Miseducation on the Flat Earth

The ruling oligarchy regards the mass of the populace as a potentially dangerous threat to the existing social order if they can learn how to think whilst retaining imagination and from this dark philosophy comes a method of education designed to control and subdue the human mind.

The stated purpose of mandatory education is to subordinate the interests of the individual to those of the collective and to indoctrinate the young to serve the social, political and economic structure of the state by instilling obedience to authority and conformity to the norm whilst grading and categorizing the child for future integration into society. Those deemed unworthy or unfit are selectively removed whist a select few are nurtured and trained as the managers of future generations, as stated explicitly in the six purposes of modern schooling from Alexander Inglis’s Principles of secondary education (1918).

The state indoctrination centres have fostered dependency, retarded intellectual and moral development and are much to the detriment of both the children and the future of society as noted by the American writer H L Mencken in 1924.

“The most erroneous assumption is to the effect that the aim of public education is to fill the young of the species with knowledge and awaken their intelligence, and so make them fit to discharge the duties of citizenship in an enlightened and independent manner. Nothing could be further from the truth. The aim of public education is not to spread enlightenment at all; it is simply to reduce as many citizens as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States, whatever the pretensions of politicians, pedagogues and other mountebanks, and that is the aim everywhere else”

This is the intentional suppression of that most precious resource, the developing intellect of the child. The scale of the lost human potential is sobering to contemplate, and the situation continues to deteriorate with every passing year.

“Genius is common as dirt. We suppress our genius only because we haven’t figured out how to manage a population of educated men and women. The solution is I think, simple and glorious. Let them manage themselves. John Taylor Gatto

To devise a method of teaching which increases the collective sum of human brainpower whilst encouraging self-reliance, empowerment and critical thinking is a worthy aspiration which can only be to the betterment of the wider society should it ever come to fruition; it is however detrimental to the interests of a power structure which seeks to suppress, and not emancipate, the human mind. The oligarchy has intentionally created an obedient and predictable citizenry deliberately dumbed down and rendered childlike and therefore subject to all manner of manipulation and imposition.

There is, and always was, an elitist agenda to implement systematic indoctrination within education which was propagated by academics and enthusiastically adopted within self-serving bureaucratic institutions. Writing in “The impact of science on society” (1952) the influential philosopher Bertrand Russell says of an early enthusiast for the Prussian system –
“Fichte laid it down that education should aim at destroying free will so that, after pupils have left school, they shall be incapable, throughout the rest of their lives, of thinking or acting otherwise than their schoolmasters would have wished”

The following passage, taken from the same book, would not seem out of place within a dystopian work of science fiction; unfortunately, it has proved to be highly prophetic. The Daily Telegraph considered “The impact of science on society” as a “joy to read” incidentally.

“It may be hoped that in time anybody will be able to persuade anybody of anything if he can catch the patient young and is provided by the state with money and equipment. This subject will make great strides when it is taken up by a scientific dictatorship. Anaxagoras maintained that snow is black, but no one believed him. The social psychologists of the future will have a number of classes of school children on whom they will try different methods of producing an unshakeable conviction that snow is black. Various results will soon be arrived at. First, that the influence of home is obstructive. Second, that not much can be done unless indoctrination begins before the age of ten. Third, that verses set to music and repeatedly intoned are very effective. Fourth, that the opinion that snow is white must be held to show a morbid taste for eccentricity. But I anticipate. It is for future scientists to make these maxims precise and discover exactly how much per head it costs to make children believe that snow is black, and how much less it would cost to make them believe it is dark grey”


“Although this science will be diligently studied, it will be rigidly confined to the governing class. The populace will not be allowed to know how its convictions were generated.”

Saying snow is black is analogous to saying the earth is a spinning ball; the point is that human minds, and especially those of a child, are extremely vulnerable to the effects of malicious programming and will eventually come to believe what is contrary to the evidence of their own experience.

It is, for example, common knowledge that there are two sexes, the male and the female although a miniscule percentage within the population may not feel comfortable with their sex and seek to do something about it and as adults that is their business and their choice; the issue has no place whatsoever within the confines of an educational establishment as it will inevitably traumatize, confuse and sexualize young children.

Why is it that in countries all over the earth governments are suddenly forcing their educators to introduce such concepts as “gender identity” and “gender fluidity” to their students, even seeking to legislate for the use of “gender pronouns” in the English language? Are contemporary educators not aware of the correlation between this diabolical agenda and those chilling words that Russel penned all those years ago? Do they understand that they will create “gender fluidity” simply by teaching it and that this will cause mental suffering as children realize they have been misled?

This is trauma-based mind control in conjunction with social engineering and it is a sad inditement to the state to which human societies are being reduced when they permit their young to be so abused, suppressed and corrupted.

“The prevailing education is destined, if it continues, to destroy Western civilization, and is in fact destroying it”. Walter Lippman 1941

Guardians of the Brave New World
There are a small percentage of children who are afforded the opportunity of attending prestigious schools in preparation for their function as caretakers and managers of future generations and this select few are given a better education in order to allow them to fulfil this role. Such students are carefully guided in their mental and character development as they assimilate a wide vocabulary which they are taught to use through the liberal arts pertaining to language with a curriculum which encompasses the detailed study of history, literature and philosophy.

“By grammar man is taught to express in noble and adequate language his innermost thoughts and ideals; by rhetoric he is enabled to conceal his ideals under the protecting cover of ambiguous language and figures of speech; by logic he is trained in the organization of the intellectual faculties with which he has been endowed; by arithmetic he not only is instructed in the mystery of the universal order but also gains the key to multitude, magnitude and proportion; by geometry he is inducted into the mathematic of form, the harmony and rhythm of angles, and the philosophy of organization, by music he is reminded that the universe is founded upon the laws of celestial harmonics and that harmony and rhythm are all pervading; by astronomy he gains an understanding of the immensities of time and space and of the proper relationship between himself and the universe” Manly P Hall

From this privileged caste comes the core of the political, intelligence, civil service, military and banking fraternities and amongst them are those with understanding of the true nature of the conspiracy they serve.

“Diet, injections and injunctions will combine, from a very early age, to produce the sort of character and the sort of beliefs that the authorities consider desirable and any serious criticism of the powers that be will become psychologically impossible” Bertrand Russell

The ideal student of further education is, as far as the prevailing authorities are concerned, a predictable conformist deferential to authority who lacks imagination and unquestionably accepts and repeats information as it is presented to them; the malleable and subservient academic is then allowed a glowing career coveted with status and finance as their more troublesome colleagues are ostracized with their funding removed and their names discredited.

The “educated stupid” have been groomed to perceive themselves as intelligent but their ego and pride blinds them to the truth; they are a menace upon this earth being the facilitators of destruction in the service of malevolence.

“Just look at us. Everything is upside down. Doctors destroy health, lawyers destroy justice, psychiatrists destroy minds, scientists destroy truth, major media destroys information, religion destroys spirituality and governments destroy freedom” Michael Ellner

Such are the consequences of miseducation on the Flat Earth.