Schools, Shootings and Stuff

 

In the days since the shooting spree at Tumbler Ridge in British Columbia the legacy media in Canada which is overwhelmingly liberal and the neoconservative alternative media have been spatting over the incident.  The source of the contention is primarily the fact that the eighteen year old male who killed himself, a couple of relatives, and six people at the local high school and wounded several others, seems to have thought himself to be female.  The legacy media appears to think that publicizing his state of confusion would instigate a wave of hatred toward people who mistakenly think that they are not of their biological birth sex.   This is pretty much typical of their level of mendacity and stupidity.  The alternative media such as Juno News which Candace Malcolm rebranded her True North News around this time last year has done a fairly decent job of exposing this duplicity.  I acknowledge this with reluctance because I have been loath to give them credit for anything since the rebrand for while True North and Ezra Levant’s similar Rebel News have always been too Americanist and too Zionist for the liking of this Tory (High Church royalist), they have been absolutely intolerable for the past year as they have continued to embrace the MAGA movement long after it degenerated into a dangerous leader cult.

 

In my opinion the transgender angle is the least interesting facet of the Tumbler Ridge incident. (1)  About the only interesting thing about transgenderism is the question of who is crazier, the boy who thinks he is a girl, the girl who thinks she is a boy, the boy or girl who thinks he or she is something different altogether, or the people who think that the appropriate way to handle the previous is to indulge the fantasy to the point of insisting that everyone pretend the fantasy is reality or even trying to force reality itself to conform to the fantasy.  I’m inclined to think that the answer, if not six of one, half a dozen of the other, is that the last group is the craziest.  In my lifetime we have come to this point from one in which ninety-nine times out of a hundred if a girl said she was a boy or a boy said he was a girl, it was a short-lived phase which the parents might humour rather than indulge until it passed and if it didn’t would only then take it seriously which meant finding the kid help in adjusting to reality than trying to force reality to adjust.  I think everybody involved in this farcical phenomenon should be made to read Hans Christian Anderson’s The Emperor’s New Clothes, William Shakespeare’s The Taming of the Shrew and George Orwell’s 1984 and asked where they see themselves in these stories.  If necessary, this should be repeated until they get it right.  Of course, these are all stories with which they would already be familiar had they been properly educated, but I am getting ahead of myself.

 

Every time incidents like this occur, politicians of all stripes and their partisans in the media seek to politicize the narrative in a way that benefits them and their party’s clients.  In the midst of this a number of important questions are asked and while it is difficult to extract the questions and proffered answers from the politicization process it is vital that it be done.  The most important of the questions are “Why did this happen?” and “What can be done to prevent this from happening again?”  Clearly, any answer given to the second of these questions must depend upon the answer given to the first.

 

The first question is actually several different questions rolled into one.  The person asking it could be asking what are the circumstances which brought about this particular incident and this can only be answered by looking at the motivations of the perpetrator and the specific circumstances which led to their development.  He could also be asking, however, why incidents of this general nature occur.  Someone asking this question in this way is looking for things that are common to most or all such shootings sprees.  One example of asking and answering the question in this manner is that of the North American liberal.  She will often answer the question with “guns” and use this answer to bolster her call for further gun control measures as the solution to the problem.  The flaw in her reasoning is that while guns are indeed common to all mass shootings their role in each of these shootings is that of the instrument not that of the agent.  The agent controls the instrument and not the other way around.  A better answer to the question asked this way is that suggested by Peter Hitchens years ago, that drug abuse is the factor that is both common and causal.  Tumbler Ridge was not an exception to this, the perpetrator was a frequent user of mind-altering drugs.

 

Let us consider this with specific application to school shootings.  While the first school shootings on record were in the nineteenth century, they were quite rare, with the exception of the 1960s, until the 1990s.  In the 1990s a wave of school shootings began that has yet to abate with each successive decade seeing a larger number than the previous.  The drug factor is at least a partial explanation for the temporary spike in the 1960s.   It undoubtedly a factor in the later wave as well.  The 1990s was the beginning of the opioid crisis in the United States, coming immediately after two decades in which the American government was heavily pushing the “War on Drugs.”  The drug crisis has escalated alongside the school shooting crisis.  Perhaps more significantly, the 1960s, apart from the rise in drug abuse associated with hippie culture, was the first decade in which methylphenidate was administered to children diagnosed with Attention Deficit Hyperactivity Disorder and the 1990s was the decade when this really caught on.  Indeed, this entire growing wave of school shootings has coincided entirely with a period in which either a) the number of cases of children with ADHD has skyrocketed, b) doctors have become better at diagnosing ADHD or c), the option preferred by skeptical cynics like myself and Peter Hitchens, doctors, under pressure from the companies that produce methylphenidate, have recklessly been making diagnoses of ADHD and writing prescriptions over ordinary childhood rambunctiousness and have gotten away with it because parents and teachers have been to quick to pass off dealing with the children under their care when they act up to the medical profession.

 

The drug factor, however, is not the whole story.   We have considered two ways in which the question “Why did this happen?” can be asked, both of which focus on the perpetrator.  The question can also be asked with an eye on the schools in which case it could be paraphrased “What happened to the schools that they have become places where these shootings are likely to occur?”

 

The answer is that over the last century they have largely ceased to be places where education in the traditional sense of the word takes place and have become something else entirely.  What that something is could be described as factories that turn out diploma-holders on the assembly-line principle.  Alternatively today’s schools might be described as laboratories for the experiments of professional educators on the students, their Guinea-pigs.  Either description is of an institution that has a dehumanizing effect on those who go through it.  This is the opposite of what traditional education is supposed to do.  Traditional education was designed to humanize people, to take the barbarians or savages we are each born as, and civilize us.

 

By the time Hilda Neatby wrote So Little for the Mind in 1953, a devastating critique of the direction Canadian education was headed due to the influence of the rotten ideas of John Dewey from south of the border, North American education had already largely become the experimental laboratory of the professional educator.  Dewey’s vision was of an educational system in which professional experts would accomplish progressive social engineering by indoctrinating children with liberalism.  In this education pretty much reached the terminus of the downward path upon which Joseph Lancaster had set it and on which it had previously been advanced by Horace Mann. (2)  In the decades since Neatby’s book (3) the restraining influences on the educational experts of the remnants of traditional education were gradually removed as the courts, first in the United States then in Canada, removed the Bible and prayer from the schools, and the control of local school boards themselves controlled by the parents of students was leached away by state and provincial educational authorities.  As this happened, the professional educators grew increasingly to resent parental attempts to influence the education of their children, just as their, that is the “experts’” ideas of what ought to be taught became increasingly cockamamie and screwball.

 

By the 1990s, especially in urban areas, the schools had become so dehumanizing and spiritually dead that this combined with the new fad of doping kids with methylphenidate to treat the condition of childhood (especially boyhood) to produce the ever growing wave of school shootings.

 (1)   An interesting, although entirely unimportant aspect, is that the school where the shooting took place actually has “Secondary School” in its name.

(2)   It was greatly assisted down this path by the achievement of the “universal education” plank of Karl Marx’s Communist Manifesto.  As with most of Marx’s bad ideas, liberalism and especially American liberalism, was far more effective at putting it into practice than the actual Communist movement.  Universal education is a bad idea for a number of reasons such as, but not limited to, that it involves the state confiscation of what is the natural property of the parent and it requires dropping the standards of education to a lowest common denominator.

(3)   In 1947, Dorothy L. Sayers wrote an essay “The Lost Tools of Learning” which points out the path back to sound education.