The compulsory state education as we know it began with a speech by Johann Gottlieb Fichte in 1922 called “A Speech To The German Nation”, in which he shared his ideas for a new education system for the masses. Up until this time there had only been brief training for narrow purposes.
The universal conditioning he proposed would force everyone to go to school, and was adopted by the United Kingdom and United States who saw the benefits of centralised schooling for delivering obedient soldiers for the army, workers for factories, subordinate civil servants and clerks for industry, citizens who think alike about most issues, and a national uniformity in thought, word, and deed.
Horace Mann was the person responsible for adopting the Prussian Education system in Massachusetts in 1852. The system spread throughout the United States. It is clear that the British compulsory education is also based on the same model, although the links between the two are not so well documented.
The industrial leaders who advocated universal schooling believed that the family was the enemy of the Utopian society they imagined and that material abundance was the ultimate achievement for the country. Schools were designed to produce workers for the jobs that are in most demand by the economy, and good consumers of the products being manufactured by industry.
Schooling installs a state-sponsored mindset
Under the compulsory education system, parents are told they must hand their children over to the state education system for approximately twelve years of training.
Teachers are ordered to administer a curriculum that is provided for them, in which they are allowed to deviate by about 5% but children are tested to ensure that the state education is being followed. If children don’t score high enough in exams they will be flagged for further training, and ultimately threatened that if they don’t learn the material they will not be able to get a good job for the rest of their lives.
By the time that children leave the forced education system, their habit patterns and beliefs are so deeply ingrained that their future actions could be predicted with a high degree of accuracy. Their knowledge is all very similar and broad, rather than being specialised.
Through psychological training in education, children are also taught to become police in their own minds, and also report the misdeeds of other children. This was found to help build a more law-abiding population.
Well schooled masses agree on subjects with the minimum amount of discussion so that the population becomes predictable and controllable. The US and UK scrapped their old systems of schooling and replaced them with the system developed in Germany which was shown to create higher skilled candidates for both the private and public sectors.
Meanwhile, the upper classes went to alternative schools such as private boarding schools and grammar schools. These schools have completely different curriculums to the state schools that focus on the management of crowds and the masses specifically.
What is taught at grammar schools that is not taught at state schoools:
- “The Gallic Wars” by Julius Caesar in English, and in Latin. This is a story about how a small group of people overturned a group fifty times larger than themselves by finding cracks in their organisation.
- “Leviathan” by Thomas Hobbes. This story shows that power never exists where it seems to exist amongst many other revelations.
- Theory of human nature – what makes people tick, the buttons you need to press to get the results you want from people. This comes from history, philosophy, theology, literature, and law.
- Literacy skills including writing and public speaking, including convincing others of your point of view. Regular opportunities to speak in front of strangers is offered, as well as daily writing practice.
- Insight into the major institutions such as courts, corporations, the military, and details of the ideas that drive them.
- Politeness, manners, and morality. An emphasis is placed upon the way that children act in a polite manner with the belief that these skills will be imperative in later life.
- Independent Work. In state schools the teacher is in charge about 80% with all the choices being made by the teacher, but in independent boarding schools 80% of the choices are made by the students who are allowed to specialise in subjects they are particularly interested in.
- Sports are much more emphasised in private boarding schools. It is believed that rather than just being a luxury, sports are an essential part of learning because of skills in handling pain, dealing with emergencies, and more.
- Familiarity with the master creations in music, painting, dance, sculpture, design, architecture, literature, and art. The arts other than religion is the only way to transcend the animal materialistic way of life.
- The power of accurate observation and recording, for example drawing what you see in art. It is believed by the upper classes that practising drawing can sharpen your perception, in state schools it is considered a way of simply passing time.
- A habit of caution when coming to conclusions. Rather than accepting information on face value, children in private boarding schools are taught to be cautious of making rash judgements and to monitor whether the conclusions they draw turn up to be right or wrong, and be open to changing their mind if events unfold in unexpected ways.
Did you have a compulsory state education, or a private education? Let me know in the reply section below. Personally I had the state education, and I’m now unlearning much of the propaganda I was taught, and filling in the gaps in my education by doing my own research. I urge you do the same!