The beginning of the industrial revolution also happened to coincide with the foundation of the first nation states as we know them today. The notion of national patriotism, the kind we are constantly bombarded with, was, at the time, a novel concept. In 1850, the percentage of people living in urban areas in the US was just 15%. In Europe and Russia, this was even less. Most people lived in small rural or regional areas where their association with a national identity had little to no consequence in their lives. However, with the advent of large scale industrialisation, including new factories and production centres in urban areas, in the 1860s and 1870s, there was suddenly a need for a mass of workers. This was when the notion of nationalism, associated with belonging to something bigger than the family, was created as a tool of manipulation over the people. And all of this was implemented via a State sponsored compulsory education programme. Of course, this was sold to the masses as being something that would massively improve the quality of their lives, however, nothing from the state comes for free.
In Prussia, it was the Krupp Family, the worlds foremost and largest arms manufacturers who influenced the State of Prussia to implement educational systems to ensure their factories would have the necessary 75,000 workers to keep production in line with demand for their weapons of destruction. Along with the wonderful offering of free education for all his workers' children, Alfred Krupp, patriarch of the family, created the Generalregulativ - a constitution that demanded workers declare an oath of loyalty to the company, which later influenced the development and adoption of the Führerprinzip, created by Adolf Hitler. This policy required workers to obtain written permission from their foremen when they needed to use the toilet and issued proclamations telling his workers not to concern themselves with national politics. Here, while children were schooled, they were schooled with the very specific objective of demonstrating obedience and loyalty to the Krupp business.
In Augustina S Paglayan's 2022 article published by Cambridge Press in the American Political Science Review (Volume 116, Issue 4) "Education or Indoctrination? The Violent Origins of Public School Systems in an Era of State-Building", she sights key evidential correlation between the elites wishing to utilise and implement state led schooling as a means for control of the population. This was at a time where Civil War and the very real prospect for regime change, served as a mass catalyser for the elite to institute compulsory education.
Her work examines civil conflicts spanning from 1830 to 2015 and her conclusions are well supported by a strong data set. In simple terms, she concludes "that the ruling elites perceive education as a tool to prevent future threats against the central government. This is because education can promote long-term social order by convincing future citizens to accept the status quo and respect the state's authority."
The article further argues that "national elites can minimise the risks of educating the masses by designing primary education institutions that prevent the development of aspirations that threaten the established order." It is not hard to see today just how dumbed down the State Schooling system has become and how it has been transformed into a weapon against the family unit. Manipulative ideologies such as Nationalism, Patriotism, Wokeism, and the way their very specific dogmas have been used as narratives within schools to exploit children and divide and conquer at the cost of family cohesion, serves as evidential backing to Pagylayans' conclusions .
While one might argue that primary education in the 1800s much improved the lives and prospects of its recipients, one cannot ignore the real reasons elites instituted compulsory primary education. "According to the advocates for the expansion of state-regulated primary education, the state had a stake in how children were raised, and primary schools could instill respect for the state and its laws, preventing violence, crime, and dissident behaviour, and promoting long-term political stability by shaping children's moral character. The idea was that by teaching values of moderation and self-sacrifice, and inculcating the belief that happiness resulted from accepting one's lot, primary schools could convince the masses from a young age to be content with what they had. Additionally, schools could shape behaviour by instilling fear of punishment for misbehaviour and promoting rewards for proper behaviour, and cultivate unconscious habits of compliance and deference simply through repetition."
With policies such as this intentionally created in the 1800s and fastidiously followed through over the course of the last two centuries, it is not hard to see how we may have already transcended the realms of what George Orwell dreamed up in 1984 and how we are rapidly approaching what Aldous Huxley envisioned in Brave New World.
The family unit has been eroded by a mole for last 200 years. In institutionalising this kind of thinking in children, at an age where they are so vulnerably susceptible to a permanent imprinting, you take the values of the State and superimpose suzerainty over the integrity of the family. There is a name for this and it is called grooming, and make no mistake, the efficacy with which the state led schooling system is grooming your children today, is tipping us to a point of population collapse.
