the state as a necessary instrument of social and moral progress. He taught at the University of Berlin from 1810 to his death in 1814.
Work began in 1807 and the system was in place by 1819. An important part of the Prussian system was that it defined for the child 1) what was to be learned, 2) what was to be thought about, 3) how long to think about it and 4) when a child was to think of something else.
Basically, it was a system of thought control, and it established a penchant in the psyche of the German elite that would later manifest itself into what we now refer to as mind control. The educational system was divided into three groups.
The elite of Prussian society were seen as comprising. 5% of the society. Approximately 5.5% of the remaining children were sent to what was called realschulen, where they were partially taught to think. The remaining 94% went to volkschulen, where they were to learn “harmony, obedience, freedom from stressful thinking and how to follow orders. ”
and is capable of finding out anything. In order to have an efficient policy-making class and a sub-class beneath it, you’ve got to remove the power of most people to make anything out of available information.