The Human Heart, Not Vaccines
Jon Rappoport
https://blog.nomorefakenews.com/2021/08/24/the-human-heart-not-vaccines/

[snip]

Now we come to another form of vaccination, so to speak. The modern education system. Its basic purpose seems to be the prevention of unique individual vitality. Vitality, of course, is viewed as a disease.

John Taylor Gatto: “Our form of compulsory schooling is an invention of the State of Massachusetts around 1850. It was resisted — sometimes with guns — by an estimated eighty percent of the Massachusetts population, the last outpost in Barnstable on Cape Cod not surrendering its children until the 1880s, when the area was seized by militia and children marched to school under guard… [M]andatory public education in this country … was useful in creating not only a harmless electorate and a servile labor force but also a virtual herd of mindless consumers.

In time a great number of industrial titans came to recognize the enormous profits to be had by cultivating and tending such a herd via public education…Years of [school] bells will condition all but the strongest to a world that can no longer offer important work to do.

Bells are the secret logic of school time; their logic is inexorable. Bells destroy the past and future, rendering every interval the same as any other, as the abstraction of a map renders every living mountain and river the same, even though they are not. Bells inoculate each undertaking with indifference…It takes maybe 50 hours to teach reading, writing, and arithmetic. After that, students can teach themselves…Whatever an education is, it should make you a unique individual, not a conformist; it should furnish you with an original spirit with which to tackle the big challenges…”

VITALITY.

I offer a revolutionary book for your consideration. It was written 60 years ago by AS Neill (1883-1973). It is called Summerhill, which was the name of the boarding school Neill founded, in the 1920s, and ran in England. It shows a way out of this education lunacy.

When the children did learn at Summerhill, they did so in rooms where no coaxing was necessary, where no teacher needed to make lessons fun or interesting. Because when children at Summerhill went into the class room they wanted to be there.

Summerhill was a school that was based on PLAY and THEN LEARNING. The teaching was straightforward, competent, minus social frills and aids.

A little child might play with his friends (no adult supervision) on school grounds every day until he was 10 or 12; and then decide he wanted to come to class for the first time in his life. He then learned to read, write, and do arithmetic…

Schoolwork was not compulsive. It wasn’t a framework forced on to the spirit of the child.

School-learning was waiting for the child to choose it. In freedom.

AS Neill was no New Ager. He was a no-nonsense tough character. In the book, he tells the story of a boy who, at 16, having never attended a class, walked into his office and said he wanted to become an engineer. In no uncertain terms, Neill told him he’d have to apply himself in the classroom every day—the boy said he was ready.

In two years, starting from scratch, the boy graduated from high school.

Later, the boy, now a young man with a degree, was working for a company in London. The boss called him into his office and asked him: “Why are you different from all my other employees?”

And the young man immediately answered: “Because I’m not afraid of you.”

SPIRIT. VITALITY. HEALTH. POWER. THE UNIQUE INDIVIDUAL.