To the best of our knowledge, of all the animals on planet Earth it is the human species that possesses the most complex brain on the planet. We take great pride in this attribute.

But we know that, despite possessing this magnificent brain, not only do few humans use its full potential, they rarely use it for anything but immediate personal needs, just like all other primitive animal species possessing brains with lesser capabilities.

We also know the human is the only animal that deliberately kills its own kind for pleasure, and not for food. We know it is the only animal that sadistically tortures others of its kind, and mistreats members of other species. We know it is the only animal that pollutes the planet and callously destroys nonrenewable natural resources with indifference to the needs of future living beings.

Why? Why is there universal misuse of a magnificent creation such as the human brain? Why has our species been given this instrument, if we rarely use it except for personal, selfish purpose?

Perhaps the answer lies in the process of metamorphosis?

We're familiar with the transformation of a tadpole into a frog, and a caterpillar into a butterfly. The biological process of "metamorphosis" changes one life form into a completely different form with different physical characteristics and patterns of behavior. Perhaps, it is necessary for humanity to undergo a form of metamorphosis before it can behave in a more civilized way?

We know the human infant is born with a brain empty of practical knowledge, a condition the early Romans labeled "tabla rasa" the empty slate.

We know the information instilled in a growing child's brain and its experiences influence the kind of adult the child will become. We know it is the "education" impressed upon a child by parents, teachers, religious leaders and various social institutions that determines the child's truths, beliefs, and habits of behavior. And we also know that existing "Establishments" don't want commoners, or their children, to have the education they should have, because a truly educated citizen will not accept a social system in which the few enjoy the good things of society, and the many suffer deprivation.

It's why the masses of Americans never receive, what could be considered, an "essential" education; an education that teaches the young, inherently self-interested infant how, and when, to share and cooperate with others, and how best to survive in a human collective. It's why, in the U.S., which is biased toward wealth and hostile toward commoners, so many millions of Americans remain on the low, animal-level and never rise to the high, human-level.

What is an essential human education?

It is one that teaches young people how to use the brain as it was meant to be used: to think, to really think.

It would teach how to distinguish between fact and fiction, between truth and theory, and how to apply the methods of logic to problem solving.

It would impress upon every child that attempting to solve the social problems of today without studying the past to learn how and why these problems were first created is like going into battle without knowing the identity of the enemy.

An essential education would bestow more than knowledge or vocational skills. Whether by trained teacher or well-meaning parents, it would condition young people to control emotional desires and instill values, attitudes, and positive lifetime habits of thought and behavior that would influence the quality of society an individual helps to produce—or to accept.

Such an education would guide a young person along life's path from ignoranat child to mature, intelligent adult; from the low, animal-level to the high, human-level. In essence, it would stimulate the process of human metamorphosis. It may not change the child's physical appearance, but it is certainly the catalyst that will produce dramatic change to patterns of thought and physical behavior. This transformation would not only help young people to solve the problems they face today, but also to successfully meet and overcome the unimaginable and unexpected challenges of the future.

This is only part of the essential education necessary to metamorphose to the higher level that must be given American children of today, if they are to stop the mindless descent into primitive idiocy with which their rulers program them. There's more, but this is not the place to try to teach it. On the Institute webstore you will find a book called "The Malfunctioning Animal", it contains a more complete description of an essential education for commoner children.

By extension, the process of human metamorphosis would transorm a society populated with low, animal-level citizens into a high, "human-level" society where logic and reason reign; where citizens cooperate rather than compete; where each citizen takes his or her turn maintaining government; where it is understood that consideration for the welfare of others—and for society—is the only way to produce true security, true prosperity, and a true civilization.

This is what human metamorphosis is all about.

Note: There is a horrendous disagreement in the U.S. as to what the function and content of a public education should be, and the best ways to deliver such education to the student. As a result there is chaos and confusion throughout the 50 state public school systems.

Whether this is an honest condition, or merely part of privileged America's strategy to keep the children of commoners confused and ignorant may never be known.

But it is suspect, for the forces of criticism concentrate solely upon the deficiencies of "public" schools and never focus upon those of private or religious schools that should also be brought to public scrutiny.

The truth that religious schools program students to conformity and obedience to religious hierarchy and superstition is never publicly highlighted.

The truth that public schools prepare students to be the workers of society; the force that keeps society functioning efficiently while producing great wealth, not for workers, but for society's leaders and rulers is never publicly highlighted, nor is the truth that private and religious schools prepare children of wealthier families to become these leaders and rulers.

Perhaps, common working families of the U.S.A. should no longer ignore these truths. Perhaps, they should demand an essential education for their children.

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