuff. Let's
cut the game. If we are going to save this nation, we
must see to it that all of our children are educated. 
(From a speech at Demopolis, Alabama, August 21, 1992)

LAROUCHE:  There are two reasons for a public education,
in the traditional sense. Its function, in the most
general way, is not to produce a bricklayer, or a
physicist, or a chemist, or an astronomer, or a college
professor. The objective is to produce a mature human
being, who is a competent representative of our
civilization; who is able to make decisions, to understand
problems, and to participate as a citizen in shaping the
policy, and choosing his or her representatives, in
discussing policy questions in all areas with his or her
representatives. We want to produce a high quality of
individual citizen. 
   And the first function of education is not to produce
someone who's able to earn a living. Any person is
hireable for a job at the age of 18 or 25, if they've had
a good education, even if that involved no specific job
specialty training, just on the basis of the development
of their intelligence, their powers of intelligence. That
comes later; that comes on the college level, in a good
society. Our general purpose is to develop a quality of
citizenship, so that all citizens are able to enjoy
POLITICAL equality of education, to be neighbors in more
or less equal political standing with one another as they
become mature members of new families. 
   The second thing, is to lay the foundations in
knowledge for an individual who's caapable of coping with
the technology, and the problems that entails, of current
and emerging society. Now let's talk about what Jim is
talking about in that excerpt you've seen, from that
standpoint. 
   What does education do? Let's focus on the secondary
education -- what we used to think of as high school, or
part of junior high school, education. 
   What's the difference between Man and the animals?
What's the thing that defines HUMAN education, or human
knowledge, as distinct from animal experience, animal
learning? Well, if human beings were animals, like the
lower animals, we would be pretty much like our ancestors
many millions of years ago. We would be like baboons,
running around gathering things to eat, as baboons do.
We'd probably have pretty much the same disposition, and
family relations, and life expectancies of baboons. 
   But, human beings have another quality, a quality
which Christians in particular call, "imago viva dei," the
quality of the individual which is in the living image of
God. That is, God as the Creator. That doesn't mean that
we can become God, but that means that we have some
quality which is sacred, which makes human life sacred,
which makes the developent of the individual person's mind
sacred. Which means that there is only one race, not many
races, human races; there is only one human race. We all
have the same potential for this "imago viva dei," this
living-image-of-God quality. And, the function we are
concerned about, is to develop that. 
   Now, how does this pertain to the way in which
society functions in earning its daily bread? Well, what
happened is, that we, as Mankind, have changed our ways,
we've made discoveries, typified by scientific
discoveries, which enabled us to change our way of
behaving, to increase our power over Nature, so that more
of us can live on the same area of land, and, with the
same physical effort, we can each have more even though we
give ourselves less land to do it with, as population
becomes more dense. In other words, the potential
population density of Mankind increases. 
   So, whereas primitive Mankind -- if he ever were
primitive, in that sense -- could never exceed a world
population of about ten million living individuals, we
have well over five billion living human beings today. And
they could all live well, if our technology had been
available to all of them. This five-billion-odd population
is not the cause of poverty. It's the lack of technology
for most of humanity which denies them the ability to use
the resources available to them in an effective way. 
   So, this creative power to make scientific
discoveries, and kindred discoveries, to improve our ways,
is what characterizes Man. And, human knowledge is the sum
total of this intellectual process of discovery, which is
rightly called creative discovery. It is this power of
creative discovery which makes each of us in the living
image of the Creator. We are in the image of God when we
act creatively and lovingly toward Mankind with our
individual powers of creative discovery -- or simply to
assimilate and transmit discoveries as a mother to an
infant child does. 
   That is the purpose of education: to develop that.
   Now, what do we want to give a child? We wish that
child, by the age of 16 or 17, to have experienced in his
or her own mind, the experience, the mental experience, of
going through the process of discovery, for at least some
of the most important discoveries of all Mankind. We don't
wish that child to come out knowing a bunch of formulas,
although he or she will; we wish that child to have
experienced other people going through creative
discoveries -- the greatest minds we know of in all
history -- to repeat their experiences of discovery. So
that our child has developed in his or her mind, that
quality of the ability to discover. That is true human
knowledge, and that is the true, proper purpose of
education. 
   If we give the child that, and if we give the child
the ideas of physics, the ideas of chemistry; if we give
the child the ability to perform experiments which
re-experience some of the great discoveries in history,
then as Jim proposes, that child is not simply a mule nor
a jackass; that child is a human being who is endowed with
all the qualiities of great human beings before us -- who
KNOWS that he or she has a mind developed to echo the
greatest achievements of the minds before him, or before
her. 
   That is the fundamental pupose of education, and a
nation which is educated in that way, in which that
standard of compulsory education is provided to all, to
all young people, to all children, that nation is a nation
that can't be beat. And that is a nation which is an
inspiration to other nations, a nation which is envied in
the best possible way -- envied with the desire to imitate
and to cooperate. 

             For more information, write
                LaRouche for President
                    P.O. Box 266
                 Leesburg, VA  22075

  The preceding program was authorized and paid for by:

                   LaRouche for President
           Independents for Economic Recovery

----
         John Covici
          [email-masked]