Children carry innate animistic awareness of the intelligence of our more than human kin, they carry a vivid intuitive awareness that sees into the heart of a person or situation and they are intrinsically inquisitive and ask the hard questions (many of which we adults stopped asking long ago through regimented indoctrination into institutionalized dogmas.)

This is why the state seeks so relentlessly to crush and stamp out that innate spark with their Prussian “education” model, as it replaces potential rebels, seers, healers, visionaries and cultural catalysts with order followers, government news trusting adults, big pharma dependant people, complacent tax paying institution cheerleaders that form a monoculture type human work force (mentally enslaved and economically enslaved all while preaching how free they are).

The Prussian compulsory “public education” model was (and is) intended to create a permanent state of compliance in adults, was developed from farming techniques used to break horses and to domesticate animals.

Bear in mind that the original domestication of animals involved the mutation of wild species into an infantilized form with a smaller brain and an inability to adapt or solve problems.

To domesticate an animal in this way you must:

1. Separate the young from their parents in the daylight hours.

2. Confine them in an enclosed space with limited stimulation or access to natural habitat.

3. Use rewards and punishments to force them to comply with purposeless tasks.

Effectively, the Prussians created a system using the same techniques to manufacture a distorted form of perpetual adolescence (looking to the government as a mommy and daddy figure) and obedience to the state and thus domesticate their people.

The system they invented in the early nineteenth century to administer this change was public education: the radical innovation of universal primary schooling, followed by streaming into trade, professional and leadership education. It was all arbitrated by a rigorous examination system (on top of the usual considerations of money and class). The vast majority of Prussian students (over ninety per cent) attended the Volksschule, where they learned a simple version of history, religion, manners and obedience and were drilled endlessly in basic literacy and numeracy. Discipline was paramount; boredom was weaponized and deployed to lobotomize the population.

This system worked so well that Prussia became one of the most powerful countries in the world, at a time when the idea of ‘nations’ (rather than regions, kingdoms, tribes or city-states) was first being promoted as the dominant form of social organisation on the planet.

The Prussians began to make plans to spread the institution of schooling as a tool for social control throughout the world, as it facilitated the kind of uniformity and compliance that was needed to make the model of nationhood work.

Prussia was described jokingly as an ‘army with a country’ or a ‘gigantic penal institution’. Towns and cities were built like prison blocks, grey grids of rigid cubes and plain surfaces. Their motto for education was Arbeit macht frei, “work sets you free”.

There are many schools in Australia today with a similar motto in Latin: Labor Omnia Vincit, work conquers all. Now, as ever, the creation of a workforce to serve the national economy is the openly stated main goal of public education. And, as ever, the inmates of this system are told that their enthusiastic compliance with forced labour will be in their best interests at some future point.)

Germany’s compulsory education system expressed six outcomes in its original syllabus documents:

1. Obedient soldiers to the army.

2. Obedient workers for mines, factories and farms.

3. Well-subordinated civil servants.

4. Well-subordinated clerks for industry.

5. Citizens who thought alike on most issues.

6. National uniformity in thought, word and deed.

And it spread like wildfire: to Hungary in 1868, Austria in 1869, Switzerland in 1874, Italy in 1877, Holland in 1878, Belgium in 1879, Britain in 1880, and France in 1882. From there it quickly expanded further to European colonies (US and Canada).

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For more info on the Prussian “education” model, read book below and watch video in comment below :