TEACHERS, U.S. CONGRESS, PRACTICE MEDICINE WITHOUT A LICENSE. When I testified before the Arkansas State Legislature in Little Rock, May 3, 2000, the chairman of the session, the husband of a teacher, asserted that schoolteachers in his state do not make diagnoses, suggest treatment, or in any other way take it upon themselves to practice medicine. In fact, teachers, across the country, are being trained in psychiatric diagnosis and are exhorted to go forth and diagnose and label. Our own Surgeon General, David Satcher, MD, who knows better, is the federal government's number one cheer leader, lying to the public, telling us psychiatric disorders are diseases, as sure as diabetes, and cancer; exhorting educators--not to teach, not to render literate, but--to go forth and diagnose ADHD and all psychiatric disorders. And educators, in a brain-diagnosing ecstacy, are only to thrilled to comply. They are the ones who start the ball rolling. They finger suspected cases, then hound parent to get their child to the local specialist who, somehow, never fails to find ADHD. We heard from a Little Rock area school superintendent who testified that 15% in their middle school were on medication administered in school. When it comes to diagnosing attention-deficit/hyperactivity disorder (ADHD), a parent's idea of ``disruptive behavior'' in a child may be different from a teacher's, study findings suggest [NEW YORK, Feb 28, 2000 (Reuters Health) ]. Doctors should try to talk to a youngster's teacher before they diagnose ADHD, said a report in the March issue of the Journal of the American Academy of Child and Adolescent Psychiatry. Parents tend to ``under-identify ADHD symptoms at school, particularly hyperactive-impulsive behaviors,'' according to Dr. Jeffrey M. Halperin. Parents report school behavior that is actually closer to how the child behaves at home, and ``parents are often unable to precisely indicate which symptoms their child exhibits in the classroom,'' the researchers found. ``Direct contact with teachers remains the most accurate way to obtain this information (about symptoms),'' Halperin writes. The agreement between the parents and teachers on a child's behavior tended to be poor. For example, 20 children fit the inattentive subtype, based on behavior descriptions from either the parent or the teacher, but for only two of these children did parent and teacher descriptions agree. ``The parent and teacher agreement regarding the presence of individual symptoms in the school setting was rarely better than chance,'' the authors note. [Journal of the American Academy of Child and Adolescent Psychiatry 2000;39:308-313] And, to think, they have an entire nation believing we are diagnosing an actual brain disease. Disgracefully, the medical profession, trivialized, stripped of its ethic by the physician glut, grasps at the "financial crumbs" thrown to them by victimizing normal children. Never mind that they make parents, by the millions, believe their normal children are abnormal; never mind that they make normal, but horribly mis-educated children believe their brains are abnormal; believe they are to blame. No matter that they, next prescribe for and poison the once normal children by way of convincing themselves that what they do is legitimate. Allow me to disabuse them of that notion. Allow me to disabuse members of the Congress of the United States of the notion that they help any child when they appropriate any funds whatsoever for such "diagnosis" and "treatment". The children are normal; the appropriate terms are "targeting," "predatory", "pushing", "drugging", "poisoning", "ruining (forever)."